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Ms. Sarkis's Educational Background and Teaching Experiences

La Quinta High 1999-Present
Norwalk High 1998-1999
California State University, Long Beach 1995-1996
 
Educational Background:
Single Subject Credential/Fench, CSULB 1997
M.A/French, CSULB 1996
B.A/French, CSULB 1993

        Français 1,2,and 3
              La Quinta High School
 
 

You will be acquiring French this year in some fun yet very effective ways.  Our central goal is COMMUNICATION in the French language.  We will also explore French-speaking and other world cultures and make cultural and linguistic comparisons with our own.  Connections with other subjects (science, social studies, etc.) will be made through the language throughout the year.  We will also explore opportunities to use the French language outside the classroom in a larger community.  These goals will be more clearly defined on a portfolio checklist you will receive later.
 
 
 
How will we learn in this class?
We will use many fun and interesting strategies to acquire the French language.  In the beginning I will often give you commands and you will respond by physically doing something.  It's a lot like how you learned your native language when your parents told you what to do when you were very little:  "Come here.  Sit down.  Eat your peas. Don't hit your sister.” 
Research on how we learn has proven that we remember better and longer what we have actually experienced physically.  Gesturing and acting out commands will help you acquire the language more quickly.  Another very powerful way to acquire language (also supported by research) is through stories or narrative.
            [ENG1] 
Stories
 We will create and even act out situations or stories in class to work with new vocabulary.  Often the stories will be silly, improbable, crazy or bizarre. This serves two purposes:  1) to maintain focus while communicating in the language & 2) to aid long-term memory.  We use props and movement to make it easy for you to understand at all times. I prefer to laugh a lot in class and I hope that you do as well because we tend to have a lot of fun in class.
 
 
Why isn't French like some of my other high school classes?
French, like any language, is a skill.  This is not a class where you can learn material for a test and then forget it.  Acquiring a language is like learning how to ride a bike or learning how to swim.  It's a skill you build gradually, use and remember a long time.   Because in order to communicate successfully in French you will need to continually know vocabulary, you may be tested over any vocabulary acquired in class at any time during the year.  Sometimes this class will resemble an elementary classroom.  This is desirable since we are working on
acquiring a new language.  How did you ACQUIRE your first language?  In a level I class it’s as though you are a “baby” in new the language but your vocabulary will grow quickly.  
 
What do I need for French class?
You will need to bring your textbook (Alley Viens!) to class each day.  The textbook is a good resource for vocabulary or grammar questions that you may have when studying or doing homework.  Everyday you will need to bring to class:
-French Textbook
-French binder  
-French/English Dictionary-(suggested)-My favorite dictionary for the high school level is Larousse Concise or Pocket.
 
The most important thing you need this year is not something you will go out and purchase.  It’s participation in class – every day that class meets.  You need to be in class!!!  If you miss class, you miss HUGE amounts of input in the language and practice.
 
 
Grading Procedure:
Grades are based upon various assignments, tests and classroom participatory efforts
 
 
 
Formative Assessment 45%
 
Chapter Quiz
Chapter Project
Final Exam
 
Summative Assessment 55%
Chapter Test

 

 
Behavior and Work Habits:
a. Talking in class
b. Using cell phones and iPods during class time
c. Being disrespectful
d. Not clearing absences
e. Missing books and materials
f. Work habits including partner activities
g. Sleeping
h. Tardy
 
Grades are based on five week periods.
 
Assessment
Every Thursday, there will be some form of quiz or test. Be prepared to take your assessment. To prepare for the assessment at home, you can study and review your vocabulary and grammar online. Google “Holt French” and then click on your level French 1, 2 or 3. All Chapters are listed for practice. Also, in order to prepare for vocabulary assessment, students can practice online by accessing www.pdictionary.com. For verb conjugation, students can practice online by accessing www.la-conjugaison.fr 
 
Participation
Participation is so important in building language skills.   Here are things to focus on:
 

Do

Use the French language to communicate whenever possible
Have, organize and use binder/notebook effectively
Pay attention/follow directions

Listen when others talk
Do all the gestures
Act in the stories (and this means showing emotion!)
 
Positive

Prepared Participating

Polite
 
 
 
 
Contribute new ideas or vocabulary to a story
Volunteer for retells

Ask and answer questions

Help other students learn
Contribute ideas for mnemonic (memory) devices
Encourage and/or praise others
 
Demonstrate good sportsmanship
Put forth extra effort
Allow yourself to have fun and enjoy yourself in class!

Here are things to avoid in class:
Avoid                                     
Not pay attention/follow directions
Write or read something for another class
Pass notes (in English)
Not bring materials to class
Do not try
Use English language to communicate (when inappropriate)
Show disrespect to others
Make negative comments and put-downs  (HATE SPEECH)
(language is NEVER used as a weapon in this class)
Interrupt when someone else is talking

Be off-task
Distract others
Not practice with a partner when time is given
Be too serious…no fun
 

Behavior Expectations

All students are expected to act respectfully to everyone in class—students and adults.  Please do not talk when the teacher or another student is presenting.  Excellent listening skills are required for learning!  Food, beverages, and gum are strictly prohibited in the classroom unless we are doing a cultural food day.  Water only is allowed.  All food, beverages, and gum must be disposed of or put away before entering the classroom.  None of these items may be thrown away in the classroom wastebasket.
 
Tardies
Repeated tardies will impact your participation grade.
 
What if I make a mistake in class?
Mistakes when acquiring a new language are normal, natural and…. EXPECTED!!!   Even students with a high degree of proficiency in the language will make many errors when speaking or writing.  Remember that while laughing at your self or with others is encouraged, making fun of others will not be tolerated.   Relax and have fun participating in class and your French will improve quickly!  

 
 
Homework
Often homework will involve reading and practicing new learned vocabulary and grammair at home via textbook or “Allez Viens!” website.  Sometimes you may be asked to write, draw, and occasionally even do speaking homework.  Expect about 15-20 minutes of homework a night. Homework is intended as practice.  The more you practice, the more quickly you will acquire French.  There is a direct relationship between the amount you practice and the results on your quizzes and exams.
 
 
Exams
Tests will be given when appropriate.
Tests might include:
-          A reading with questions that follow to be answered
-          A story to write or a timed writing on a given topic/situation
-          Sentences to translate from French to English
-          Listening comprehension
-          Multiple choice, etc.
 
 
Oral assessment
 At a later date you will be given a rubric which will explain oral tests.  We will practice the assessment format.  The best advice is to participate ALL THE TIME in class so that when it comes time to be tested, this will feel natural and “easy”.  In addition to oral tests your final exam each semester will have an oral component.
 
 
What if I’m absent?
Exchange phone numbers and e-mail addresses with three other classmates.  If you happen to miss class one day you can call to find out what we did and what new words/concepts were learned.  You WILL be responsible for the new vocabulary the next time class meets.
 
 

Class Materials


-Three ring binder
-Notebook paper
-French/English Dictionary  (suggested) my favorite is Larousse Concise or Pocket

 
 
 
My Philosophy
I believe that ALL students can acquire a second language.  I have a passion for World Languages and I will do all that I can to help you acquire French.  By making a commitment: showing up to every class and participating, you will make significant progress this year and receive a grade that reflects that progress.  I know that this is going to be a fun and exciting year...full of laughs and success for all.
 
Madame Sarkis
Room 607 
 
Bienvenue!  (Welcome!)
 
 
 
 
 
I have read and understand the class policy sheet for French with Madame Sarkis.
 
 
 
       

AP® French Language Teacher:  Madame Sarkis; [email protected]
Course Overview:
The course objective is to perfect the four skills of language learning: listening, speaking, reading, writing with the goal of students achieving the advanced levels described in the ACTFL Proficiency Guidelines.  The course is conducted completely in French, except where necessary to clarify grammatical explanations.  Students are also required to participate in a variety of cultural activities both within and beyond the classroom.  
Course Objectives:
                      To have students become proficient in reading, writing, speaking, and listening, in preparation for the AP ® French Language Exam.
                      To enrich the students’ cultural knowledge and experience with the francophone world.
                      To attain proficiency in the French language in accordance with the National Standards.
 
Primary Textbooks:
                      Lenard, Yvone. Trésors du Temps:  Niveau Avancé 2nd Edition. Glencoe/McGraw­Hill, 1997.  Text  Ladd, Richard, and Colette Girard.  AP French:  Preparing for the Language Examination 2nd Edition.  Prentice Hall, 1998.        Text and companion cassettes.
 
Supplementary Text:
•           Blume, Eli and Gail Stein.  AMSCO French Three Years. AMSCO School Publications, Inc., 1994.
Other sources and materials:
 
•           Released AP Exams
•             Amiry, Laila.  Barron’s How to Prepare for the AP French Exam 2nd Edition. Barron’s Educational Series, 2004.
•           Idiomatic Expressions list from AP Workshops
•           Saint­Exupéry, Antoine de.  Le Petit Prince.  Harcourt, 2000.
•             Various sources of reading materials, such as novels, short stories, plays, poetry, newspapers, magazines, songs, internet articles, and other publications.
Grading Scale:  Grades based on a point system as follows:
 90 – 100% A
 80 ­89% B
 70 ­79% C
 60 ­69% D
Homework:  Expect some kind of homework every night.  Homework is generally worth 2 to 20 points.  A grammar practice is worth from 2 to 5 points whereas a reading assignment involving answering questions may be worth up to 20 points.  Homework may also involve practicing speaking and answers to questions or reviewing vocabulary for a test.
The grade distribution is as follows:
                      Speaking/participation/discussions/presentations/listening/attendance 30%
                      Tests/readings/essays/tape recordings 50%
                      Homework – readings/grammar/vocabulary 20%
 
Additional  information:
1                     Students will read some additional stories or articles of their choice and will submit a summary in English about the reading.  The teacher must approve of the choice.  Each reading will be worth 20 points.
2                     Each student will keep vocabulary note cards and a personal notebook including notes from class about vocabulary and grammar points, notes about personal bad habits with use of the French language, board work and verb charts of the different verb tenses.
3                     Every student will greatly benefit by having access to a French/English dictionary for use at home.
4                     Second semester students will be given the opportunity to attend special tutoring sessions during lunch or after school for more intense practice for the AP exam.
 
Course Outline
September: Trésor du Temps Ch. 1 and 2 History: Pre­History, Gaul to the Middle Ages Literature and Culture: The Provinces of France
De bello gallico, Jules César
Le Vase de Soissons, Grégoire de Tours Grammar: Special Uses of Present Tense Verbs and Imperative AMSCO Chpt.1:  Present Tense, Ch.2:  Imperative, Ch. 23 Sec. 7 & 8: Expressions introduced by à and de. AP Workbook:  Ch. 1­5 Dialogue/Series 1 & 2 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook. 
October: Trésors du Temps Ch. 3 and 4 History:   The Dark Ages, Crusades, Cathedrals and Calamities Literature and Culture: La Chanson de Roland
Tristan et Yseut La Farce de Maître Pathelin La Ballade des pendus, François Villon
Grammar: Passé Composé, Passé Simple, Imparfait, Plus­Que­Parfait, and pronouns. AMSCO Ch. 3:  Passé Composé, Ch. 4:  Imperfect Tense, Ch. 5:  Passé Composé and Imperfect Comparison. Chpt.6:  Passé Simple, Ch. 9 Sec. 2:  Plus­Que­Parfait.  Ch. 20: Subject and Stress Pronouns, Ch. 21:  Object Pronouns. AP Workbook:  Ch. 1­5 Dialogue/Series 3 & 4 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as
well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook.
November: Trésors du Temps Ch. 5 History: The Discoveries of the 15th Century Literature and Culture: Pantagruel, La naissance de Pantagruel, François Rabelais
Le Tiers Livre, Le jugement de Jehan le Fou, François Rabelais Les Essais, Contre le colonialisme, Michel de Montaigne Ode à Cassandre, Pierre de Ronsard
Grammar: Future, Future Anterior, Conditional, Past Conditional, & Special Usages of Devoir. AMSCO Ch. 7:  Future Tense, Ch. 8:  Conditional, Ch.9 Sec.3:  Future Perfect, Ch.9 Sec.4:  Past Conditional, Ch.9 Sec.5:  Compound Tenses and Conditional Sentences, Ch.16 Sec.1:  Special Uses of Devoir. AP Workbook Ch. 1­5 Dialogue/Series 5 & 6 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook.
December: Trésors du temps Ch. 6 History: The 17th Century: The Classical Age Literature and Culture: L’Ecole des femmes, Molière
Lettre à sa fille sur la mort de Vatel, Madame de Sévingé Grammar:  Subjunctive AMSCO Ch.13­15:  Subjunctive AP Workbook Ch. 1­5 Dialogue/Series 7 & 8 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as
well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook.
January: Trésors du temps Ch. 7 History: The 18th Century Literature and Culture: Candide ou l’optimise, Voltaire
Les Confessions, Le ruban volé, Jean­Jacques Rousseau Grammar:  Reflexive Verbs, Causative Faire AMSCO Ch.11:  Reflexive Verbs, Chpt.16 Sec.6: Special Uses of Faire. AP Workbook Ch. 1­5 Dialogue/Series 9 & 10 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook. Additionally, students will complete a released AP exam as a midterm examination at this point in the course.
February Trésors du temps Ch. 8 and 9 History: Decent towards the Revolution, A Bloody Revolution Literature and Culture: Voyages en Frances, Misère dans la campagne de France sous
              Louis XVI, Arthur Young Souvvenirs, mme Vigée­Lebrun parle de Marie­Antoinette, Mme Vigée­Lebrun La Prise de la Bastille par un de ses défenseurs, Louis Deflue
Histoire de la Révolution par deux amis de la Liberté, A Paris
 sous la Terreur Journal de ce qui s’est passé à la tour du Temple pendant la captivité de Louis XVI, roi de France, Les dernièrs heures de Louis XVI, Jean­Baptiste Cléry
Grammar:  Adjectives, Negation, Present Participle, Ch.9:  Possessive, Relative, Demonstrative, and Interrogative Pronouns.
AMSCO Ch. 24 Sec.1:  Adjectives, Ch.17:  Negation, Ch.10 Sec.1 & 2:  Present Participle, Ch. 29 Sec.2:  Possessive Adjectives, Ch.22:  Relative Pronouns, Ch. 30 Sec.1: Demonstrative Adjectives, Chpt.28 Sec.3: Interrogative Adjectives. AP Workbook Ch. 1­5 Dialogue/Series 11 & 12 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook.
March: Trésors du temps Ch. 10 and 11 History:  Napoléon and the beginning of the 19th Century, The 19th Century Literature and Culture: Le Retour de Russie, Victor Hugo
 Mêmoires d’outre tombe, Les soldats d’hiver au château de Combourg, François­René de Chateaubriand Le Lac, Alphonse de Lamartine Les Misérables, La mort de Gavroche, Victor Hugo Le Dormeur du val, Arthur Rimbaud
Grammar:  Indirect Discourse, Ch.11:  Passive Voice, Special Uses of the Infinitive. AMSCO Chpt.12:  Passive Constructions *Discourse and Infinitives are found exclusively in Trésors du temps Writing Activities Workbook. AP Workbook Ch. 1­5 Dialogue/Series 13 & 14 (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook.
April: Trésors du temps Ch. 12 History: The 20th Century Literature and Culture: Pour faire le portrait d’un oiseau, Jacques Prévert
La Peste, Le prêtre et le médecin, Albert Camus Moderato cantabile, La leçon du piano, Marguerite Duras Amkoullel l’enfant peul, Naissance de mon petit frère, Amadou    
 Hampâté Bâ Grammar: Review for Exam with Practice Tests from Released Exams, and Barron’s. AP Workbook Ch. 1­5 Dialogue/Series 15 & on (this includes all supplemental materials Units 6­9, including but not limited to vocabulary, directed response, and picture sequences.
Assessment: Trésors du Temps Exam, Composition, and Oral Proficiency Assessment. These assessments will include, but are not limited to cassette tape recordings, in class presentations, peer­to­peer/student­teacher interviews, short­answer or free response, as well as essays.  Listening Comprehension will be drawn primarily from the AP French Workbook. Additionally, students will complete a released AP Exam as a final examination at this point in the course.
May & June Reading: Le Petit Prince Cultural Research:  Students will complete Senior Projects on a Francophone Country of their choice.
Teaching Strategies:
The main goal of the following teaching strategies is to ensure that students are exposed to all four language modalities (reading, writing, speaking and listening) each class period. Strategies will include but are not limited to:
                      Reciprocal Teaching Strategies such as, quick draw for points, on and under the surface questioning and vocabulary matrix.
                      Co­Operative Learning Strategies such as peer editing, think­pair­share, small and large group conversations for oral proficiency, and role playing, 
                      Diversification of authentic materials, such as video clips, radio programs, internet sites, magazines, newspapers etc.
                      Remediation strategies such as, essay revision (peer revision, multiple drafts), journaling of errors and re­teaching.
                      Differentiation of instruction through project choices, individual  recording creation and oral presentation topics.
 
 
Grading Procedure:
 
Formative Assessment: Travail Quotidien 45%
Summative Assessment: Interros 55%