MS French I
Course Description:
This fun, interactive course for middle school students is filled with diverse, multimedia language activities. Students begin their introduction to French by focusing on the four key areas of foreign language study: listening, speaking, reading, and writing. The course represents an ideal blend of language learning pedagogy and online learning. Each unit consists of a new vocabulary theme and grammar concept, reading and listening comprehension activities, speaking and writing activities, multimedia cultural presentations, and interactive activities and practices which reinforce vocabulary and grammar. There is a strong emphasis on providing context and conversational examples for the language concepts presented in each unit. Students should expect to be actively engaged in their own language learning, become familiar with common vocabulary terms and phrases, comprehend a wide range of grammar patterns, participate in simple conversations and respond appropriately to basic conversational prompts, analyze and compare cultural practices, products, and perspectives of various French-speaking countries, and take frequent assessments where their language progression can be monitored. The course has been carefully aligned to national standards as set forth by ACTFL (the American Council on the Teaching of Foreign Languages).
Course Details:
| Course Title (District): | MS French I | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | French for Young Learners (prior-to-secondary) | ||||||||||
| Course Provider : | Genesee ISD | ||||||||||
| Content Provided By : | Fuel Education LLC | ||||||||||
| Online Instructor Provided By : | Fuel Education LLC | ||||||||||
| Standards Addressed : | None | ||||||||||
| Academic Terms : | Open Entry / Open Exit | ||||||||||
| NCES SCED Code : 24100 |
|
How To Enroll:
| Enrollment Website : | https://www.gennet.us |
|---|---|
| Email : | [email protected] |
| Phone : | 810-591-4401 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810-591-4401
Additional Cost: $0.0
Additional Cost Description: None
Engage in language learning
Master common vocabulary terms and phrases
Comprehend a wide range of grammar patterns
Participate in simple conversations and respond appropriately to basic conversational prompts
Generate language incorporating basic vocabulary and grammar patterns
Read, write, speak, and listen for meaning in basic French
Analyze and compare cultural practices, products, and perspectives of various French-speaking countries
Regularly assess progress in proficiency through quizzes, tests, and speaking/writing submissions
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | |
| Privacy policies are clearly stated. | Fully Met |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Partially Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Partially Met | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Partially Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Partially Met |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Fuel Education LLC
Date of Review:
07/14/2016
Vocabulary Theme
Each unit presents a new set of vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of interactive activities and practices. A printable vocabulary list is also provided.
Grammar Concept
Each unit introduces a new grammar pattern. The concept is first introduced in a contextualized situation and then presented in a multimedia grammar animation. The concept is then further practiced in several interactive activities throughout the unit. A printable explanation of the pattern is also provided.
Presentation of Culture through Culture Videos
In each unit students learn about various cultural aspects (e.g. practices, products, and perspectives) of a French-speaking country through short video presentations.
"Out of Seat" Activities
Several times during the year, students are given opportunities to use the language "outside" the course. These are specific assignments directing students to interact in a genuine way with the French language or French-speaking cultures.
Speaking and Writing Activities
Students complete speaking and writing activities in each unit. These activities give students a chance to become more familiar with the speaking and writing patterns of French by applying them in communicative situations.
Listening and Reading Comprehension Activities
Each unit contains both listening and reading comprehension practices. They are based on the vocabulary, grammar, or culture concepts presented that unit and challenge students to identify the main ideas and significant details of the listening/reading excerpts.
Assessments
Listening and reading comprehension quizzes verify that students comprehend the main ideas and/or significant details of target language passages or conversations.
Culture comprehension quizzes verify that students have understood important concepts presented in the culture presentations.
Unit tests assess students' mastery of the vocabulary words and grammar concepts presented that unit. Each unit test also includes reading and listening comprehension questions and an oral or written assessment.
Midterm and Semester Exams are comprehensive in nature. Not only do they assess students' knowledge of the language, but they also assess students' ability to produce the language in a communicative way. Midterms and Semester Exams include both oral and written assessments.
"Life-long Learner" Assignments
Each semester students are required to create a plan for incorporating French into their daily lives. They accomplish this by outlining the long-term benefits of learning French, by making goals for what they want to accomplish with their mastery of the language, and by creating a plan for accomplishing their goals.
"Explore" Activities
These activities help students develop a more profound understanding of French-speaking countries and cultures.
"Webquest" Activities
These special activities provide students the opportunity to link out to authentic sources of language on the Internet. Students are given practical tasks where they must use their language to accomplish the assignment.
Journal
Journal assignments allow students to make cultural comparisons, reinforce new vocabulary and grammar patterns, and practice communicating in the language.
Pronunciation
Pronunciation lessons are presented in short animation videos. These videos focus on the unique sounds of the language. Follow-up activities throughout the unit provide additional practices for students to improve their pronunciation skills.
Semester 1
Vocabulary Grammar Culture Pronunciation
Unit 1
Greetings
Subject Pronouns
"Tu" vs. "Vous"
Introduction to France
None
Unit 2
School
Alphabet
Nouns
Definite Articles
Indefinite Articles
School
Alphabet
Guide to French Rhythm & Accents
Unit 3
Descriptions
Colors
Conjugating Verbs "Etre" and "Avoir"
Adjectives: Agreement
Food: Courses, Cheese, Pastries, Bread
None
Unit 4
Countries and Nationalities
Numbers 0-30
"Etre" + Nationality
Adjectives: Placement
Language
Difference between é and è (using et and est)
Midterm Review and Test
Unit 5
Common ER Verbs
Telling Time
Present Tense ER Verbs
History of France
None
Unit 6
Common IR Verbs
Conjunctions
Present Tense IR Verbs
Soccer
“S”
Unit 7
Other Verbs
Adverbs
Present Tense RE and OIR Verbs
Irregular Verbs
Literature: Victor Hugo
None
Unit 8
Days, Months, and Seasons
Numbers 30-100
Negation
Art in France
“G” and “J”
Unit 9 Final Review and Test
Semester 2
Vocabulary Grammar Culture Pronunciation
Unit 10 Hobbies
faire versus jouer
Asking Questions
Introduction to Quebec
The Cedilla
Unit 11
Food (part 1)
Interrogative Words
Hockey
None
Unit 12
Food (part 2)
Partitive Articles
Food: poutine, cabane a sucre
The letter H
Unit 13
Family
Possessive Adjectives
Accent
None
Midterm Review and Test
Unit 14
Places
Present Tense: aller
History
The letter R
Unit 15
Animals
Comparatives
Carnaval d'hiver and Tulipes
None
Unit 16
Shopping
Superlatives
Literature: Gabrielle Roy
The letter Y
Unit 17
Weather Expressions
"Il y a"
Cirque du Soleil
None
Unit 18 Final Review and Test
back to top
Number of Lessons and Scheduling
45 minutes
Total Lessons: Two semesters. Each semester consists of 18 weeks (90 days) of content.
Total Lessons: 180
Each unit presents a new set of vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of interactive activities and practices. A printable vocabulary list is also provided.
Grammar Concept
Each unit introduces a new grammar pattern. The concept is first introduced in a contextualized situation and then presented in a multimedia grammar animation. The concept is then further practiced in several interactive activities throughout the unit. A printable explanation of the pattern is also provided.
Presentation of Culture through Culture Videos
In each unit students learn about various cultural aspects (e.g. practices, products, and perspectives) of a French-speaking country through short video presentations.
"Out of Seat" Activities
Several times during the year, students are given opportunities to use the language "outside" the course. These are specific assignments directing students to interact in a genuine way with the French language or French-speaking cultures.
Speaking and Writing Activities
Students complete speaking and writing activities in each unit. These activities give students a chance to become more familiar with the speaking and writing patterns of French by applying them in communicative situations.
Listening and Reading Comprehension Activities
Each unit contains both listening and reading comprehension practices. They are based on the vocabulary, grammar, or culture concepts presented that unit and challenge students to identify the main ideas and significant details of the listening/reading excerpts.
Assessments
Listening and reading comprehension quizzes verify that students comprehend the main ideas and/or significant details of target language passages or conversations.
Culture comprehension quizzes verify that students have understood important concepts presented in the culture presentations.
Unit tests assess students' mastery of the vocabulary words and grammar concepts presented that unit. Each unit test also includes reading and listening comprehension questions and an oral or written assessment.
Midterm and Semester Exams are comprehensive in nature. Not only do they assess students' knowledge of the language, but they also assess students' ability to produce the language in a communicative way. Midterms and Semester Exams include both oral and written assessments.
"Life-long Learner" Assignments
Each semester students are required to create a plan for incorporating French into their daily lives. They accomplish this by outlining the long-term benefits of learning French, by making goals for what they want to accomplish with their mastery of the language, and by creating a plan for accomplishing their goals.
"Explore" Activities
These activities help students develop a more profound understanding of French-speaking countries and cultures.
"Webquest" Activities
These special activities provide students the opportunity to link out to authentic sources of language on the Internet. Students are given practical tasks where they must use their language to accomplish the assignment.
Journal
Journal assignments allow students to make cultural comparisons, reinforce new vocabulary and grammar patterns, and practice communicating in the language.
Pronunciation
Pronunciation lessons are presented in short animation videos. These videos focus on the unique sounds of the language. Follow-up activities throughout the unit provide additional practices for students to improve their pronunciation skills.
Semester 1
Vocabulary Grammar Culture Pronunciation
Unit 1
Greetings
Subject Pronouns
"Tu" vs. "Vous"
Introduction to France
None
Unit 2
School
Alphabet
Nouns
Definite Articles
Indefinite Articles
School
Alphabet
Guide to French Rhythm & Accents
Unit 3
Descriptions
Colors
Conjugating Verbs "Etre" and "Avoir"
Adjectives: Agreement
Food: Courses, Cheese, Pastries, Bread
None
Unit 4
Countries and Nationalities
Numbers 0-30
"Etre" + Nationality
Adjectives: Placement
Language
Difference between é and è (using et and est)
Midterm Review and Test
Unit 5
Common ER Verbs
Telling Time
Present Tense ER Verbs
History of France
None
Unit 6
Common IR Verbs
Conjunctions
Present Tense IR Verbs
Soccer
“S”
Unit 7
Other Verbs
Adverbs
Present Tense RE and OIR Verbs
Irregular Verbs
Literature: Victor Hugo
None
Unit 8
Days, Months, and Seasons
Numbers 30-100
Negation
Art in France
“G” and “J”
Unit 9 Final Review and Test
Semester 2
Vocabulary Grammar Culture Pronunciation
Unit 10 Hobbies
faire versus jouer
Asking Questions
Introduction to Quebec
The Cedilla
Unit 11
Food (part 1)
Interrogative Words
Hockey
None
Unit 12
Food (part 2)
Partitive Articles
Food: poutine, cabane a sucre
The letter H
Unit 13
Family
Possessive Adjectives
Accent
None
Midterm Review and Test
Unit 14
Places
Present Tense: aller
History
The letter R
Unit 15
Animals
Comparatives
Carnaval d'hiver and Tulipes
None
Unit 16
Shopping
Superlatives
Literature: Gabrielle Roy
The letter Y
Unit 17
Weather Expressions
"Il y a"
Cirque du Soleil
None
Unit 18 Final Review and Test
back to top
Number of Lessons and Scheduling
45 minutes
Total Lessons: Two semesters. Each semester consists of 18 weeks (90 days) of content.
Total Lessons: 180
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Open Entry / Open Exit | 07/01/2025 | 06/30/2026 | 07/01/2025 | 06/30/2026 | 100 | $322 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Semester courses are defined as 20 weeks, with an additional extension of 30 days that may be granted upon request. School staff can set the end date at the time of enrollment, and change the date as needed at no additional cost. 100% refund if course is dropped within 14 days of enrollment | Open Entry / Open Exit | 07/01/2025 | 06/30/2026 |
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 19-20 | 0 | 0 | 0.0% |