Galloway 2015-2016
Fall 2015
French 4 Honors
2 nd block, 10:14-11:48 am
Mlle. Galloway, room B103 gallowaye@bcsdschools.net
843-567-8110 ext. 2245
I am so glad that you are in my class this year! Studying another language gives us the opportunity to explore the world in a very unique way. This year, through what we read, watch, hear, and analyze, we will interact with and grow in our understanding of French-speaking people and cultures from all over the world. Through conversations, discussions, and presentations, we will better know our classmates and ourselves. We will have fun, and we will work hard.
This course is a continuation of studies from French 3 Honors. Students in French 4 Honors are required to
have successfully completed French 3 Honors. This course will expand the student’s proficiency in hearing
(and comprehending), speaking, reading and writing the French language, as well as a continued study of the culture of countries where French is spoken. Some of the goals of this course are to strengthen students’ mastery of foundational vocabulary and grammar, to build students’ confidence in reading, writing, and conversing, and to sharpen students’ critical thinking skills.
Long-Range Learning
The student will be able to understand the main idea in short, simple messages and presentations on familiar topics, as well as the main idea of simple overheard conversations. (Benchmark IL.IL)
The student will be able to understand the main idea of short and simple texts when the topic is familiar.
(Benchmark IL.IR)
The student will be able to participate in conversations on a number of familiar topics using simple sentences and handle short social interactions in everyday situations by asking and answering simple questions. (Benchmark IL.IC)
The student will be able to present information of most familiar topics using a series of simple sentences.
(Benchmark IL.PS)
The student will be able to write briefly about most familiar topics and provide information using a series of simple sentences. (Benchmark IL.PW)

Galloway 2015-2016
Long-Range Learning
The student will be able to identify common patterns in the products and practices of a culture. (Benchmark
I.CPP)
The student will be able to compare familiar cultural beliefs and values. (Benchmark I.CP)
The student will be able to interact at a functional level in familiar cultural contexts. (Benchmark I.CIA)
Long-Range Developmental Goals
The student will work cooperatively with peers on group assignments and activities.
The student will practice clear, direct, respectful communication in his/her interactions with the teacher and classmates.
The student will actively participate in the learning process.
The student will take active responsibility for his/her own learning and academic success.
The student will demonstrate understanding that different does not equal bad.
Unit Topic or Description
Unit Length
(approximate)
2 weeks
3 weeks
Course introduction (policies and procedures) and review
Unit 1: « Identités privées et publiques » (Private and public identities)
Lexical content (vocabulary)
 Descriptions of self

Public figures and role models
Grammatical content
 Past subjunctive
Unit 2 : « Les familles et les communautés » (Families and communities)
Lexical content (vocabulary)

Family
 Locations: local, national, international
Grammatical content
 Past perfect subjunctive
Unit 3 : « La beauté » (Beauty)
3 weeks
3 weeks

Galloway 2015-2016
Unit Topic or Description
Unit Length
(approximate)
Lexical content (vocabulary)

The arts: dance, music, visual arts, etc
Grammatical content
 Spiraled (review) grammar
Unit 4 : « Les défis dans le monde » (Worldly challenges)
Lexical content (vocabulary)
 Political, economic, social, and global issues
Grammatical content
 The impersonal
Unit 5 : « La science et la technologie » (Science and technology)
Lexical content (vocabulary)
 Global warming/climate change
 Branches of science and technology

Trends in science
Grammatical content

Spiraled/review of past grammar
Cultural content
Course review/final exam
Methods of Instruction
3 weeks
3 weeks
1 week
This class will be taught using instructional techniques adopted by the American Council on Teachers of
Foreign Language (ACTFL) in order to meet the academic standards adopted by the State of South Carolina for modern foreign languages. These techniques include: direct instruction conducted in French, inductive grammar presentations in which the students decode the rules of French grammar, inductive vocabulary presentations using visuals to bind the meaning of French words to the words themselves, speaking activities which role-play real-life situations in which one would use the vocabulary and grammar being learned, and reading of authentic French documents to improve comprehension of the French language. These techniques may be different than those used in other classes, but have been proven through research to lead to real learning of a foreign language.

Galloway 2015-2016
Assessment Task
Tests , Projects , and Integrated
Performance Assessments (IPA)
Evaluation Criteria
Accuracy/rubric
Grade Weights
45%
Classwork Accuracy/completion 20%
Quizzes and some Performance-Based
Assessments (PBA)
Participation
Accuracy/rubric 15%
Currency system (euros) 10%
Homework Accuracy/completion 10%
In each unit, students will complete approximately…

1 test and 1 IPA (IPAs are the end-of-unit assessments and count as two test grades )

A participation grade every week

1 real-world homework stamp sheet (counts as 3 homework grades) and 3-4 additional homework assignments
 …as well as a variety of classwork assignments and quizzes
*Tests and IPAs will always be announced at least one week in advance , and quizzes will usually be announced several days in advance .
Participation
To determine students’ participation grade this year, I will be implementing a “currency system” using euros
(the currency used in France).
At the beginning of the year, students receive an envelope. During class every day, students have the opportunity to receive paper euros in denominations of €10 and €20, which are to be stored in their envelopes.
Students turn in their euros at the end of the week. Students must earn €100 to earn a weekly participation grade of 100% (if a student earns more than €100, all of the extra euros will be counted towards his/her participation grade).
Students can earn euros by answering questions in class, participating fully in group activities and at learning stations, and speaking French during speaking activities.
*Communication with parents and guardians / Accessing Parent Portal:
Parents and guardians, please be in touch with Ms. Mills in the Guidance department to set up a Parent Portal account. (Her email address is Bonnie@bcsdschools.net
and her phone number is 843-567-8110 ext. 2211).
You are welcome to contact me with any questions or concerns via email or phone (this information can be found on the first page of this syllabus). If you would like to set up a conference, I ask that you contact me first.

Galloway 2015-2016
*A note on HOMEWORK
This year, students will be assigned homework in two different formats. Students will receive 3-4 traditional homework assignments during each unit (typically grammar or vocabulary exercises or a short writing assignment). These assignments are graded for accuracy.
Additionally, students will receive a “real-world homework” stamp sheet at the beginning of each unit. This page lists a variety of short activities related to the content of the unit (“find a French song about the unit topic,” “have a texting conversation with a friend about _________,” etc). Students choose six of these activities to complete over the course of the unit; at the end of the unit, the stamp sheets are collected and graded, worth a total of three homework grades.
Students who receive homework passes as a reward may use up to two per unit. However, homework passes may not be used on “real-world homework” stamp sheets.
Class rules and expectations
1.
Demonstrate respect for yourself, your classmates, and your teacher at all times.
2.
Follow all directions the first time that they are given.
3.
Participate fully in all class activities.
4.
Talk only at appropriate times.
5.
Finish all food and drink before coming to class.
Positive consequences
Individuals
-euro coins (extra credit points)
-choice from boîte à trésor (homework pass, restroom pass, etc)
Whole class
Votre choix vendredi: An entire class who demonstrates great behavior has the opportunity to earn one “letter” per day. After spelling out an entire word or phrase, the class may choose a reward from the boîte à trésor, to be used during the last 30” of class that Friday.
THS Attendance Policy
Negative consequences
1.
Verbal or written warning
2.
15” detention and parent contact
3.
30” detention and parent contact
4.
Referral to administration
*any behavior that is dangerous or severely disruptive will result in immediate referral to administration
*detentions will be served before or after school or during lunch, to be arranged with the teacher before serving
Attendance in class and being on time to class are an important first step in your academic success. It is especially important for you to be present and on time in this course, because much of the in-class instruction and practice depends upon working with other students, and will be difficult to effectively replicate in makeup work.
The THS attendance policy can be found in the student handbook. According to state law, students are allowed 5 lawful (excused) absences. Make every effort to be present in class; I do not want any student to
not receive credit for the course because he/she has accrued too many unexcused absences!

Galloway 2015-2016
If a student misses more than one half of the class period (45” of a 90” class), he/she will be considered
absent. This policy applies whether the student arrives late to class or leaves class early.
THS Tardy Policy
It is my expectation that students are in the classroom, in their assigned seat, with their materials out, and ready to begin when the bell rings. Students who enter the classroom enter the classroom after the bell
rings are considered tardy. The following tardy policy is in place throughout the school, and will be used in my classroom as well.
1
2 st nd
tardy
tardy
Verbal warning by teacher
Detention by teacher
3 rd tardy ISS for the class period that the student was late
4
5 th th
tardy
tardy
ISS for the class period that the student was late
ISS for the whole day
7 th
6 th tardy
Make-up/Late Work Policy
tardy and above
ISS for the whole day
OSS
All assignments are due on the date and time specified by the teacher. Students may submit assignments
late for a penalty of 10 points off per day that it is late.
If a student is absent, he/she has five school days to complete and turn in missed assignments. For any assignment that is not completed and turned in after five days, the overall grade will be reduced 10% per day for every additional day that it is late.
If a student is absent on the date an assignment is due and the due date was previously established, the assignment is due on the first day the student returns.
Students will be responsible for collecting their make-up work on the day they return to class. If a student needs additional help or time to complete make-up work, I will gladly help that student, provided that he/she communicates with me in a timely manner.
Students are required to bring the following materials to class every day:
 3-ring French class binder (see separate “Class Binder” page)
 Notebook paper
 Pens or pencils
Optional materials: French/English dictionary, markers/colored pencils, index cards, folder
This year, students will not be issued a textbook.
The new BCSD world language curriculum does not align with the old textbooks. I will keep a class set of textbooks to be used as a reference throughout the course.
Write the name and phone numbers of two classmates that you can ask about make-up work:

Galloway 2015-2016
I understand that each student learns in a unique way, and I want all students to be comfortable in the learning environment. Therefore, I encourage any student who requires accommodation during class to speak with me so that I can maximize the learning potential for him or her. This may be done by phone, email, or in person at the end of class.
Student support
If a student would like additional help, I am available for tutoring in my classroom at several times throughout the week.
 Monday through Friday mornings, 8:00-8:25 am
 Tuesday afternoons, 3:50-4:50 pm
If a student has a schedule conflict and needs to set up another time for tutoring, he/she must make these arrangements with me at least one day in advance. There will be time at the end of the class period to discuss this.
How can you succeed in this class?

Be present in class and follow the class rules

Participate fully in class activities and be willing to try your best

Complete assignments in a timely manner

Practice speaking French with classmates

Ask questions when something is unclear

Engage with French outside of class: listen to French music, browse French websites, befriend a
French-speaking person, etc