Course Syllabus

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2020 - 2021 FRENCH 9

Faculty

Section Teacher
4F Ms. M. Sever
1D/5F Ms. J. Carroll-Woolery
3F Mr. I. Bilykh
2D Ms. S. Pohanka

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

  • Name: Ms. M. Sever
  • Office: 310G (Mezzanine level of Learning Commons)
  • Email: msever@stgeorges.bc.ca
  • Phone: 604.224.3688

Course Description

In order to stimulate the necessity for the student to master certain vocabulary and grammar structures, the course will teach the French language through real life scenarios, role play and language realia. French 9 has two goals:  (1) to further develop the students' ability in the four language areas of reading, writing, listening and speaking.  In so doing, the course aims to give the students the skills and tools to deal with many common situations that they may encounter, in both the spoken and the written language; (2) to give the students the language preparation needed to continue with French 10.

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Workload

It is essential to have some daily review when learning a language.  Thus, students can expect a small amount of homework assigned each lesson. Students will have in class time to prepare for major assignments and projects.  There will often be time given to begin and complete homework assignments as well.

Submitting work

Students in this course are expected to complete work assignments on the due date assigned and to submit their work on Canvas or in class, as required by the teacher.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

  • Identify and explore how knowing French allows for additional personal, educational, and professional opportunities.
  • Explore diverse forms of cultural expressions, how story builds identity, and the ethics of appropriation. 
  • Describe how listening and viewing with intent supports the acquisition of French. 
  • Recognize how language and culture are interconnected and shape our perspective, identity, and voice. 
  • Explore connections between language and culture. 
  • Engage in experiences with Francophone communities and people.
  • Explain how French language and culture has been influenced by the interactions of First Peoples and Francophone communities in Canada. 
  • Expose students to regional variations in French, the elements of formal vs informal speech and writing, and idiomatic expressions across la francophonie.

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

  • Make the best possible word choices and adjust register to express intended meaning in written and oral presentation form given a specific context (body language, nuances, paraphrasing).
  • Derive meaning from and interpret a wide variety of texts (e.g. videos, websites, advertisements, newspapers, letters, news reports, etc.) using context, language, audience, perspective, and register.
  • Engage in more sophisticated conversations in written and oral form correctly using a variety of sentence structures, verb tenses, and vocabulary.
  • Engage in prepared more sophisticated dialogues using a variety of sentence structures, verb tenses, and vocabulary.
  • Express ideas and narratives in both oral and written form in increasing fluency.
  • Use appropriate verb tenses for past, present, and future.
  • Use common vocabulary and sentence structure for communicating expressions of time and sequences of events.
  • Use appropriate verb tenses for past, present, and future.
  • Begin to adjust speech and writing to reflect different purposes such as to inform and compare, using the appropriate register in all the different contexts.
  • Create, recognize, and respond appropriately to closed and open-ended questions, both in oral conversations and in written form.

 

Assessment and Evaluation

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Major assessments for this course include:

  • Projects/presentations at the end of themes, including voice and video recordings, simple translations
  • Grammar, vocabulary, listening and reading comprehension quizzes and assessments
  • Short written responses
  • Student dialogues

Assessments will be weighed in the following categories:

  • Speaking: 25%
  • Reading: 25%
  • Listening: 25%
  • Writing: 25%

 

Skills

As mentioned above, the key four language skills are listed below.  Students will be further developing their ability to navigate through these skills, both in comprehension and expression.

  •  Listening 
  •  Speaking 
  •  Writing 
  •  Reading 

Content

  • Unité 1: Comment je passe l’été
  • Unité 2: Dans la capitale
  • Unité 3: La vie quotidienne
  • Unité 4: Autrefois

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by applying some of the experiential learning methods used by First Peoples and exploring some of the First Peoples stories in French.

  • Sharing information about connections between indigenous communities and the French language, for example First Nations, Inuit, and Métis communities where French is spoken

  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

  • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
  • Learning involves recognizing the consequences of one’s actions.
  • Learning involves generational roles and responsibilities.
  • Learning recognizes the role of indigenous knowledge.
  • Learning is embedded in memory, history, and story.
  • Learning involves patience and time.
  • Learning requires exploration of one’s identity.
  • Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Literacy/Numeracy

French 9 is making literacy visible in class by focusing specifically on the four elements of literacy that are required to be fluent in a language: speaking, reading, listening, and writing.  The understanding of literacy is naturally deepened when learning a second language.

Learning Resources

Resources that will be used as part of this course include:

  •  Textbook: T'es branché 2 
  •  Quizlet.com
  •  EMC passport online resource system (reading materials)

Extension Resources

  • EMC passport readers
  • Scholastic magazines and novels (available from teacher)
  • Additional resources, as provided by the teacher

Here are some useful websites:

https://www.laits.utexas.edu/tex/index.html, http://www.bonjourdefrance.com/, http://french.about.com/, http://www.tolearnfrench.com/cgi2/myexam/liaison.php?liaison=_grammaire_, http://apprendre.tv5monde.com/fr, http://www.frenchteacher.net/, http://www.lepointdufle.net/, http://www.wordreference.com/.

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

St. George's School Student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

  • Empathy
  • Humility
  • Integrity
  • Respect
  • Responsibility
  • Resilience

Conduct Expectations

  1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
    • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
    • I will obtain necessary permission to leave class or school.
  5. I will take pride in my personal appearance.
    • I will be dressed appropriately at all times for all events as outlined by the School.
    • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
  6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
    • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
    • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
    • I will care for all property, whether it is public or a peer’s personal possessions.
    • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
    • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
    • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
  7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

  • Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
    • Copying any part of an assessment;
    • Allowing others to copy any part of an assessment;
    • Improperly giving or receiving assessment information;
    • Using unauthorized resources for or during an assessment;
    • Submission of the same assessment more than once; and/or
    • Skipping classes to avoid an assessment.
  • Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
    • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
    • Alteration or falsification of academic reports or other academic records for any purpose;
    • Submission of false credentials;
    • Making false representation on an application for admission; and/or
    • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
  • Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
    • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
    • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
  • Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
    • Unauthorized access to, use of, or alteration of computer data and information;
    • Gaining academic advantage by using technology that inhibits the use of the resources by others;
    • Damage to or destruction of library or laboratory resources; and/or
    • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

  • Physical violence such as hitting, pushing or spitting at another student;
  • Interfering with another student’s property, such as by stealing, hiding, or damaging it;
  • Using offensive names when addressing another student;
  • Teasing or spreading rumours about another student or their family;
  • Belittling another student’s abilities and achievements;
  • Writing offensive notes or graffiti about another student;
  • Unreasonably excluding another student from a group activity;
  • Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
  • Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

  • Refrain from engaging in any kind of bullying;
  • Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
  • Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.

 

Course Summary:

Date Details Due