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Pebblebrook High School 2.0: Project-based; Problem Solved!

Department: World Languages

Spring Semester 2015

COURSE TITLE: Honors French


EMAIL: Helen.ellingsen@cobbk12.org
CLASSROOM BLOG:www.ellingsenfrench.weebly.com
SCHOOL WEBSITE: http://www.cobbk12.org/Pebblebrook/

INSTRUCTOR: Betsey Ellingsen, Dept. Chair


PHONE: 770-819-2521 ext. 1103

PHS SCHOOL VISION: Empowering Students to Become Productive Members of a Global Community
PHS SCHOOL MISSION: Modeling and Developing Intellectual, Physical and Emotional Behaviors that Lead to Success for All
KEY ACTIONS:

Increase the Graduation Rate

Increase rigor and student engagement (Project-based learning environment)

Increase community and parental involvement


COURSE DESCRIPTION: (from the Georgia Department of Education):
The Level 3 language course focuses on the continued development of communicative competence in the target language and
understanding of the culture(s) of the people who speak the language. It assumes that the students have completed a Level 2 course or
are at the Novice-Mid to Novice-High level of proficiency.
Students use basic language structures with accuracy and recombine learned material to express their thoughts. They are exposed to
more complex features of the language, moving from concrete to some abstract concepts. Because students may begin formal
language learning of various stages of development, teachers must adjust vocabulary and content to reflect developmentally
appropriate interests.
An important component of language classes is the use of the language beyond the classroom in the real world. The integration of
technology is an important tool in accessing authentic information in the target language.
By the end of Level 3, students will exhibit Novice-High level proficiency in speaking and writing and Intermediate-Low proficiency
in listening and reading (ACTFL Proficiency Guidelines, 1999).
Cobb County School District
Advanced Content Course Standards
The Cobb County School District advocates high standards for honors teachers in the area of content, pedagogy, and student
performance. The following standards are provided to inform teachers, administrators, and policy makers dedicated to providing
rigorous honors instruction for all CCSDs students. The standards development process involved recommendations from teachers,
administrators, and content area supervisors; standards were subsequently reviewed by teacher focus groups, administrators, and
content supervisors.
CONTENT
Advanced Content teachers modify content to facilitate higher-level learning goals.
Advanced Content lesson and units:

Integrate ideas across content areas

Require significant use of primary data and/or documents

Incorporate research and technology


PEDAGOGY
Advanced content teachers use various instructional strategies that make challenging content accessible to students. Teachers
regularly adjust their instruction in response to student learning. Teachers appropriately match teaching methods to content.
Instructional strategies are designed to:

Foster independent learning and self-discipline

Emphasize higher-order thinking, problem-solving, and communication skills

Encourage motivation and interest

Allow for creative application of ideas

Model and encourage scholastic dialogue


KEY STANDARDS:
Interpersonal Communication
MLIII.IP1A Express needs and desires.
MLIII.IP1B Share feelings and emotions.
MLIII.IP1C Exchange opinions and preferences.

MLIII.IP1D Give detailed descriptions.


-2MLIII.IP1E Give and follow detailed directions and instructions.
MLIII.IP1F Ask questions and provide responses on topics and events found in a variety of print and non-print sources.
MLIII.IP2A Participate in extended oral and written activities reflecting the present.
MLIII.IP2B Begin to participate in oral and written activities reflecting the future and past.
MLIII.IP2C Exchange information through conversations, notes, letters, or e-mail on familiar topics.
MLIII.IP2D Use paraphrasing, some circumlocution, and body language to convey and comprehend messages.
MLIII.IP2E Begin to self-correct.
MLIII.IP2F Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper
pronunciation, intonation, and writing mechanics.
Interpretive communication
MLIII.INT1A Identify main ideas and supporting details from a variety of sources.
MLIII.INT1B Understand culturally authentic materials and information.
MLIII.INT1C Demonstrate comprehension of current events and issues presented through print and electronic media.
MLIII.INT1D Follow instructions given in the target language.
MLIII.INT1E Understand simple connected discourse.
MLIII.INT1F Demonstrate Novice-High to Intermediate-Low proficiency in listening, viewing, and reading comprehension.
Presentation
MLIII.P1A Summarize and communicate main ideas and supporting details from a variety of authentic language materials.
MLIII.P1B Produce brief oral presentations in the present with increasing proficiency, using visual and technological support as
appropriate.
MLIII.P1C Write short, organized compositions in the present with increasing accuracy, using visual and technological support as
appropriate.
MLIII.P1D Begin to prepare presentations in the past and future.
MLIII.P1E Demonstrate Novice-High to Intermediate-Low proficiency in oral and written presentations with respect to proper
pronunciation, intonation, and writing mechanics.
MLIII.P2A Prepare and present culturally authentic poetry, skits, or stories.
MLIII.P2B Prepare and present original essays, poetry, skits, or stories in the target language
Cultural Perspectives
MLIII. CU1A Participate in real or simulated cultural events.
MLIII.CU1B Discuss patterns of behavior typically associated with culture(s).
MLIII.CU1C Investigate the role of geography in the history and development of the culture(s) studied.
Connect/Compare
MLIII.CCC1A Understand the role of major contemporary and historical figures and events from the culture(s) studied.
MLIII.CCC1B Relate topics studied in other subject areas to those studied in the target language class.
MLIII.CCC1C Recognize how the viewpoints of people in countries where the target language is spoken are reflected in their
practices and products, such as political systems, art, architecture, music, and literature.
MLIII.CCC2A Discuss the influences of events and issues on the relationships between countries where the target language is spoken
and the students own culture.
MLIII.CCC2B Compare and contrast social conventions of the target cultures with the students own culture.
MLIII.CCC2C Compare aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with the
students own culture.
MLIII.CCC3A Demonstrate understanding that language and meaning do not transfer directly from one language to another.
MLIII.CCC3B Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the
language studied.
MLIII.CCC4A Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.
MLIII.CCC4B Locate and use resources in the target language, such as individuals and organizations accessible through the
community or the Internet, to reinforce cultural knowledge.
GRADING POLICY:
Grading Categories based on Performance Standards for Modern Languages)
Interpersonal Communication (IP)Total 25%
Summative Assessment:
20%
Formative Assessment:
5%
Interpretive Communication (ITN)Total 10%
Summative Assessment:
7%
Formative Assessment:
3%
Presentation (P)Total 20%
20%
Cultural Perspectives (CU)Total 10%
Summative Assessment:
7%
Formative Assessment:
3%
Connect/Compare (CCC)Total 15%
Summative Assessment:
10%
Formative Assessment:
5%
Comprehensive Final ExaminationTotal 20%
20%
GRAND TOTAL
100%

-3GRADING SCALE:
A - 100-90%
B - 89-80%
C - 79-74%
D 70-73%
F - 69-Below
SYNERGY ACCESS TO GRADES:
It is strongly encouraged that you keep your Synergy login information in a safe place and that you have access to the information
when needed. Parents should contact the Main Office (770.819.2521) or Mr. John Chandler at ext. 099 in order to obtain their synergy
password and access information. I post grades weekly if not more frequently.
Please note that when you are viewing grades in Synergy that a blank grade column for your child has no effect on their grade. If the
space is blank, then your student may not have turned in that assignment due to absence or the teacher may not have entered grades
for that assignment at that time. An X means that the student is exempt from an assignment at the discretion of the teacher.
TEXTBOOK/SUPPLEMENTAL RESOURCES:
Central Texts: Bon Voyage Level 3 plus workbook ancillary
GENERAL INFORMATION: Semester-Long Course Outline Based on Thematic Units: A. Review of French 2, B. Summer
and Winter Activities of the French, C. Everyday life of young people in France, D. Leisure activities in French speaking countries; E.
North and West Africa, F. if time allows: French Media/Crime and Punishment .
Grammatical Structures to be covered: Review of French 2 structures, subjunctive mood, negative expression, pass compose,
imperfect, pluperfect, future, past future, conditional, past conditional tenses, relative pronouns, interrogative, demonstrative, and
possessive pronouns.
MATERIALS NEEDED/ Student Requirements:
1. A notebook (3-ring binder) with dividers for Warm-ups, Notes, Assessments, Activities.
2. Writing instrumentdark pen or pencil.
3. Highlighter.
4. Dry-erase marker of dark color.
5. Lined papereither college or wide ruled.
6. Regular attendance
7. Arrival on time to class; Pebblebrooks Tardy policy will be strictly enforced.
8. Good attitude and a willingness to try.
9. Respect for your classmates, instructor, and yourself.
DONATION REQUEST: 1 box of Kleenex, 1 dry erase marker
CLASS EXPECTATIONS: STUDENT PERFORMANCE
Advance Content students must demonstrate proficiency in essential, regular curriculum concepts and processes. Additionally,
students must engage in differentiated, challenging performances and assessments.
Advance Content students:

Routinely complete challenging out-of-class, independent assignments, performance tasks

Demonstrate competence on comprehensive, interdisciplinary assignments developed in collaboration with other content
areas as appropriate

Analyze, evaluate, and apply knowledge on a comprehensive, written final exam


General Daily Procedures: Students begin each class by doing daily mandatory warm-ups. During this time, attendance will be taken.
Warm-ups may be collected or counted as extra credit points for summative exams. In the warm-ups, I normally will check for
mastery of material previously introduced. The students do not have the option to skip the warm-up!! After reviewing the warm-up,
the instructor will introduce the performance standard(s) and essential question(s) of the day. After that, homework is reviewed or
new material is introduced by active instruction. A period of activity meant to support the new or old learnings occurs. There will be
many opportunities for summarization. At the end of class, the days learnings are summarized via varying closing techniques. A
student has studying homework every day even if no written work is assigned. I will update the blog weekly. Please keep up with
these postings.
FINAL EXAM EXEMPTION:
Students with no more than one excused absence may qualify to exempt one of their final exams. Students with a course average of
80 or higher may exempt one final exam of their choice. Students with a course average of 79 or below may request that ten
percentage points be added to the final exam grade. Towards the end of the semester, students who qualify may submit an Exam
Exemption Form to the classroom teacher of their choice. Teachers must verify that the student qualifies for the exemption.
PARTICIPATION: Class participation is an important component of Honors French 3. Please encourage your student to speak up
when appropriate. You cant learn a language without speaking it. We are aiming for about 75% of class- time to be in French.

-4ATTENDANCE AND MAKE-UP POLICY: A student is given the same amount of time to turn in missed make-up work as per
EXCUSED absence. For example, if a student misses 2 days of school with an EXCUSED absence, he/she has 2 extra days plus one
to turn work in. If a student misses a test, he/she will take it the day of return or by appointment with the instructor. Being absent the
class session before a test or during a test review does not mean that your student cant take the test on the proper day. It just means
that he/she had extra time to study. A student cannot make up work from past units of study. For example, a student may not make up
work dealing with the Leisure time Activities unit once we have moved on and are studying the Rites of Passage unit. The student will
be responsible for picking up, completing, and submitting all make-up work in the time allotted. Worksheets and handouts will be
located in a folder in the classroom.
TARDY POLICY: To avoid being counted tardy, students must be seated and ready for class when the bell rings. School policy
states that students may receive Saturday School, In-School Suspension, and Out-of-School Suspension for repeated tardies.
TUTORING:
Morning Session: any morning, from 7:45-8:10
Afternoon Session: Tuesdays or Thursdays from dismissal through 5:00pm, with one days notice
CELL PHONES AND ELECTRONIC DEVICES: As per the schools policy, cell phones are not to be used during class time
unless directed by the teacher for instructional purposes. Students will receive a discipline referral after one warning to put away any
electronic device (unless the device is being used for instruction). Students are allowed to bring certain technologies to class (iPad,
laptop, Kindle, etc.), but it should NOT interfere with the teaching or others learning. In my class the student will have the option of
putting a de-activated cell phone in my cell phone motel. If the student chooses not to use this option, and the cell phone goes off or
if I observe texting, your student will receive a classroom detention. This detention represents the one warning noted previously.
DONTS: I do not tolerate talking without permission, rudeness to teachers (and that means talking back to an adult!!!) or other
students, DRAMA in the classroom (unless the students are presenting skits!!), or SLEEPING in class. Eating food in class is not
allowed. There is a health reason for this. Water bottles and sports drinks are allowed as long as the students dispose of the containers
appropriately. If I find one water bottle not disposed of properly, drinks will be forbidden.
ACADEMIC INTEGRITY: Cheating is considered a serious matter. Any student who is involved in cheating/plagiarism will
receive a grade of zero on the material, an unsatisfactory in conduct, and his/her parents will be notified. For Honors French 3
cheating is defined as, but not limited to the following acts;.

Copying anyone's answers to questions, exercises, study guides, class work or homework assignments

Taking any information verbatim from any source, including the Internet, without giving proper credit to the author, or
rearranging the order of words and/or changing some words as written by the author and claiming the work as his or her
own, i.e., plagiarism.

Looking onto another student's paper during a test or quiz.

Having available any study notes or other test aids during a test or quiz without the teacher's permission.

Collaborating on assignments when independent work is expected.

Use of a translation service (such as Google Translate) without the teachers prior authorization.