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Bienvenue à la classe de français chez SMS

over 2 years ago

By Julenne Moore

L'Horaire de Madame Moore

Monday Schedule
Green DayWhite Day
18:00-8:457thFrench 1B18:00-8:457thFrench 1B
28:50-9:358thFrench 1C28:50-9:35
Plan
39:35-10:30Plan39:35-10:30Plan
410:30-11:156thFrench 1A410:30-11:156thFrench 1A
511:20-12:056thFrench 1A511:20-12:056thTech 6
L12:05-12:35LunchL12:05-12:35Lunch
612:40-1:25
Plan612:40-1:257thFrench 1B
71:30-2:208thFrench 1C71:30-2:208thFrench 1C
Tuesday-Friday Schedule
Green DayWhite Day
18:00-8:547thFrench 1B18:00-8:547thFrench 1B
28:59-9:548thFrench 1C28:59-9:54
Plan
310:00-10:51Plan310:00-10:51Plan
410:51-11:456thFrench 1A410:51-11:456thFrench 1A
511:50-12:446thFrench 1A511:50-12:446thTech 6
L12:47-1:17LunchL12:47-1:17Lunch
61:17-2:10
Plan61:17-2:107thFrench 1B
72:16-3:108thFrench 1C72:16-3:108thFrench 1C
AC/AS3:30-5:003:30-5:00

Les Sites web utilisés dans les cours de français

Course Syllabus

over 2 years ago

By Julenne Moore

Language Acquisitionlefrancaischezsms.jpg

Summit Middle School

Bienvenue à la classe de français!

Learning another language, especially French, is a useful and fun endeavor that I hope will bring you many successes throughout life.  We will become lifelong learners of language and culture through listening, reading, speaking, and writing.  The following information details policies and procedures in the French classroom in order for all students to have a valuable learning experience.

COURSE OBJECTIVES

  1. Communication: Students communicate in the target language.

  2. Culture: Students gain knowledge and understanding of different cultures.

  3. Connection: Students connect with other disciplines and acquire information.

  4. Comparison: Students develop insight into their own language and culture by making comparisons.

SUPPLIES NEEDED FOR CLASS EVERYDAY

  1. Device: Chromebook, charged, and charger cords.

  2. Pencils and/or pens

  3. Chromebook sleeve for handouts

  4. Earbuds or headphones, preferably with a microphone

TIGER PRIDE: RULES AND EXPECTATIONS

  1. Positive Mental Attitude Can do, will do, actively participate

  2. Respect Allow others to learn, help others to learn, clean-up and return materials

  3. Include Others Accepting, support, open-minded

  4. Dedication to Excellence Produce, prepared, prompt, ask for help, willingness

  5. Cyberspace Practice Digital Citizenship, and collaborate

Special Additions for Language Class

  1. Listen with the intent to understand

  2. No “talking over”

  3. Sit up: squared shoulders, eye contact

  4. Do your 50%

  5. Actors: synchronize your actions with my words

  6. Speak English ONLY to suggest cute answers, limit of 2 words

Failure to comply with rules and expectations will result in a redirect.  After 3 redirects, a problem solving contact will be used, followed by a level 1 or level 2 referral, in accordance with the school discipline plan.

DIGITAL CLASSROOM

Schoology, a sophisticated learning management system, will be used with Google Apps for Education as our digital classroom.  Students and parents will be able to access all course content (assignments, resources, blogs, portfolios), grades, tests, calendar, agendas in Schoology.  Students will be taught in class how to use Schoology.  Their accounts are automatically created when they register for school using their school issued email address.  Here is the student guide for more information.

ClassDojo will also be used to encourage and promote great learning skills.  Students will create their accounts in class and invitations for parents to join will be distributed within the first week of school.

ATTENDANCE

Class time will be mostly spent on developing listening comprehension skills; therefore, attendance is extremely important.  It is difficult to make up classroom activities when a student misses class.  In cases of excused absences, it is the student’s responsibility to make up all work within 2 days per day absent so as not to fall behind in their learning.  The daily agenda, assignments, and resources are available online in our Schoology Digital Classroom.

PARTICIPATION

The main purpose of learning another language is to be able to communicate effectively with people of different cultures and to actively participate in a global community.  In order for this to happen, you’ll need to share your ideas, insights, answers, and opinions in class.  Please help to create an environment where people feel comfortable to practice, make mistakes, and learn from one another.

TEACHING METHODS

There is a difference between learning language and acquiring language. Language learning involves an emphasis on forced memorization, whereas language acquisition is natural. Current pedagogical research of language acquisition states that students will acquire another language best when they hear and read that language in a comprehensible way.  Therefore, all courses will use a comprehensible input method to acquire French.  Using this method, French classes feel and sound much like a French-speaking country. My goal is to speak French 90% of the time being sure that students understand my message through actions, images, and words.  CI is a research-based instructional practice based on the Comprehensible Input Hypothesis of Stephen Krashen, and the work of Blaine Ray, James Asher, and other linguaphiles.  For more information, please see Show me the data: Research on TPR Storytelling.

What does this mean?  Students will not be “learning” French the way that their parents most likely “learned” it.  Do not expect them to be able to conjugate verbs on command.  Instead, try asking them to tell you about the French they heard in class.

CLASS ROUTINES

Beginning and Ending Class

  • You should be in your seat, with your Chromebook opened to our digital classroom in Schoology and signed in, ready to begin at the start of class.

  • La soupe du jour

    • The expression soupe du jour means, soup of the day, and is used in restaurants.  The purpose of La soupe du jour is to help you focus and review at the beginning of each class.  This warm-up activity will be posted in the “Updates” section of our Schoology Digital Classroom.  You are responsible for completing the activity when you are absent.

  • I dismiss you (not the bell, clock, etc).  All students will be allowed to leave when the room is clean and materials returned to their place and everyone is sitting quietly in their seats.

ASSESSMENT AND GRADING

  • Grades will be posted in both Schoology and PowerSchool.

  • Grades are determined using IB MYP Language Acquisition Phase I criteria to assess evidence outcomes as established by the Colorado World Language Academic Standards.  These are:

Criterion A Comprehending Spoken and Visual Text

Criterion B Comprehending Written and Visual Text

Criterion C Communicating in Response to Spoken and/or Written and/or Visual Text

Criterion D Using Language in Spoken and/or Written Form

Evidence Outcomes

Evidence Outcomes will be assessed using one or more of the IB rubrics.  Language Acquisition rubrics use a 0-8 scale for scoring assessments.  Scores will be converted to the SMS scale as follows:

MYP Criterion Score

SMS Achievement Score

Level

Descriptors

8

4

Advanced

Student consistently and thoroughly exceeds grade level standards and is able to apply them almost faultlessly in a wide variety of situations.  The student demonstrates originality and insight and always produces work of high quality.

7

3.5

Advanced

Student consistently exceeds grade level standards and is able to apply learned information and skills to new and unfamiliar situations with original insights beyond what is covered in the classroom.

6

3

Proficient

Student consistently meets and sometimes exceeds grade level standards and is able to apply learned information and skills to new and unfamiliar situations independently.

5

2.5

Proficient

Student competently and consistently meets grade level standards and is able to apply learned information and skills to some new or unfamiliar situations with minimal adult support.

4

2

Progressing

Student sometimes meets grade level standards and uses regular adult support to apply learned information and skills to some new or unfamiliar situations.

3

1.5

Partially Proficient

Student seldom meets grade level standards and is seldom able to apply learned information and skills.

2

1

Unsatisfactory

Student does not meet grade level standards and does not apply learned information or skills.

1

.5

Unsatisfactory

Student does not meet grade level standards and does not apply learned information or skills.

MYP Language Acquisition Assessment Rubrics for Phase I (Emergent Communicator)


4 Advanced High

3.5 Advanced

3 Proficient High

2.5 Proficient

2 Progressing

1.5 Partially Proficient

1-.5 Unsatisfactory

Criterion A: Comprehending Spoken and Visual Text

The student:


i. clearly identifies basic facts, messages, main ideas and supporting details


ii. has excellent awareness of basic conventions


iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.



The student shows thorough understanding of the content, context, and concepts of the text as a whole.

The student:


i. identifies most basic facts, messages, main ideas and supporting details


ii. has considerable awareness of basic conventions


iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.



The student shows considerable understanding of the content, context, and concepts of the text as a whole.

The student:


i. identifies some basic facts, messages, main ideas and supporting details


ii. has some awareness of basic conventions


iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.


The student shows some understanding of the content, context, and concepts of the text as a whole.

The student:


i. identifies minimal basic facts, messages, main ideas and supporting details


ii. has limited awareness of basic conventions


iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.


The student shows limited understanding of the content, context, and concepts of the text as a whole.

Criterion B: Comprehending Written and Visual Text

The student:


i. clearly identifies basic facts, messages, main ideas and supporting details


ii. has excellent awareness of basic aspects of format and style, and the author’s purpose for writing


iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.



The student shows thorough understanding of the content, context, and concepts of the text as a whole.

The student:


i. identifies most basic facts, messages, main ideas and supporting details


ii. has considerable awareness of basic aspects of format and style, and the author’s purpose for writing


iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.



The student shows considerable understanding of the content, context, and concepts of the text as a whole.

The student:


i. identifies some basic facts, messages, main ideas and supporting details


ii. has some awareness of basic aspects of format and style, and the author’s purpose for writing



iii. engages adequately with the written and visual text by identifying ideas, opinions and attitudes and by making some personal response to the text.



The student shows some understanding of the content, context, and concepts of the text as a whole.

The student:


i. identifies minimal basic facts, messages, main ideas and supporting details


ii. has limited awareness of basic aspects of format and style, and the author’s purpose for writing



iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.


The student shows limited understanding of the content, context, and concepts of the text as a whole.

Criterion C: Communicating in Response to Spoken and/or Written and/or Visual Text

The student:


i. responds in detail and appropriately to simple short phrases and basic information in spoken and/or written and/or visual text


ii. interacts confidently in simple and rehearsed exchanges, using verbal and nonverbal language



iii. uses basic phrases effectively to communicate ideas, feelings and information on a variety of aspects of everyday topics


iv. communicates with an excellent sense of audience.

The student:


i. responds appropriately to simple short phrases and basic information in spoken and/or written and/or visual text



ii. interacts considerably in simple and rehearsed exchanges, using verbal and nonverbal language


iii. uses basic phrases to communicate ideas, feelings and information on some of aspects of everyday topics


iv. communicates with a considerable sense of audience.

The student:


i. responds to simple short phrases and basic information in spoken and/or written and/or visual text, though some responses may be inappropriate


ii. interacts to some degree in simple and rehearsed exchanges, using verbal and nonverbal language


iii. uses some basic phrases to communicate ideas, feelings and information in a limited range of aspects of everyday topics


iv. communicates with some sense of audience.

The student:


i. makes a limited attempt to respond to simple short phrases and basic information in spoken and/or written and/or visual text; responses are often inappropriate


ii. interacts minimally in simple and rehearsed exchanges, using verbal and nonverbal language



iii. uses minimal basic phrases to communicate ideas, feelings and information in a limited range of aspects of everyday topics


iv. communicates with a limited sense of audience.

Criterion D: Using Language in Spoken and/or Written Form

The student:


i. writes/speaks effectively using of a basic range of vocabulary, grammatical structures and conventions accurately; when speaking, uses clear pronunciation and excellent intonation, making communication easy



ii. organizes basic information clearly and uses a range of basic cohesive devices accurately



iii. uses language effectively to suit the context.

The student:


i. writes/speaks making good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility


ii. organizes basic information and uses a limited range of basic cohesive devices accurately



iii. usually uses language to suit the context.

The student:


i. writes/speaks using a basic range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation and intonation with some errors, some of which make understanding difficult



ii. organizes some basic information and uses a limited range of basic cohesive devices, not always appropriately


iii. uses language to suit the context to some degree.

The student:


i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult




ii. organizes limited basic information, and basic cohesive devices are not used



iii. makes minimal use of language to suit the context.

Learning Activities

Learning Activities include work done in class and at home.  These assignments are very important in developing listening, reading, writing, and speaking skills so that students can demonstrate their French acquisition on assessments.  I generally assign little homework; however, students should review old and new vocabulary every night for at least 10 minutes.  Although these assignments are not graded, it is expected that they be completed on time.  Work that is not turned in when it is due will result in mandatory participation in lunch bunch and/or academic support.  

The following are the main tools students should use to practice their vocabulary outside of class.  Students will be required to create their accounts using their school issued Google email address and password which is the first letter of their first name, first letter of their middle name, and their entire last name with either 22, 23, 24 depending on their graduation year.  It is usually easiest to use the “Sign-up with Google” link found on these websites. These are free resources.

Duolingo (Website or App available on mobile devices)

8th Grade- Classe de 2022: Classroom Duolingo code HJVDSZ.

7th Grade- Classe de 2023: Classroom Duolingo code XSXDJQ.

6th Grade: Click here to join your class on Duolingo or classroom code is CGYKQW

Quizlet (Website or App available on mobile devices)

Students should create their account using Google- as a user name, first letter of first name, first letter of middle name, entire last name and the year of graduation: 23 or 22 or 24.  Password should be their student ID number + abc.

6th Grade link to join

Conjuguemos (Website only)

Class of 2023 (6th graders) and all students not in French last year will need to sign up.  Students should select Colorado, Summit Middle School, use their school issued Google email address as their username and use the school issued password of their student ID number plus the letters abc.  Once registered, they can select their class.  The choices are “Classe de 2023”, “Classe de 2022”, or “Classe de 2024”.   

Ways to improve your language acquisition:
Act it out!

Record it!
Draw it out!
Use it in new and different ways!

Repeat Practice Repeat Practice Repeat Practice!

A NOTE TO PARENTS (and students)

Please email or call me if you have any questions about class or concerns about your student’s progress.  Don’t feel you need to know French to be able to help your student.  Simply guiding your child to our digital classroom in Schoology and reminding them to study their vocabulary will help them tremendously.  Here is an article that gives more ideas too.  Ask them about words and phrases they hear in class and you too will learn some French!  

Lastly, please have realistic expectations about your student’s progress in French class.  Language acquisition is a LIFELONG endeavor, it takes a lot time and continual exposure.  Think about your student as they began learning their first language.  They listened for the first several years before uttering single syllable words.  Then, they started linking words together in short phrases, until finally they were speaking.  It isn’t until year 6 that they began writing.  I am always here to help students and make their experience as fun and valuable as possible.

Please sign this form to acknowledge that you have read this document.

Amicalement,

Madame Moore

970-368-1209

julenne.moore@summitk12org

Room #112- Mount Royal Wing