GROWING
SUCCESS
FOR
GLOBAL LANGUAGES
FRENCH
NOM:
Année:
1
2
My Goals for course FSF _ _ _ for 20__ __
If in French, use infinitives
Grammar
Writing
Reading
TERM 1
TERM 2
TERM 3
Participation
Presentations
Oral
TERM 1
TERM 2
TERM 3
3
HABITS T0 GROWING SUCCESS TERM 1
Use
Yes
1.
making errors/ asking questions each class
2.
completing yablas
3.
sending email in French
4.
speaking French in class
5.
speaking French outside of class with teacher
6.
speaking French outside of class with students
7.
reading a French magazine
8.
reading current events in French
9.
reading a French book/comic/electronic newspaper
10.
watching French television
11.
watching a French film (outside of class)
12.
watching an English film with French subtitles
13.
reviewing all notes for 2 minutes before all classes
14.
finishing the Schaum’s homework
15.
correcting the Schaum’s homework
16.
completing online quizzes, practices, etc.
No
Not Sure
4
HABITS T0 GROWING SUCCESS TERM 2
Use
Yes
No
Not Sure
1. making errors/ asking questions each class
2. completing yablas
3. sending email in French
4. speaking French in class
5. speaking French outside of class with teacher
6. speaking French outside of class with students
7. reading a French magazine
8. reading current events in French
9. reading a French book/comic/electronic newspaper
10. watching French television
11. watching a French film (outside of class)
12. watching an English film with French subtitles
13. reviewing all notes for 2 minutes before all classes
14. finishing the Schaum’s homework
15. correcting the Schaum’s homework
16. completing online quizzes, practices, etc.
5
HABITS T0 GROWING SUCCESS
Use
Yes
No
TERM 3
Not Sure
1. making errors/ asking questions each class
2. completing yablas
3. sending email in French
4. speaking French in class
5. speaking French outside of class with teacher
6. speaking French outside of class with students
7. reading a French magazine
8. reading current events in French
9. reading a French book/comic/electronic newspaper
10. watching French television
11. watching a French film (outside of class)
12. watching an English film with French subtitles
13. reviewing all notes for 2 minutes before all classes
14. finishing the Schaum’s homework
15. correcting the Schaum’s homework
16. completing online quizzes, practices, etc.
6
Completing Homework to Grow Success in French.
Check the box if you have completed the homework before it is corrected. Your teacher may check and
indicate in this box if your homework is not complete. The online homework is included as homework.
Check √ for yes. Mark X for no. If you checked X for no, briefly state what consequences there were to
your learning and achievement. PLEASE INCLUDE THE DATE HOMEWORK IS CHECKED.
Sept
Oct
Nov
Dec
Jan
Feb
March
April
May
Please mark the date of the incomplete homework and briefly state what consequences there were to
your learning and achievement. Example: October 13: I didn’t do well on the practice quiz as a result.
7
8
Self-assess your learning skills and work habits using the above symbols of: E G S N. Your teacher may add a
comment.
January
April
May
responsibility
organization
Independent
work
collaboration
initiative
November
9
OBSERVATIONS BY TEACHER WITH STUDENT
These informal interviews can be arranged during lunch, breaks, after school or during assigned class times. The book will be
presented to the teacher prior to the interview. The teacher will be making some notes in this section during the interview.
Term 1
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Term 2
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Term 3
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Student Generated Report Card
You will estimate your mark based on your progress. You will then write a 40 word comment including:
Strengths, Weaknesses and Next Steps. You may write your comment in French.
Strengths
Weaknesses
Next Steps
November
______%
January
_______%
May
_______%
11
Self-Tracking of Initiative Indicators “points de boni”
These points do not directly impact numerical results. They are appointed by the teacher, tracked by a class accountant and added
up after each reporting period and winners are awarded treats for their efforts. The points may indicate focus, enrichment,
curiosity, observation, enhancement, helpfulness, speed, enthusiasm, initiative, risk-taking, memory and cross-curricular
application. Create a comment about your results.
TERM 1
Your comments
TERM 2
Your comments
TERM 3
Your comments
12
OBSERVATIONS FROM PEER CONVERSATIONS
You will work with a different partner for each observation period. You will not show each other graded results, notes, essays or
reports.
The partner will write his/her name and the observations for the three categories in your book. Their assessment will be based on
their observation of being a peer in the class. Following the insertion of the symbols of their results, you will have an interview with
each other, after which you will state whether you agree or disagree with your partner’s notes and oral feedback. It is important to be
mature and sensitive.
O = outstanding
E = Excellent
G = Good
S = Satisfactory
Peer Assessor
PARTICIPATION
EFFORT
IMPROVEMENT
November
January
April
NOVEMBER
JANUARY
APRIL
Response to your Peer Assessment
PARTICIPATION
EFFORT
AGREE
DISAGREE
AGREE
DISAGREE
AGREE
DISAGREE
AGREE
DISAGREE
AGREE
DISAGREE
AGREE
DISAGREE
IMPROVEMENT
AGREE
DISAGREE
AGREE
DISAGREE
AGREE
DISAGREE
13
PARENT/TEACHER/STUDENT INTERVIEW OBSERVATIONS BY STUDENT
It is important for you and your parents to attend interviews. Bring and use this guide for the interview.
Give examples of 3 strengths, 3 weakness and 3 steps for continued progress that were discussed.
1st
INTERVIEW
2nd
INTERVIEW
STRENGTHS
WEAKNESSES
1.
1.
CONTINUED
PROGRESS
1.
2.
2.
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3.
3.
3.
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Tracking of Corrected Work
Document the returned corrected work in the appropriate strands.
Indicate the total of the assessment, for example 9/10 k/I pres.verb
It would be useful to indicate what the assessment was called. For example: cond (conditionnel)
Application
____%
Communication
____%
Thinking/Inquiry
____%
Dec
Nov
Oct
Sept
Knowledge/
understanding
_____%
15
16
Final Assessments
April
March
Feb
Jan
Metacognition = Identification of Errors by Student to avoid repetition of errors, to enhance learning
and to progress.
You will use your assessments and the teacher feedback from class responses to determine 5 main errors per month.
When you write the error, put a clear diagonal line through it to indicate that it is an error.
Write the correction and include rules, other examples and page numbers from the Schaum’s reference book.
The errors may be in grammar, spelling, syntax, word order, vocabulary or pronunciation.
Highlight the error if it is repeated from a previous month. Use this reference to eliminate errors in future work.
Nov
Oct
Sept
ERROR
CORRECTION
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
1.
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2.
2.
3.
3.
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4.
5.
5.
1.
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5.
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Dec
Jan
Feb
March
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
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April
1.
1.
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4.
4.
5.
5.
INCIDENTAL VOCABULARY
Write the new words you hear, see and learn through class discussions, readings, internet research, movies, yablas, and
news.
Give the word in context if possible, give a synonym in French when possible or give the English equivalent.
These words should be quickly reviewed visually before each class.
It may be helpful to note the part of speech:
NM
masculine noun
NF
feminine noun
V
verb
Adj
adjective
Adv
adverb
Prep
preposition
Arg
slang (argot)
***
Vulgar language
EI
idiomatic expression (expression idiomatique)
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MUSIC APPRECIATION
Complete the chart with French songs that you hear. The songs could come from the classroom or from your
selection out of class.
SONG
ARTIST
25
FRENCH FILMS
title
2 main actors
viewed in class or independently
genre
country
My
rating
MAY
APR
MAR
FEB
JAN
DEC
NOV
OCT
SEPT
1-5
26
CULTURE FACTS
The Iceberg Concept of Culture
Like an iceberg, nine-tenths of culture is below the surface.
food � dress � music �
visual arts � drama � crafts
dance � literature � language
celebrations � games
courtesy � contextual conversational patterns � concept of time
personal space � rules of conduct � facial expressions
nonverbal communication � body language � touching � eye contact
patterns of handling emotions � notions of modesty � concept of beauty
courtship practices � relationships to animals � notions of leadership
tempo of work � concepts of food � ideals of childrearing
theory of disease � social interaction rate � nature of friendships
tone of voice � attitudes toward elders � concept of cleanliness
notions of adolescence � patterns of group decision-making
definition of insanity � preference for competition or cooperation
tolerance of physical pain � concept of “self” � concept of past and future
definition of obscenity � attitudes toward dependents � problem-solving
roles in relation to age, sex, class, occupation, kinship, and so forth
Surface Culture
Above sea level
Emotional load: relatively low
Unspoken Rules
Partially below sea level
Emotional load: very high
Unconscious Rules
Completely below sea level
Emotional load: intense
27
CULTURE FACTS/INQUIRIES
After reading the possible aspects of culture on the previous page, note what aspects of culture you learn
monthly. This learning can generate from classroom discussions, films, music, research, magazines, news,
yablas, travels or novels.
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READING LOG for reading outside of the assigned class readings. You will note the short stories you read
from the classroom library selection during free-reading time. You will also record reading you may do outside
of the classroom from websites, magazines, newspapers and books for pleasure.
TOPIC
MAY
APR
MAR
FEB
JAN
DEC
NOV
OCT
SEPT
NAME
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PERSONAL DIARY REFLECTIONS
You will write all journal reflections in French. If you do not know a desired word, use another French word.
Write quickly in stream of consciousness form. You may not have time to proof-read.
30 minutes per month in segments will be designated to write personal impressions about school, French, family, friends and the
world. It is not necessary that the various entries link together.
SCHOOL START UP
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NOVEMBER
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DECEMBER
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JANUARY
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FEBRUARY
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MARCH
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APRIL
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VACATION PLANS
You will only write in French. You will attempt to use enhanced vocabulary and grammar recently learned. You will use
the future tense but it will be possible to include other tenses. Write about what you plan or hope to do and/or
accomplish or experience on the given break.
SUMMER HOLIDAYS or E-WEEK
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THANKSGIVING
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WINTER HOLIDAY
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MARCH BREAK
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EASTER WEEKEND
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