AP French Language(1)

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					                             Letter of Understanding and Intent
                                 Parent contact information

I signify that I have read and understand all of the
expectations and responsibilities on the letter entitled
“Responsabilités” and the classroom rules and

Name of Student: ______________________________________________________________

Signature of Student: ____________________________________________________________

Name of Parent: _______________________________________________________________

Signature of Parent: _____________________________________________________________

Parent mailing address: __________________________________________________________


Parent telephone number(s): (h)________________(c)________________(w)_______________

Parent e-mail address: ___________________________________________________________

Additional e-mail address: _______________________________________________________

This information will be used in contacting parents concerning grades throughout the year.
Grades will be e-mailed to parents each Friday or as grades are updated. Yahoo accounts tend to
reject grade reports from the school. Please provide an alternate e-mail address if at all possible.
This form is due back to Capitaine by the end of the first week for a homework grade.
French 3 Honors
Syllabus – M. Christophe Powers
Brookwood High School, Snellville, GA
web site:
Class schedule
        1st hour – French 2                                    5th hour – Planning
        2 hour – French 2
                                                               6th hour – AP French
        3rd hour – French 2 Honors                             7th hour – French 3 honors
        4 hour – Lunch/Guided Study

Office hours: Any day after school by appointment (or if you catch me before I leave)

Course Overview
Primary text:           Bon voyage level 3(replacement cost $54.96)
Primary workbook:       Bon voyage level 3 (replacement cost $14.97)
Secondary workbook:     Amsco French 3 Years
Novel:                  Le Comte de Monte Cristo

Students should be able to:
     understand the French of native speakers in a variety of contexts and representing a variety of
        francophone cultures;
     understand nontechnical written texts from a variety of sources
     achieve a level of oral and written expression that would be comprehensible to the
        nonsympathetic (i.e. not the teacher) native listener or reader; and
     grow in their knowledge of francophone cultures.

Grading Criteria
40% - Tests & Projects
25% - Quizzes and Journals
20% - Final exam (10% objective; 5% speaking, 5% writing)
10% - Homework and Classwork
5% - Use of French in class

French 3 Honors Supply List
What you need to bring:
  1. Binder with paper (3-hole punched)
  2. Pens and Pencils
  3. Box of tissues
  4. Individual packet of baby wipes (used for cleaning the listening labs prior to use) – these are not
       provided by me…if students want the labs cleaned, they should bring their own wipes
  5. Book cover (all student texts must be covered)
  6. Composition notebook to be used for journaling (if not purchased last year)

Student: I understand that it is my responsibility:
    1. To always be on time for class. (Both feet inside the door when the tardy bell begins ringing).
    2. If absent, to look online under Capitaine’s web site in order to find my missing assignments. If I
        have an unexcused absence, I will receive a 0 for all work or tests missed.
    3. For excused absences, pre-assigned work will be due on my first day back to class. For missed
        assignments, I must have the work turned in within 5 calendar days of the absence according to
        the Brookwood High School policy. If the 5th calendar day falls on a weekend or a non-school
        day, then the work will be due the first school day following that date (e.g. the 5th day falls on a
        Saturday, the work would be due on Monday).
    4. To schedule makeup for tests and quizzes with Capitaine. These must also be completed within 5
        calendar days according to the Brookwood policy.
    5. To respect others’ right to learn. I understand that according to House Bill 605, I can be
        permanently removed from any class where I continually disrupt the learning environment.
    6. To stay on task, be engaged and participate in class. I understand that failing to be prepared and
        engaged negatively affects my learning opportunities.
    7. To always be prepared. This involves having all of my materials for class with me.
    8. To follow the Gwinnett County and Brookwood High School dress code.
    9. To follow established classroom procedures explained by Capitaine.

Parent(s): I understand that it is my responsibility:
    1. To contact Capitaine with any questions that I may have about my child’s grade.
    2. To use e-mail or telephone contact to check my child’s grade.
    3. To use Capitaine’s web site to track what my child is doing in French class.
    4. To encourage my child in his/her academic pursuit of French.

Capitaine: I understand that it is my responsibility:
    1. To ensure a safe learning environment for all of my students.
    2. To remove people or things from the classroom that interfere with the learning process.
    3. To provide you with the appropriate instruction so that you can be successful in French.
    4. To be a role model in all situations. This includes dressing in a professional manner.
                                        Classroom rules and clarifications
1.   Be on time. Both feet must be in the classroom when the late bell rings. Late students should report to the
     attendance office for a pass. Consequences are given according to the Brookwood High School policy.
     Take care of bathroom breaks before or after class.

2.   I do not accept late work. All assignments are due at the beginning of class:
     a. partially completed homework (subject to Capitaine) results in partial points
     b. homework should have been attempted (an attempt is easily distinguishable from a last minute rush to
          scribble in answers; homework that has obviously not been attempted will result in 0 credit)
     c. any assignment left in another class, in a locker or at home is late and results in a 0
     d. homework is to be done at home; attempting to finish homework after arrival in the classroom is not
          acceptable; homework that is still being attempted after arrival in the classroom will be treated as
     e. failure to have homework results in a 0; a trend in 0s during a semester results in parent contact

3.   The makeup policy for all missed work, tests and quizzes is 5 calendar days, starting on the first date the
     student is back in class:
     a. all work in class and homework is documented by me on my web site – students need to find their
         missed work on the web site underneath their particular class
     b. all work assigned prior to the absence is due on the student’s first day back in class
     c. if the 5th calendar day falls on a non-school day, the work will be due the first date the student is back
         in class following the 5th day
     d. I do not hunt down students to make up work; after 5 days all work or tests become a 0
     e. multiple absences will be taken into consideration, but it is the student’s responsibility to work this out
         with me before the 5th day passes (do not wait until the 5th day to make other arrangements)
     f. unexcused absences receive a 0 for all work due that day and all work done in class
     g. failure to make up a test within 5 days will result in a 0 for that test; test makeups must be scheduled
         with me

4.   No food is allowed in the classroom except for pre-planned classroom events or presentations
     a. mints, butterscotch or jolly ranchers are acceptable if used to stay awake in class; these should be
         either in your mouth or in the trash (not on desks, the floor, etc.)
     b. gum is not permitted at all and will result in a 30-minute teacher detention
     c. water or coffee is permitted as long as it is in a container that can be closed

5.   General notes:
     a. do not interrupt the learning of other students; by Georgia State Law, you may be permanently
        removed from any class for continually interrupting that class
     b. unless authorized by the clinic, no head is allowed on a desk, book or arm…keep your head up!
     c. cheating results in a 0 regardless of the assignment; typically all assignments should be considered
        individual effort unless otherwise instructed
     d. only French work should be done in French class; classwork being completed for other classes will be
        taken, and you will NOT get it back; do NOT do work or study for other classes during my class
     e. I do not give extra credit assignments in order for students to make up missed assignments. Extra
        credit points are generally available throughout the course in the form of academic challenges, but
        independent extra credit assignments are not allowed in order to pass a class
                                             Course Planner

1e semestre

Chapitre 1 – leçon 1 – 2 semaines
      Vocabulaire – p3
      Lecture – Vive les vacances ! – p6
      Structure
           o le passé composé des verbes avec avoir (régulier et irrégulier) – p11, p13
           o le passé compose avec être (ou avoir) – 27, p29
           o Le subjonctif des verbes réguliers et irréguliers – p43, p45
      Contrôles
           o Interrogations
           o Examen

Chapitre 2 – leçon 1 – 2 semaines
      Vocabulaire – p59
      Lecture – Jeunes, qui êtes-vous? – p62
      Structure
           o L’interrogation – p66
           o Les expressions négatives – p79
           o L’imparfait – p83
      Contrôles
           o Interrogations
           o Examen

Chapitre 2 – leçon 3 – 2 semaines
      Vocabulaire – p98
      Lecture – Tous féministes ? – p10
      Structure
           o Le subjonctif avec les expressions de nécessité et de possibilité – p47
           o Le subjonctif après les verbes de volonté – p103
           o Le subjonctif ou l’infinitif – p105
      Contrôles
           o Interrogations
           o Examen

Unité de film – Cyrano de Bergerac – 1 semaine

Chapitre 3 – leçon 1 – 2 semaines
      Vocabulaire – p119
      Lecture – Les loisirs, le temps et l’argent – p122
      Structure
           o L’imparfait et le passé composé – p126
           o Le comparatif et le superlatif – p139
           o D’autres verbes au présent du subjonctif – p106
      Contrôles
           o Interrogations
           o Examen
Les présentations du projet – 1 semaine

Chapitre 4 – leçon 1 – 2 semaines
      Vocabulaire – p171
      Lecture – Groupes culturels francophones – p173
      Structure
           o Les prépositions avec des noms géographiques – p177
           o Le pronom y – p180
           o Le subjonctif après les expressions d’émotion – p155
      Contrôles
           o Interrogations
           o Examen

Chapitre 4 – leçon 2 – 2 semaines
      Vocabulaire – p186
      Lecture – Une grande fête – p188
      Structure
           o Le futur – p191
           o Le conditionnel – p194
           o Le subjonctif dans les propositions relatives et après le superlatif – p157
      Contrôles
           o Interrogations
           o Examen

Chapitre 4 – leçon 3 – 2 semaines
      Vocabulaire – p200
      Lecture – Le français, langue de culture – p203
      Structure
           o Le subjonctif avec les expressions de doute – p214
           o Le présent et l’imparfait avec depuis – p216
           o Le passé du subjonctif – p158
      Contrôles
           o Interrogations
           o Examen

Chapitre 5 – leçon 1 – 2 semaines
      Vocabulaire – p229
      Lecture – La presse et les médias – p232
      Structure
           o Les pronoms compléments directs et indirects – p235
           o Deux pronoms compléments ensemble – p238
           o Les pronoms compléments avec l’impératif – p247
           o Le subjonctif après des conjonctions – p264
      Contrôles
           o Interrogations
           o Examen
                                                FIN DU 1E SEMESTRE
2nd semestre

Chapitre 6 – leçon 1 – 2 semaines
      Vocabulaire – p277
      Lecture – Les passages de la vie – p280
      Structure
           o Le partitif – p285
           o Le pronom en – p287
           o Les pronoms relatifs qui et que – p298
           o Le pronom relatif dont – p300
      Contrôles
           o Interrogations
           o Examen

Chapitre 6 – leçon 3 – 2 semaines
      Vocabulaire – p306
      Lecture – Une maison de retraite où les enfants sont rois – p308
      Structure
           o Le plus-que-parfait – p314
           o Le conditionnel passé – p316
           o Propositions avec si – p318
      Contrôles
           o Interrogations
           o Examen

Unité de musique – Edith Piaf – 2 semaines

Chapitre 7 – leçon 1 – 2 semaines
      Vocabulaire – p331
      Lecture – La santé et la forme – p334
      Structure
           o Le pronom interrogatif qui – p346
           o Les pronoms interrogatifs que et quoi – p352
           o Les pronoms interrogatifs et démonstratifs – p368
           o Les pronoms possessifs – p370
      Contrôles
           o Interrogations
           o Examen

Chapitre 8 – leçon 1 – 2 semaines
      Vocabulaire – p383
      Lecture – Hier et aujourd’hui – p385
      Structure
           o Les verbes réfléchis – p337
           o Les verbes réfléchis au passé composé – p340
           o Le faire causatif – p390
           o L’infinitif passé – p400
      Contrôles
           o Interrogations
           o Examen
Chapitre 8 – leçon 3 – 2 semaines
        Vocabulaire – p406
        Lecture – Non, Napoléon n’a pas été empoisonné – p408
        Structure
             o Les prépositions avec les pronoms relatifs – p414
             o Le futur antérieur – p417
             o Le participe présent et le gérondif – p419
        Contrôles
             o Interrogations
             o Examen

Le Comte de Monte Cristo – 3 and ½ weeks
(There are an additional 2 and ½ weeks built into the entire year to allow for changes in
curriculum pacing.)
                                                    FIN DU 2E SEMESTRE

Teaching Strategies

When planning instruction, every effort is made to have students, actively practicing all skill areas every week. A
common theme in all skill-building work is the importance of vocabulary acquisition. Students learn new
vocabulary when they are reading, listening and through a variety of vocabulary-strengthening exercises both on
paper and on-line. They are encouraged to practice with new vocabulary when they are writing and speaking.

To enhance listening comprehension:
A large part of the communication in the French 3 honors class is carried out in French with the appropriate amount
of English support, and students’ class grades reflect a strong requirement that they use as much French as possible
in the classroom. As a result, at the most basic level, listening is being practiced every day in class when the teacher
is speaking and when other students are speaking. The students also hear the communication among French
teachers at the high school, and this interaction is always entirely in French. Guest speakers are a wonderful source
of French and provide an opportunity for the students to hear the voices and accents of people other than the teacher.

Students are exposed to other recorded materials on a regular basis. Each chapter comes with a listening program
component. Students at the French 3 level also use the program “Circling the Globe with Speech : French.” Added
to the honors course is the series “French in Action” designed to be an immersion program for teaching French.
Students watch a serial-type story of a young American visiting France where he meets many friends and has some
adventures. It helps to recycle the French they already know and add an additional listening component.

To enhance reading comprehension:
Reading is a daily or almost daily activity. Texts come from the Bon Voyage text and the novel “Le Petit Prince”
which will be read at the end of the year.

To build reading comprehension, the specific reading strategies taught in French 1-2 are reviewed and practiced:
activation of prior knowledge, cognates/false cognates, deriving meaning from context, word families, compound
nouns, prefixes and suffixes, orthographic changes from French to English, recognition of tone, and the
identification of referents, signal words (description, sequence, comparison, contrast, cause/effect), main ideas,
supporting details, audience, and objective.

At a French 3 level, students are expected to be able to read and comprehend texts using skills developed throughout
their French studies; therefore, the lesson 3 texts associated with each chapter will not be read in class, but will be
handled by the students on their own in order to give them more practice reading/digesting texts on their own. This
skill is necessary in order to prepare them for the AP level French that follows.
To enhance writing:
Students in the French 3 honors course write a composition each chapter. These essays are returned to students but
are not corrected; errors are coded and the responsibility of the corrections falls on the students. Impressive
elements that have been included (vocabulary, structure, use of humor, etc.) are also indicated with a “+” so that
students will know what they have done very well and will become more confident. Students will be given a due
date to correct their compositions. On that day, the corrected, second copy is turned in. The second writing can
bump the initial grade by a maximum of 10 points and are graded using the Gwinnett County SWELL rubrics.
Students carry out a timed 40-minute writing in class each semester (typically the final exam). They are not given
knowledge of the topic in advance; they must write without the use of books or notes.

To enhance speaking:
The course includes numerous partner activities and small group activities so that more students are speaking more
often. Students perform memorized conversations with the listening lab.

All oral work is graded using the Gwinnett County on-line rubric system (installed as part of the language lab) that
enables the teacher not only to point out areas of concern but also to indicate impressive use of vocabulary or
sophisticated structures. The students’ confidence is boosted when they receive this positive feedback. The oral
grade is determined using the Gwinnett County SWELL rubric for speaking.

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