Rhode Island College and Franklin High School The Early Enrollment Program Syllabus: French 114 Intermediate

French II Instructor: !allis "cCann #outsogiane School $ear: %&1'(%&14 Course )b*ecti+es: Student proficiency in reading, writing, speaking, and listening; Enrichment of the students cultural knowledge and experience with the francophone world, via a thematic exploration; Student proficiency in understanding written texts from a variety of sources (articles, literary texts, internet blogs, lyrics, etc ! Student achievement of a level of oral and written expression comprehensible to a native listener or reader; enhanced by the exclusive use of "rench in the classroom Course ,escri-tion: "rench ##$%&ntermediate "rench && is the second year of a two'year course intended for students in their fifth year of study of "rench (he three modes of communication (&nterpersonal, &nterpretive and )resentational! defined in the Standards for "oreign *anguage *earning in the +#st ,entury are integral to this course ,ourse work provides students with opportunities to develop and demonstrate proficiency in each of the three modes in the intermediate to pre' advanced levels as described in the -,("* .uidelines Students who enroll in this course should already have a good command of the grammar and considerable competence in listening, reading, speaking and writing /hen communicating, students in this course develop their understanding of francophone culture, explore interdisciplinary themes (connections!, compare -merican'English language and culture to "rench language and francophone culture (comparisons!, and use the target language in real'life contexts (communities! Exclusive use of "rench by teacher and students for active communication is re0uired Resources Primary textbooks: (r1sors du (emps, 2c.raw 3ill4.lencoe, 5 +667 (TT! (for grammar! -) "rench8 )reparing "or the *anguage Examination, text and companion ,9s, (.PF! Supplementary text8 :ne "ois )our (outes , Sturges &&, ;ielsen, 3erbst 5 #<<+ (/FPT! (for grammar! En =onne "orme 0E1F! for cultural readings Other sources and materials8 (r1sors du (emps, -udio )rogram, interactive and comprehension exercices

 >ocabulary8 >ocabulary lists organi?ed by theme >arious sources of reading materials, such as novels, short stories, plays, poetry, newspapers, maga?ines, internet articles, and other publications -rticles from *a *ib1ration, le 2onde, "rance'-m1ri0ue and other "rench and francophone @ournals and maga?ines (online sites and hard copies brought back by students and teacher! -rticles from &nternet -ctuel, :A*8 http844www vanin be4cmsBmaster4arcades4default aspCcatid D#EEFsumidDE$EF/ebpage&dD#G67 Listening practice 9ialogues and re@oinder sections of -) "rench8 - guide for the *anguage ,ourse (> 7 news program8 *e Hournal and Sept Hours sur la )lanIte -uthentic videos downloaded from &nternet from various sites including8 http844www nfb ca4animation4ob@anim4fr4films4index php "rench podcast sites8 http844www dailyfrenchpod com4 and http844onethinginafrenchday podbean com4about4 Sound files from other &nternet sources including -bout"rench com Songs including those found in (> 7 with fiches p1dagogi0ues and others by current francophone singers, including Jyo, ,orneille, =enebar, ,1line 9ion, "rancis ,abrel, 9iams Technology: ,949>94>,A for audio and video materials Smart=oard pro@ector ,omputer lab, .ooglevoice com and -udacity com for interactive speaking activities 2rading Policy: Kui??es4small pro@ectsLLLLLL 76 points each (ests4large pro@ectsLLLLLL L #66 points each -ssignmentsLLLL LLLLL #6 points each )articipation LLLLLLLLL up to 7 points each day (reflects use of "rench in class! "inal ExamLLLLLLLLL #6M of grade (this will have written and oral components! 2eneral 2uide to Thematic /nits (Note: Activities may include blogging!debating! "ournaling! interactive exercises! oral and #ritten presentations and the use o$ social net#orking via %tslearning&com' .ugust3Se-tember3)ctober 0%4 days5 /nit 1( 2lobal Challenges: En+ironment Study vocabulary associated with nature and environment Aead and discuss *3omme 0ui plantait les arbres (.iono! >iew and discuss film that accompanies this text ,alculate your carbon footprint and discuss how to improve it (http844www futurenergia org4ww4fr4pub4futurenergia4chats4 carbonBimprint htm!

 Song (discussion and activities!8 -ux -rbres ,itoyens (Nannick ;oah! or other thematic song Aead, discuss and react in writing to article from O&nternet -ctuelP (*homme le plus grand ennemi de la planIte! ,omplete any listening and &nternet activities from Sept Hours sur la )lanIte that correspond to the environment .rammar review8 nouns, articles, present tense and imperatives /riting pieces incorporating above grammar and addressing global challenges )ctober36o+ember 0%4 days5 /nit %( Families and Communities Study vocabulary associated with family and relationships Aead and discuss -ux ,hamps (.uy de 2aupassant! ,ompare and contrast todays family structures with those of the #<th century Aead, discuss and react in writing to an article from O&nternet -ctuelP (*es )Ires changent! )articipate in a debate about the changing roles of families ,omplete any listening and &nternet activities from Sept Hours sur la )lanIte that correspond to the family Jeep an interactive @ournal noting linguistic differences between "rench and English .rammar review8 past tenses; prepositions; con@unctions /riting pieces incorporating above grammar and addressing families and communities ,ecember37anuary 0%% days5 /nit '(Personal and Public Identities: "ulticulturalism Study vocabulary associated with immigration -naly?e, discuss and participate in interactive activities about "rench coloni?ation and contemporary immigration, and the dilemma of the veil >iew excerpts concerning OmulticulturalismP from )aris @e taime and Entre les murs Aead and discuss excerpts from Jiffe Jiffe 9emain ("ai?a .uene! and *e Aacisme expli0u1 Q ma fille ((a@ar =en Helloun! Song (discussion and activities!8 2a "rance Q moi (9iams! ,omplete any listening and &nternet activities from Sept Hours sur la )lanIte that correspond to immigration and multiculturalism .rammar review8 sub@unctive; relative pronouns /rite a blog entry comparing and contrasting the conception of public identity in "rench and francophone countries with that in the :nited States 4 react to others posts

 /riting pieces incorporating above grammar and addressing multiculturalism February 01% days5 /nit 4( 1eauty and .esthetics Study +ocabulary associated 8ith +isual art9 &nteractive presentation of art movements in "rance and discussion 3ands'on art activity with *a ,hambre Q -rles (>an .ogh! -nalysis and discussion of Rlympia (2anet! and4or *a .rande Hatte (Seurat! )erformance'based oral assessment, incorporating paintings and music8 O"ana dart P Aead, discuss and complete activities for an article from O&nternet -ctuelP associated with art ,omplete any listening and &nternet activities from Sept Hours sur la )lanIte that correspond to art, beauty and aesthetics -dd to their interactive @ournal re8 linguistic differences .rammar review8 9escriptive ad@ectives and ad@ective agreement; possessives and demonstratives "arch 014 days5 /nit 4( Science and Technology Study vocabulary associated with technology and social networking Aead and discuss excerpt from -nna .avaldas OHe voudrais 0ue 0uel0uun mattende 0uel0ue partP and the use of cell phones and other means of communicating with people *istening activity on sending Otextos and S2S P Aead, discuss and complete oral and written activities for Solitude ;um1ri0ue (9idier 9aeninckx! (in &magine? textbook! /rite a blog entry addressing how the use of social networking is changing the world, and react to others posts .rammar review8 Si clauses and associated tenses "arch3.-ril 0%& days5 /nit :( Contem-orary ;i<e: Education Study vocabulary associated with schools, learning and sub@ects Aead, discuss and react in writing to excerpts from ,hagrin dEcole (9aniel )ennac! Aead, discuss and react in writing to excerpts from *Enfant ;oir (,amara *aye! =ased on above and other shorter texts about educational issues, work in groups to create a presentation that explores

different aspects of the "rench school system ,omplete any listening and &nternet activities from Sept Hours sur la )lanIte that correspond to education and other contemporary issues in the francophone world -dd to their linguistic @ournal re8 linguistic differences .eneral grammar review before -) exam "ay(7une 0a--ro=9 4 8eeks5 Selected topics in contemporary francophone culture and literature8 in0uiry'based learning )ro@ects on above presented in various formats8 written, oral, and with various technology tools Course "aterials Primary te=tbooks <or grammar re+ie8 and selected thematic readings: ,omeau, Aaymond " , and ;ormand H *amoureux (out )nsemble: A *omplete %ntermediate +rench Program Hohn /iley F Sons, &nc , +66S (&S=;8 <GE'6'$G6'66T6T'#! 2itschke, ,herie %magine,: le $ran-ais sans $rontiers >ista 3igher *earning, +66E For s-eci<ic thematic +ocabulary: /hite, Aen1e )n ./Autres (ermes /ayside )ublishing, #<<+ *ynch, >1roni0ue .ra#ing *onversations in +rench: 0anuel $or Advanced *onversation >F= )ublications, **,, +667 *add, Aichard, and ,olette .irard AP +rench: A 1uide $or the Language *ourse -ddison /esley, #<<E .arcia, "lavia Les "eux sont $aits2 3ecueil de "eux de grammaire en situation: $ran-ais langue seconde, niveau interm1diaire 9idier, #<T$ Su--lementary reading te=ts taken <rom among the <ollo8ing: =aker, 2ary H , and Hean')ierre ,auvin Panach4 Litt4raire 3einle F 3einle, #<<7 Schunk, Susan, and Hanet /aisbrot )xplorations (homson'3einle, +66# 3erbst, 3enry * , and 3ale Sturges && Par tout le monde $rancophone *ongman, #<<T Schofer, )eter, and 9onald Aice Autour de la litt4rature, $th edition 3einle F 3einle, #<<< 2aley, ,atherine - .ans le 5ent, +nd edition 3olt, Ainehart F /inston, #<E7 -rticles from *a *ib1ration, le 2onde, "rance'-m1ri0ue and other "rench and francophone @ournals and maga?ines (online sites and hard copies brought back by students and teacher! -rticles from &nternet -ctuel http844www vanin be4cmsBmaster4arcades4default aspCcatid D#EEFsumidDE$EF/ebpage&dD#G67 ;istening -ractice 9ialogues and re@oinder sections of -) "rench8 - guide for the *anguage ,ourse (> 7 news program8 *e Hournal and Sept Hours sur la )lanIte -uthentic videos downloaded from &nternet from various sites including8 http844www nfb ca4animation4ob@anim4fr4films4index php "rench podcast sites8 http844www dailyfrenchpod com4 and http844onethinginafrenchday podbean com4about4 Sound files from other &nternet sources including -bout"rench com

 Songs including those found in (> 7 with fiches p1dagogi0ues and others by current francophone singers, including Jyo, ,orneille, =enebar, ,1line 9ion, "rancis ,abrel, 9iams Teaching Strategies - total immersion in "rench environment lays the groundwork for the four skills (listening, speaking, reading and writing! that are embedded in weekly activities & try to promote a student'centered classroom where the emphasis is on communication as we try to reach higher levels of proficiency Students are expected to sit in a different seat every day so that they can work with different partners or small groups (hey receive a syllabus on the first day of the week (we meet T days out of a G day cycle! that outlines the activities in class and describes homework /hile activities vary from week to week, certain assignments and assessments are scheduled regularly, usually every week or two (hese include thematic vocabulary 0ui??es and in'class r1dactions Since we go to our computer lab one day out of our cycle, there is a formal oral assessment Students receive an informal oral grade at least twice a week based on the 0uality of their participation as we discuss homework readings or respond to 0uestions & use wooden sticks (one for each student! upon which & can note (U!, (UV!, (U '! Since & choose these at random, students need to prepare answers in a rather extemporaneous fashion -s often as possible, every activity is designed to incorporate all four skills Since & believe that variety is the key to keeping these teens engaged, & approach the various skills in the following ways8 To reach higher le+els o< -ro<iciency in listening: Rur class is completely conducted in "rench and students use only "rench with me (and hopefully with one anotherW! within the classroom and in the halls Every few weeks, & play a "rench thematically based song and students complete textes Q trous Each year for ten days, we have exchange students visiting from Rrl1ans "rance (his is an excellent occasion for my students to use "rench in real'life settings and expand upon the relationships they have already begun to build through email and "acebook correspondence (hroughout the year, students complete a formal assignment that involves viewing the news or Sept Hours sur la )lanIte and filling out a sheet on one reportage -fter the students have completed the speaking tasks during their lab sessions, they are expected to explore my website in which & have various sound files including a link to podcasts To reach higher le+els o< -ro<iciency in s-eaking: Since "rench is de rigueur in our classroom, & like to think that this skill is developed daily Rral participation is expected in class discussions, communicative games taken, for example, from "lavia .arcias book, *es Heux Sont "aits (9idier!, in debates (ex *a Soci1t1 doit'elle aider les S9"C!, @oke telling and in partner activities Students go into the language lab once a cycle where they digitally record speaking tasks based on thematic prompts created by teacher or taken from >1roni0ue *ynchs 9rawing ,onversations in "rench -t the beginning of the next session in our lab, students receive their rubric with corrections and comments & also use a site like Nabla so that students can participate in online chats with partners in francophone countries To reach higher le+els o< -ro<iciency in reading: (exts are drawn from a variety of authentic sources including francophone literary excerpts

representing different genres, francophone newspapers and maga?ines off the &nternet Students typically receive participation points for this kind of activity 9epending on the type of reading involved, assessments vary "or example, getting the gist is the most important criteria associated with reading maga?ine and newspaper articles Students systematically complete a form that is used throughout the year and meaning becomes clearer during class discussions &n more intensive reading assignments, typically literary readings, students need to understand linguistic as well as semantic detail and pay closer attention to the text Sometimes follow'up exercises include dict1es from the text, true4 false statements, discussion of theme, implications, relationships of ideas and the text to students own knowledge and experience (his discussion is often followed by a short writing assignment (he reading process is taught at the beginning of the year using O*ecture sans (ortureP from Aen1e /hites En dautres termes To reach higher le+els o< -ro<iciency in 8riting: Students have writing tasks assigned to them at least two times a week for homework Rften these involve answering 0uestions based on a literary reading assignment or writing a short reaction to a theme treated in a reading "or maga?ine or newspaper articles, they complete a form that addresses the id1e centrale, four pertinent vocabulary words that they need to define in "rench and a personal reaction to the text Rnce or twice a month students write a response to a 0uestion that &ve posted in my webpage (hey see my model answer and they are expected to read what the previous student OauthorP has written and use certain expressions and structures when they respond (he most challenging writing assignment involves the in'class composition of at least +66 words once every + to +#4+ weeks & include a Ocheck listP to make them aware of particular structures & want to see and, always, Oexpressions sp1cialesP (hese include the essential transition expressions, etc for the r1daction "or this part, &n an ideal situation & believe that individual conferencing is the best feedback but when this is not possible, & share with the students the most egregious errors and hope that they will avoid these in future pieces To reach higher le+els o< -ro<iciency through technology: & believe that technology can enhance language ac0uisition significantly if it is used appropriately Rne of the most useful tools for my students is my class webpage (itslearning com! which is an educational website to which my school subscribes 2y students are expected to use it regularly either to complete assignments for the causerie, the on'line writing task described above, or in order to access )ower)oint presentations, websites, sound files and videos dealing with literature, current events, vocabulary, grammar and culture Rver the last two years, & have also incorporated O>oice(hreadP so that students can collaborate in online discussions )ther strategies: & meet regularly with four -) "rench *anguage teachers in surrounding high schools to discuss instructional practices, lesson content and assessment tools "ive years ago, & @oined the -) ,entral Electronic 9iscussion .roup to keep abreast of issues