The Chicago High School for the Arts

French III College Prep

Course Syllabus

Instructor: J. Sigman
Room: 210
Phone: 773-534-9710






Email: jsigman@chiarts.org
Blog: http://chiartsfrench.wordpress.com
Twitter: @MadameSigman
Availability: By appointment or via email (please allow time for a response)

Course Description:
This course focuses on continuing the development of intermediate listening, reading, writing and speaking skills from French II College Prep. French III College
Prep brings students to the Advanced Intermediate level of French through a focus on continuing the study of vocabulary, grammar and expressions in French.
French III will center on thematic units that deal with issues of Francophone culture and current events in order to continue study of languages and issues
surrounding French-speaking countries all over the world. The objective of this course is to lead students to communicate effectively in French through
instruction in pronunciation, grammar, everyday vocabulary and authentic French-language literature. French III will stress development of reading and speaking
skills through the analysis of texts and films, while utilizing writing and listening activities as compliments. French III will use the Holt Bien dit! level three
textbook as well as other texts, CDs, videos, and Internet sites to further language learning and development. Prerequisite: French II College Prep or placement
by teacher or principal

Course Outcomes:
Upon successful completion of this course, students will be able to:
Describe how learning French changes their relationship with the community in which they live
Utilize beginning intermediate French vocabulary in a variety of contexts
Understand oral and written commands
Understand intermediate-level written French
Utilize reading and writing strategies to compose short essays
Compare cultures in French
Describe aspects of your life in French, including:
o ChiArts and your school day
o hobbies
o travel and professions and services
o dating and relationships
o news, media, weather
o inventions, medicine, mechanics
o the environment and natural phenomena
o solutions to environmental concerns
o foods, agriculture and farming
o justice, politics, laws, rights
o places
Express the following in French:
o preferences
o opinions
o polite phone etiquette
o polite requests
o inquiries
o hypotheticals
o necessity, doubt, emotion
o desire
o idioms
o make travel plans
Utilize intermediate vocabulary to begin learning intermediate-advanced vocabulary and other concepts
Communicate inside and outside of the classroom using French

Instructional Materials:
Our primary resource will be Holts Bien dit! level three textbook and workbook. Throughout the year, we will utilize a variety of supplemental materials including
historical and cultural readings about several Francophone countries and cultures. Our primary supplemental text will be Better Reading French, which contains
various stories written in French. Additionally, students will occasionally use the text Allons au-del, which will expose students to college-level grammar,
reading and speaking activities. Students will read the novel Le fantme de lopra (abridged) by Gaston Leroux as well as several short stories and poems by
authors like Guy de Maupassant, Antoine Saint-Exupry, etc. Students will encounter authentic French language literature in the form of news articles and
videos pertaining to current French cultural, political and social issues. Lastly, students will embark on a research project in French at the end of the semester
about a region in France. Research techniques will be stressed.

Grading:
The following is a breakdown of school-wide grading categories and weighting:

Performance Assessments 70%
Breakdown:
30% - Exams
20% - Quizzes
20% - Other Performance Assessments (exit slips,
pre-tests, group/individual work, projects, oral and
written class participation, etc.)
Classwork & Homework 15%
Breakdown:
10% - Homework
5% - Journals, general classwork (note-taking,
daily preparedness, etc.)
Final Exam 15%
All assignments are classified according to the following communicative classifications:
Interpretive
Communication
This may include, but is not limited to:
written (multiple choice reading comprehension questions; vocabulary and grammar quizzes or tests)
oral (multiple choice listening comprehension questions; listening comprehension vocabulary and grammar quizzes or
tests; aural dictation)
Interpersonal
Communication
This may include, but is not limited to:
written (replies to emails or letters; replies to requests for information; written communication to another student; online
discussions with teacher and other students)
oral (in-class whole-group discussions; conversations with a partner or small group; skits; conversations with teacher)
Presentational
Communication
This may include, but is not limited to:
written (comparative essays; essays on a certain topic; essay analyzing presentations; visuals included with presentations)
oral (oral presentation of certain topic; description of skill or object; improvised speech)

Assignments and Attendance: Students are expected to submit assignments on a regular basis, adhere to deadlines and have a valid excuse for missing
class. Missing work in the case of an excused absence must be submitted on the day after you return to class. It is your responsibility to contact Madame
Sigman or a classmate for assignments when absent. Attendance is vital to this course. Missing more than 10% of the semester (5 classes) will result in an
automatic deduction of one letter grade. Three tardies will equal one absence. Missing more than 10% of the semester may result in a meeting between
Madame Sigman, the student, the parent(s)/guardian(s) and potentially Ms. Grube to create a specific attendance plan. Policy for staying on track if you miss
class:
Check the class website for homework (http://chiartsfrench.wordpress.com)
If work is not yet posted, email a class member or Mrs. Sigman
If work was due when you were absent, attach a late work form to your assignment, then turn it in to the bin marked Late Work
No late work will be accepted that does not adhere to this policy

Retake Policy: All Students may opt to complete test corrections within one week of return date and receive no more than 50% credit. These corrections are
limited to 1 per semester, per course. The same option applies to GRASPS. Students must complete a reflection form prior to resubmitting corrections.
Retaking/correction of quizzes is at the discretion of the individual classroom teacher. Late GRASPS will receive a letter grade deduction each day (50%
maximum) and must be submitted prior to the end of the quarter in which the assessment was assigned. Late homework/in class assignments will require a late
work reflection form to be completed and attached to the work when handing it. It is up to the teacher's discretion to accept the late work based on the student's
reflection.

Homework Policy: Students should complete late homework to receive feedback from Mrs. Sigman, but no late homework will be accepted for a grade.

Hall Passes: Students may only leave the room to use the washroom or go to a locker if they have their ChiArts planner.

Plagiarism Policy: The faculty at ChiArts is committed to teaching students to become ethical users of information and ideas. It is our responsibility not only to
educate students in the research process of writing and proper documenting, but also to hold students accountable for submitting original work. Whether an
assignment is in a visual, written or spoken format, students are expected to accurately reference all sources of information consulted for the project. Plagiarism
is regarded as a serious offense and will not be tolerated by ChiArts or by any institution of higher learning. All departments must enforce and students must
adhere to this policy. Consequences range from failing the assignment to failing the course, depending on the severity of the offense.

The World Languages Department at ChiArts understands that online dictionaries and translators provide opportunities to explore languages in faster and easier
ways than ever before. However, the WL faculty is committed to holding students accountable not only for learning a foreign language, but also submitting their
own authentic work this language. In the World Language department, plagiarism may be defined as:
translating sentences or paragraphs from English to the target language with assistance (assistance may include but is not limited to: from a friend,
website, translator, online dictionary, message boards, etc.).
copying/pasting target language information from any source (online or paper) and submitting as your own work.

School wide grading scale:
A+ 100-98
A 97-95
A- 94-92
B+ 91-89
B 88-86
B- 85-83
C+ 82-80
C 79-77
C- 76 - 74
D+ 73 - 71
D 70 - 68
D- 67 - 65
F 64 and below

Materials and Supplies:
The following materials and supplies will be needed daily:
daily planner (provided by ChiArts)
one 70-page, college-ruled notebook (kept in classroom)
ink pens and pencils (bring both each day)
The following materials are optional:
French-English Dictionary (Harper Collins French-English Dictionary or similar no student editions please)
Dictionaries can be purchased at Barnes & Noble stores, local bookstores or online at www.amazon.com, www.half.com, www.barnesandnoble.com, and
e-editions are available for Kindle and Nook.
index cards (for home use) to make flash cards


School wide Expectations and Standards:

Placesbe on time to school and to class; come prepared with all materials, supplies, appropriate dress and attitude.

Harmonyrespect each other and work together.

Collageseek and receive wisdom; all voices complete the picture.

Directionbe willing to lead and follow.

Arrangementconsider the shared space. Leave things better than you found them.

** No food or drink (except bottled water) will be allowed in class at any time.

**No gum chewing

** All electronic devices (cell phones, mp3 players, video game systems, cameras) must not be seen or heard in school at anytime. All electronic devices must
be stored in your lockers.

**Personal laptop or tablet use only permitted in the classroom while under the supervision of a teacher.

Please see 2013-2014 Parent-Student Handbook for other school policies and more information.

Semester One Scope and Sequence:
The semester will be divided into four units. The themes are as follows:

Unit Name Focus/Topics/EQs Major Assessments
Unit 1: Retour de vacances! (08/26/13
09/27/13)
How does learning French
change your relationship with
your community and the world?
How does a students daily
routine in a Francophone
country differ from yours?
How do attitudes toward
education differ between your
community and Francophone
communities?
How do attitudes toward leisure
and holiday activities differ
between your community and
Francophone countries?
Vocabulary and grammar
quizzes
Partner conversations
Email reply
Oral presentation about a
school in a Francophone
country
Unit exam
Unit 2: Perspectives de travail (09/30/13
10/25/13)
How does learning French
change your relationship with
your community and the world?
Is work necessary?
What causes unemployment?
What impacts do these causes
have on society?
Vocabulary and grammar
quizzes
Listening activities with
comprehension questions
Phone call about a job
opportunity
Survey of classmates about
future plans
Presentation of a classmates
future plans
Unit exam
Unit 3: Les generations qui bougent (10/28/13
11/22/13)
How does learning French
change your relationship with
your community and the world?
How do you spend your free
time? Why is free time so
important?
What would you do if you could
change one thing about your
life?
Why are relationships between
people so important?
Vocabulary and grammar
quizzes
Checks for understanding
during listening activities
Survey about dating, free time
activities and relationships
Email reply about weekend
plans
Presentation of survey findings
to class
Essay: If I were rich, I would
Unit exam
Unit 4: Linfluence des medias (11/25/13
12/20/13)
How does learning French
change your relationship with
your community and the world?
What role does media play in
society?
What is the difference between
traditional and new media?
What is media bias? How do
you choose which media you
consume?
Vocabulary and grammar
quizzes
Response to an announcement
in a newspaper
Phone conversation with
landlord about rental
Letter of advice to your favorite
columnist
Unit exam



Please have this syllabus signed by both you and your parent by September 3/4, 2013.

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parent email address


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