Thomas Edison High School
2015-2016
Course:
French SL Year I/Level 3
Teacher:
Christina Maynor
Room:
221
Voicemail: (612) 668-1300
Email:
christina.maynor@mpls.k12.mn.us
Webpage:
I will make every attempt to respond to email and voicemail within one business day
Course Description French SL Year I/Level 3 is a course aimed at solidifying student French
language acquisition in the modalities of reading, writing, listening and speaking. Consistent
with the International Baccalaureate aims for second languages, we will:
 enable students to understand and use French in a range of contexts and for a variety of
purposes;
 encourage awareness and appreciation perspectives of people from other cultures;
 help students connect what they learn in French to other subjects;
 develop students’ awareness of the relationship between the languages and cultures with
which they are familiar;
 give students a base to keep learning French and do more in the worlds of work and
leisure;
 enjoy life more, because we speak more than one language!
Course Objectives With strong attendance and by engaging fully in each class period, ALL
students will make significant progress on the following by the end of French IB Year 1/French 3:
1. communicate clearly and effectively in a range of situations, demonstrating linguistic
competence and intercultural understanding
2. use language appropriate to a range of interpersonal and/or cultural contexts
3. understand and use language to express and respond to a range of ideas with accuracy
and fluency
4. organize ideas on a range of topics, in a clear, coherent and convincing manner
5. understand, analyze and respond to a range of written and spoken texts
Overview of Units
As an IB World School, our units are organized around “inquiry questions” which help focus
learning, develop curiosity, and promote critical thinking. Some of the units and inquiry
questions we will study in this class include:
Unit
Inquiry Questions
IBDP Core
Topic
Assessment
Options
Our Interests
What do I love to do?
What am I good at?
How do I develop my talents, face my challenges?
Leisure
Class Discussion
Supportive
Friendships
What makes a healthy friendship? What are the
kinds of people I want around me? How can I stop
bullying/cyber bullying?
Social
Relationships
Brochure
Texts and Resources All students need a 3-ring, 1” view binder to keep in class. We will use a
variety of media and resources from print and online sources, including the French teen
magazine PHOSPHORE.
Grading Policy Please refer to the Thomas Edison Student Handbook for our school-wide
assessment policy. Grades will directly reflect achievement of academic standards. 80% of your
grade in this class will be based on your academic achievement on learning targets and
International Baccalaureate Diploma Programme assessment Criteria. 20% will be based on
academic practice, such as homework and daily pop quizzes you do to get ready to show your
learning.
Grading Breakdown
80%
Academic Achievement
Learning targets are based on MN state standards and aligned to MYP assessment criteria. You
will have MANY opportunities to demonstrate your comprehension of each learning target
throughout the unit. These opportunities will include quizzes, story retells/rewrites, class work,
and additional assessments. Learning targets in speaking, reading, and writing will be graded
using the rubric shown:
Score
MCA Terms
Description
Got it and more!
7-8
EXCEEDS
5-6
MEETS
3-4
PARTIALLY MEETS
1-2
DOES NOT MEET
Excellent, exceptional, extended
Got it!
Consistent, accurate
Kinda got it!
Basic, simple, inconsistent
Don’t get it!
Developing, limited, partial
Didn’t do it!
0
Unacceptable, inaccurate, insufficient evidence
20%
Classwork/Homework
These activities allow you to become proficient with the learning targets. These activities include
homework, group work, and individual class work. To be successful in this class, completing
homework assignments is a necessity.
Grading Scale
A
AB+
B
BC+
C
CD+
D
DF
above 90 %
87 – 90 %
83 – 87 %
79 – 83 %
75 – 79 %
71 – 75 %
67 – 71 %
63 – 67 %
59 – 63 %
55 – 59 %
50 – 55 %
0 – 50 %
If you do not complete assignments, it is not possible to earn an A.
If you earn mostly 6’s, showing understanding of topics you will earn a B.
If you earn a combination of 4’s and 5’s you will earn a C.
If you show only partial understanding of topics you will earn a D.
Below 50% will result in a failing grade.
If you do not complete any of the academic achievement assessments, you will receive
an incomplete (I) for the quarter. You must show evidence of proficiency in order to
get a grade for the course. After mid-quarter of the following quarter, any unresolved
incompletes will become F’s and result in no credit.
Homework Policy Homework is assigned to help students practice/reinforce key skills taught in
the classroom. You will acquire the most French if you do every homework assignment.
Attendance and Tardy Policy, Academic Honesty Policy Please refer to the Thomas Edison
Student Handbook for more details.
Academic Support I am available regularly to assist you outside of class, if you are absent or
looking to retake an assessment. I will announce a regular weekly tutorial later in September,
until then, please come find me in room 330 to schedule a time to meet.
Classroom Conduct Expectations
Cell Phones/PEDs
Every minute in class is an important investment in your ability to acquire French. We do not
have any time to waste! Cell phones and other personal electronic devices can be learning
tools; you may use them only when invited by the teacher. Otherwise, all electronics, including
earphones must be off and out of sight. If you are seen using a device, you will be asked by the
teacher to place it in the electronics bin until the end of the hour. If you refuse, your Dean will
hold your device until the end of the school day.
Classroom Norms
Creating a warm, welcoming, supportive classroom environment is critical to each student
learning a maximum of French. We will spend time during the first few weeks of school setting
and implementing healthy classroom norms and we will revisit these through the year.
Behavior Intervention
The teacher’s goal is to keep every student in class learning every hour. If a student is behaving
in a way so that s/he or others cannot pay attention to class, the teacher may do the following:
give a reminder, change the student’s seat, have a private conversation at the door, require a
reflection sheet, send the student to the Dean with a referral. In the case of behavior that is
unsafe, the student will be referred for immediate assistance outside of class.
Tommie Creed and Learner Profile
Team
Opportunity
Make a Difference
Make it Right
Integrity
Excellence
I will respect myself and others by being open-minded and a good
communicator.
I will prepare for college and the career of my choice by being a thinker and
becoming more knowledgeable.
I will honor myself, my family and my school by being principled.
I will restore my relationships and advocate for myself. I will be caring and try to
understand others by being an inquirer.
I will make good decisions. I will stay balanced and be reflective about my
choices.
I will do my personal best and a positive risk-taker.
Classroom Engagement Plan:
Entering the
classroom
Instructional time
 Whole Class
---------------------- Individual
---------------------- Group Work
Personal needs

Binder and pencil out & ready to go before
the bell
 Start the first activity immediately &
independently (Warm-up or “Do Now”)
 Cell phones/PEDs & earphones off and put
away
 If you are late, enter quietly & calmly.
Sign in tardy log and place pass in log. Get
materials out & join the activity.
 L- Look and listen to the teacher
 I- Involve yourself in class
 S- Show teacher you understand
 T- Tune back in
 E- Engage in French
 N- No talking over others or multitasking
--------------------------------------------------- Always try
 Keep binder well organized and complete
--------------------------------------------------- Encourage equal participation.
 Step up and participate.
 Be accountable for every group member’s
understanding all words (when using
French + English)


Advocate for help without interrupting
instruction
Students will use hand signals for getting
up (pencil sharpening, Kleenex, etc)
Students will receive 2 passes per quarter
and will fill them out and use signal to
obtain teacher signature
No passes available the first or last 10
minutes.
If called away, ask teacher for assignment
or work.
Students remain seated until dismissed
Teacher dismisses class, not bell
When classroom teacher is not present, a
student will play the role of class
dissmisser
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Positive feedback
Nonverbal cues
Reminders
Peer support
Re-teaching/practicing
modeling procedure

Work available in a
pre-designated location
in classroom
Positive feedback
Nonverbal cues
Reminders
Peer support
Re-teaching/practicing
modeling procedure
Cite ideas that are not your own
Demonstrate your own learning/ideas in
your own words
Teachers will model correct use of sources
Teachers will clarify group vs. individual
products

Seat Chart (sit in assigned seat)
No passes the first and last 10 min of
class
2 passes per quarter
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Exiting the
classroom
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
Academic Honesty
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
School-Wide
Agreements
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Positive feedback to
acknowledge
appropriate conduct
Nonverbal cues
Re-teaching/practicing
modeling procedure
Dean referrals and/or
conferencing for
chronic tardies
Positive feedback to
students
Nonverbal cues
Reminders
Peer support
Conferencing
Re-teaching/practicing
modeling procedure
Teacher may ask for a
re-write or to re-do
assignment
Teacher may use dean
or parent involvement
to deal with repeated
infractions.