French 1B (Grades 6-8)
Course Description:
This course is the second in a two-course sequence. Students begin their introduction to French by focusing on the four key areas of listening, speaking, reading, and writing. 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.
Course Details:
| Course Title (District): | French 1B (Grades 6-8) | ||||||||||
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| Course Title (NCES SCED) : | French for Young Learners (prior-to-secondary) | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Middlebury Interactive Languages | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | American Council on the Teaching of Foreign Languages | ||||||||||
| Alignment Document : | http://media.mivu.org/mivhs/alignchart/wl/MSFrench1AB.pdf | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 24100 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
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: (888) 889-2840
- Chrome 66
- Firefox 58
- Safari 13 (desktop and laptop devices only; iPad or iPhone not compatible) *NOTE: Macintosh Safari 13 Browsers must have "Prevent cross-site tracking" turned OFF in order to permit sending of cookies.
- Microsoft Edge 15
- 2.33GHz or faster x86-compatible processor
- Windows 7, Windows 8, Windows 10
- 2 GB RAM
- Display setting 1280x1024 resolution or above; lower resolutions may require scrolling
- 128MB Graphics Memory & Sound card
- Cookies enabled
- JavaScript enabled
- Intel Core™ Duo 1.33GHz or above
- Mac OS X v10.9 or higher
- 2 GB RAM
- Display setting 1280x1024 resolution or above; lower resolutions may require scrolling
- 128MB Graphics Memory & Sound card
- Cookies enabled
- JavaScript enabled
Additional Cost: $0.0
Additional Cost Description:
NA
After completing this course, students will be able to:
• 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 | MVS Acceptable Use |
| Privacy policies are clearly stated. | Fully Met | MVS Policy |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Partially Met | Explanations missing |
| 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. | Fully 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 | While the course content is not modifiable, assignments and assessments can be modified to meet learners' diverse needs. |
| 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 | Instructors can add more discussion and use the messaging system. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met | This is instructor led. |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met | Instructors have the ability to add resources where appropriate. |
| 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 | One version of the assessment. |
| 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. | Fully Met | MVS Policy |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | MVS Policy |
| 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). | Fully Met | MVS Policy |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Michigan Virtual
Date of Review:
03/25/2014
Unit 10
Vocabulary: • Hobbies
Grammar: • Faire vs Jouer • Asking Questions
Culture: • Introduction to Quebec
Pronunciation: • The Cedilla
Unit 11
Vocabulary: • Food (part 1)
Grammar: • Interrogative Words
Culture: • Hockey
Unit 12
Vocabulary: • Food (part 2)
Grammar: • Partitive Articles
Culture: • Food: poutine, cabane à sucre
Pronunciation: • The letter H
Unit 13
Vocabulary: • Family
Grammar: • Possessive Adjectives
Culture: • Accent
Midterm Review and Test
Unit 14
Vocabulary: • Places
Grammar: • Present Tense: Aller
Culture: • History
Pronunciation: • The letter R
Unit 15
Vocabulary: • Animals
Grammar: • Comparatives
Culture: • Carnaval d'hiver and Tulipes
Unit 16
Vocabulary: • Shopping
Grammar: • Superlatives
Culture: • Literature: Gabrielle Roy
Pronunciation: • The letter Y
Unit 17
Vocabulary: • Weather Expressions
Grammar: • Il y a
Culture: • Cirque du Soleil
Final Review and Test
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 22-23 | 3 | 3 | 100.0% | |
| 21-22 | 4 | 3 | 75.0% | |
| 19-20 | 8 | 6 | 75.0% | |
| 18-19 | 13 | 11 | 84.62% | |
| 17-18 | 18 | 17 | 94.44% | Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year. |
| 16-17 | 11 | 9 | 81.82% | Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year. |
| 15-16 | 3 | 3 | 100.0% | None |
| 14-15 | 3 | 3 | 100.0% | Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year. |
This course has specific device requirements and restrictions.
Middlebury (MIL) CAP course content is delivered through LTI in Brightspace and rendered for view and submission of student work within iFrames embedded in Brightspace content pages.
MIL courses are NOT supported on Chromebooks, iPads, or Android devices for access via LTI in a third-party LMS.
BROWSERS: Minimum supported, compatible browsers include:
PC Device Minimum Requirements for MIL courses:
Macintosh (MAC) Device Minimum Requirements for MIL courses:
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/