1 General course information

IB students [ . . . ] appreciate the universal value of human diversity and its legitimate boundaries,
while at the same time understanding the common humanity that we all share. -IB Monograph
























NOTE to Students : Hilhi French students have maintained a remarkable record of successfully
passing, as well as exceeding expectations on the IB oral (internal) and written (external)
assessments. The students who have a stellar work ethic do remarkably well; the students who
have had competing interests manage to pass. Your students success is quite literally reflected
in their level of commitment. Given that this class has been the primary and in most cases, the
ONLY source of French, it is a testament to what can be accomplished whenever students apply
themselves. Please maintain a steady focus, pace yourselves, ask for extra help if you need it,
keep me informed of competing obligations, and remember that it is my job to give you work
that challenges you and that I naturally have high expectations, but that as a parent of
overachieving students, I understand the demands and stress that you experience. In other
words, I am reasonable, in spite of appearances. This year will be paced like a marathon; the
occasional sprints will be kept to a minimum.

Faculty Name
Mme MILLER Tami The world is my country, all humankind are my family,
and to do good is my mission. Updated quote of Thomas Paine.
Course Title
Le Baccalaurat : Franais B, Niveau moyen (Standard Level)
Franais B, Niveau suprieur (Higher Level)
Description
As successful students of 1
st
, 2
nd
and 3
rd
year French, you will continue to acquire and develop
your language skills in 4 primary areas: listening, speaking, reading and writing. These
language skills will be developed through the study and use of a wide range of written and
spoken material. Such material will extend from everyday oral exchanges to literary texts, and
relate to the French culture. You will learn and assimilate basic language structures to use in a
range of situations and purposes. These situations will extend to the domains of work, social
relationships, art, politics, science, health, current events, and self (past, present, and future).
In short, you will learn to communicate effectively in a number of situations and within the
cultures where French is spoken. For more detail, please ask to consult the Standards by
Design, Oregon Dept. of Education, and the IB handbook.
Learning
Targets
In the context of language B, and the criteria mandated by IB and on which you will be
assessed, you will demonstrate competence in 3 distinct, but interrelated areas in the
successful use of French :
Language : handle the language system accurately (grammar, syntax, etc.).
Cultural interaction : select language appropriate to a particular cultural and social
context.
Message : understand ideas and how they are organized in order to communicate them
effectively.
You will integrate these three areas to perform tasks that require demonstration of learning
through direct application, such as negotiating your way through the Mtro, etc. Bien sr ! On
ira au caf !
Room Number
LA11 Les grands arbres attrapent beaucoup de vent.
Office Hours Spartan time, after school, and by appointment
Faculty Contact
Info
(phone/email)
(503) 844-3829 / millert@hsd.k12.or.us
E-mail is the best way to contact me. I will respond to all e-mails sent during the day,
prior to leaving. Madames website: http://madamemillerhilhi.weebly.com
Le voyage
de la
dcouverte
est non en
cherchant
de
nouveaux
paysages
mais en
ayant de
nouveaux
yeux.
Marcel
Proust
2 Course materials
Course materials:
Supplies BRING DAILY TO CLASS
3 ring binder for French only, with 5 dividers (You will label them in class.)
a. Your notes, handouts, and grade tracking sheet are to be kept in this binder.
b. All livrets et textes
Writing utensils and notebook paper
Colored pencils and markers (optional)
French/English dictionary



Books:
ISBN 0-03-056596-0
Title Allez, viens
ISBN 0-02-676651-5
Title Trsors du temps
ISBN 0-8013-0825-9
Title Une fois pour toutes
ISBN 0-618-00748-2
Title Contacts

Your student will use 6 livrets (booklets), and additional excerpts of literature throughout the two
semesters of French SL and HL, in addition to multiple handouts and resource material from
France.

Websites:
URL
http://babel.altavista.com/tr
http://www.freetranslation.com/
Madames website: http://madamemillerhilhi.weebly.com
Description These are translation sites that are not recommended for thoughtful study and
learning, but rather as additional aids to grasp meaning, and improve understanding.

You student will also be directed to useful sites as needed.

3 Assessment
Grading policy:
Individual academic achievement will be based on a variety of assessments that reflect
what a student knows, understands, and can do according to the Course Standards
delineated for this level. Come prepared to participate, and you will have FUN!
All assignments, orals, and tests have a numerical value from which you can
determine the letter grade based on the following percentile breakdown:
A : 90%-100% B : 80%-89% C : 70%-79% D : 60%-69%
Ordinarily, you have an opportunity to earn well over 1000 points per semester. Grades are based
on a semester cumulative point system. There are no weighted grades.
Formative assessments
Quizzes, reading responses, journal writes, essays, letters, in-class worksheets,
homework.
Orals, participation, activities, presentations.
Des notions comme ma nation , ta
nation , ma religion, ta religion
sont devenues secondaires. Il faut au
contraire insister sur le fait que lautre
vaut autant que nous. Cest cela
lhumanit ! Voil pourquoi il nous faut
reconsidrer notre systme ducatif.
Le XIVe dalai-lama


Summative assessments (largest component of overall grade: 80%)
Skits, role plays, projects, open-ended orals, completeness of notebook (binder)
which is your portfolio. These assessments are accompanied by a detailed rubrique
that clearly outlines what you must do to receive the grade that you desire.
Student Records:
Students will keep a running tally of their graded work on the record sheet provided. All graded papers will
be saved by the teacher in case there is a discrepancy between student records and the instructors grade
book.
Extra Credit: some test questions.
Assignments
Expect daily homework in the form of study guides, based on the class lesson to
reinforce learning.
a. Expect formative practice and assessments the next scheduled day, based on
the study guide.
b. Study guides are announced daily, posted on the whiteboard and on Madames
website.
In the case of an excused absence, it is your responsibility to check the website, or the
whiteboard upon your return. You may also call your homework partner (recorded in
your Programme).
c. You have the number of days absent, plus one to submit make-up work for all
excused absences, except for exams and long-range assignments that you have
known about in advance. Meaning : long-term projects are due the day that you
return.
District policy:
If a student has excessive, excused absences that result in insufficient work
upon which to base a grade, then he/she will receive an (I) Incomplete, and will
have 3 weeks to make up the work.
Complete your long-term projects on time; due at the beginning of class. Work will
drop one letter grade per day that it is late. Assignments that are not received
will be recorded as a zero.
Participate in written, oral and creative projects that often require teamwork.
Be prepared to actively participate in class (detailed scoring guide and expectations in this
programme.

Learning Targets
LT 3: Students will be able to communicate about Contemporary Life.

LT 6: Students will be able to communicate about Beauty and Aesthetics.

Semester 1
LT 1: Students will be able to communicate about Global Challenges.
LT 2: Students will be able to communicate about Technology.
Semester 2
LT 4: Students will be able to communicate about Personal and Public Identities.
LT 5: Students will be able to communicate about Families and Communities.
Course Standards
Level IB-SL (Intermediate High): ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3, IMIL 1-3. Course standards
are posted in the classroom and available in print upon request.

4 Schedule
Unit rvision: nous remettre dans le bain
Components addressed Tasks/activities/assessments
Content: Lalphabet, les chiffres, les accents, le
vocabulaire, la grammaire, et les expressions
utiles de tous les cours (1AB, 2AB, 3AB).
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
Daily tasks: Orals, activities, group work
Assessments: Daily homework, orals, weekly tests
Unit 2: France, les rgions
Components addressed Tasks/activities/assessments
Content: Making, accepting, and refusing
suggestions, making arrangements, making and
accepting apologies, showing and responding to
hospitality, quarreling.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
Daily tasks: Orals, activities, reading, journal writes,
group work.
Assessments: Daily homework, orals, weekly tests.
Unit 3: Belgique, nous ! Daily tasks: Orals, activities, journal writes, group
work.
Assessments: Daily homework, orals, weekly tests.
Summative assessment: Group activity, essay.
Components addressed
Content: Making suppositions, expressing doubt
and certainty, asking for and giving advice,
expressing astonishment, cautioning someone,
expressing fear, reassuring someone, expressing
relief.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
See units 1 and 2
Unit 4: Soyons responsables ! Daily tasks: Orals, activities, group work.
Assessments: Daily homework, orals, weekly tests.
Summative assessment: Group activity, essay.
Components addressed
Content: Asking someone to convey good
wishes, closing a letter, expressing hopes or
wishes, giving advice, complaining, expressing
annoyance, making comparisons.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
See units 1 and 2
Unit 5: Des gots et des couleurs Daily tasks: Orals, activities, journal writes, group
work.
Assessments: Daily homework, orals, weekly tests.
Summative assessment: Group activity, essay.
Components addressed
Content: Bragging and flattering, teasing,
breaking some news, showing interest,
expressing disbelief, telling a joke.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
See units 1 and 2
Unit 6: Cest notre avenir Daily tasks: Orals, activities, journal writes, group
work.
Assessments: Daily homework, orals, weekly tests.
Summative assessment: Group activity, essay.
Components addressed
Content: Asking for confirmation, asking for and
giving opinions, agreeing and disagreeing, asking
for explanations, making observations, giving
impressions.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
See units 1 and 2
Unit de culture: Les chteaux en France Daily tasks: Orals, activities, group work.
Assessments: Daily homework, orals, weekly tests.
Summative assessment: Group activity, essay.
Components addressed
Content: Paris, popular music, life of teens in
France, the French educational system, the caf
lifestyle.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
Tasks: Read short texts, write journal entries and
letters, and listen to comprehend and enjoy.

2me semestre : les textes et les articles multiples Assessments: Group discussion, journal writes.
Components addressed
Content: IB assessments, readings,
demonstration of learning through direct
application from semester 1, in full preparation for
the IB oral and written assessments, both internal
and external.
ILIS 1-4, ILIW 1-2, ILPS 1-3, IMPW 1-3, IMIR 1-3,
IMIL 1-3
Daily tasks: Orals, activities, reading, journal writes,
group work.
Assessments: Daily homework, orals, weekly tests.

5 Classroom conduct
Make-up Work
Whenever a class is missed, it is the students responsibility to see their teachers concerning make-up
assignments. It is important that this be done the day the student returns to school so that he/she does not fall
behind the rest of the class. Students are allowed one more day than the number of days absent to complete their
make-up work.
This policy does not apply to tests, exams, or major projects which were scheduled in advance. In these cases, the
teachers written class guidelines will apply. If extenuating circumstances prevent the student from attending class,
the student should contact the teacher.

Plagiarism
It is the responsibility of the school to strongly promote academic honesty and integrity. Cheating will not be
tolerated. The student will have another opportunity to do his/her own work.

School-Wide Focus - Respectful Behavior
As a learning community at Hillsboro High School, we are dedicated to establishing a learning environment that
models respect, dignity, and decency. Our staff is committed to a school-wide effort to ensure a respectful
environment throughout our campus every day. Our respectful environment means:
Communicating respectfully to all students and all staff (Communicators).
Using school appropriate language at all times (Caring, Principled).
Complying with all school policies (Principled).
Responding appropriately to reasonable requests made by our staff members (Communicators).
Supporting the learning of all students in the school (Caring).
Modeling a respectful attitude to all students and staff (Reflective, Caring, Communicators).
Our staff will work respectfully with students to address disrespectful behaviors. Every staff member may work with
any student to redirect their behaviors. Inappropriate behaviors may result in disciplinary consequences. Please
note that the IB Learner Profile ideals are in italics next to our description of a respectful environment.

Hilhi Tardy Sweep System in Student Handbook
a. At the first period bell, students still in the halls will be swept to report to the attendance office for an
admit slip. First period tardies will be addressed by admin.
b. Tardies are counted by period. A parent contact will be made once a referral is made to the administrator
(4th tardy).
c. Consequences for tardies:
1st tardy: warning
2nd tardy: warning
3rd tardy: 1 detention-assigned by teacher
4th tardy: referral-after school (T/Th) or Wed AM-assigned by admin
5th tardy -Saturday School-assigned by admin
d. After 10 tardies, a parent/student/administrator conference will be held.
e. At the end of Semester One, tardy counts will start over.

Electronic Devices
Hilhi discourages students from bringing personal electronic devices to school (such as iPods, MP3 Players, hand-
held games, etc.). Unfortunately, many stolen items are not recovered and the student has to suffer a loss. If
students must bring a cell phone to school, we suggest that they only use it before and after school. If a student is
using the device during class without teacher permission, the student will take the device to the front office. Refer to
the School Policy for detailed consequences of subsequent infractions.