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    French I, II, & III(H)  Mme Munoz   2019-2020

     

    Leigh Anne Muñoz                                                    (909) 627 – 3584 x2130

    leighanne_munoz@chino.k12.ca.us                            Room B 130

     

    Greetings, Ayala Students and Parents......

    In our classroom, we adhere to learning strategies based on current brain research.

    To see results takes patience and understanding how the human brain wires itself for language:

    • Conversation is the most essential learning strategy.
    • Conversation is the most significant catalyst for learning in our class.
    • Conversation precedes all other activities so that the student brain integrates new language.
    • Conversation produces a natural flow of language and a comprehensible accent *over the course of time.*

    Course Objectives

    Students participate in Class Conversations that call for listening and reading, with various responses, normally in the new language.

    Culture       All students grow in their knowledge of the new culture.

    Materials   Dark-ink pen & marble composition notebook 

    Classroom Procedures 

    • Appreciate others. 
    • Try not to offend or harm. 
    • Honor individuals & relationships. 
    • Make a situation better rather than worse. 
    • Ask questions when there is confusion or a problem. 
    • When possible, do all of the above enthusiastically and creatively.

    Four Skills for Lifelong World Language Learning

    • Listening is the first learning in our classroom.
    • Speaking is natural for those familiar with the correct sounds.
    • Reading combines listening and speaking
    • Writing combines skills developed during listening, speaking and reading practice. 

    Tentative Syllabi for Levels I - III(H) 

    Level I --

    Semesters 1 & 2 --

    • Draw, discuss and write about personified objects and cartoon creatures in French ;
    • Develop, write down and act out plays and stories in French ;
    • Develop mini-autobiographies ;
    • Write and perform class dialogues in French ;
    • Take note of culture basics (songs, sports, art, holidays) ;
    • Miscellaneous activities [holidays/movies in French]

    Level II --

    Semester 1 -- All of the above for Level I, PLUS --

    • Listen to and summarize in writing a teen soap opera in French ;
    • View French-made movies in French ;
    • Read student choice of authentic francophone non-fiction ;
    • On-the-spot grammar with class discussion ;
    • Read, study and write fairy tales in French ;
    • Read and study francophone poetry.

    Semester 2 --  Continue with all Sem I activities ;

    • Read, discuss and illustrate poems in French ;
    • Study biographies of French poets and writers ;
    • Read and write fairy tales (traditional and fractured) ;
    • Study fables (LaFontaine) ;
    • Read and discuss basic autobiographies ;
    • Write and publish autobiographical stories ;
    • Present original stories to class.

    Level III(H) --

    All of the above for Level I & II, PLUS --

    • Students teach the introductory set with coaching and assistance by the teacher ;
    • Students interpret French non-fiction ;
    • Write reflection essays with prompts from authentic French non-fiction [1Jour 1Actu] ;
    • View, discuss and reflect in writing on the following French-language films & documentaries --

    'L'Amour fou : Yves Saint-Laurent'

           [Beautifully-narrated biopic] ;

    'Etre et Avoir' ('To Be & to Have')

           [Charming peek at daily life in a one-room school house in the Massif Central of France] ;

    'Visages Villages' ('Faces Places')

           [Quirky, off-beat artists take on the small communities of France as their personal canvas] ;

    'C'est dur d'être aimé par des cons' ('It's Hard Being Loved by Jerks')

           [Dramatic investigation of issues of French freedom of the press] ;

    'Persepolis'

           [Behind-the-scenes in the creation of a French art film] ; 

    'La Belle et la Bête' (The Beauty & the Beast')

           [Interviews with the cameraman and actors in the acclaimed 1946 black-and-white film]

    'L'Opéra'

    'Marie Heurtain'

    'Le Scaphandre et le papillon'

    Info for Students, Parents & Guardians

    Grade Scheme

    Summative Assessment    Quizzes/Tests             = 20%

    Formative Assessment     Notebook Project        = 40%

    Formative Assessment     Participation                = 40% [See rubric just below]

    Participation Rubric for all Students at all Levels

    • We use new language when it is fun & easy
    • We use new language when it is cultural & social
    • We use new language or non-verbal communication during activities
    • We join in & pay attention when someone else is communicating

    Student Responsibilities

    1) Our classes generally follow Ayala & CVUSD policies.

    2) Students use good judgment to take care of personal needs that they cannot yet express in the new language.

    _______________________________________________________________________________________________ 

    Student-Teacher Agreement 

    1) I have read, understood and agree with Ms. Munoz's Course Expectations.

    2) I understand that sustaining the 'Class Conversation' (listening and responding) is the primary objective of this class.

    3) "I understand that to protect my participation points, I need to avoid English during 'Class Conversation' time.

    4) I agree to not speak English during ‘Class Conversation.’ 

    Student name:                                                                                    Student signature:                                                                            

    "I, the parent/guardian, have read and understood Ms. Munoz's Expectations. I recognize that the primary method of learning is that teacher engages the student, and vice versa.  I understand 'Class Conversation' involves the new language or non-verbal communication, no English." 

    Parent/guardian name:                                                                         Parent/guardian signature:                                                             

    Contact information: Phone 1:                                                                                     Phone 2:                                                        ___     

    Parent/guardian1 Email:                                                                         Parent/guardian2 Email:                                                             

    Date of signature:                                                                          

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