Level 2
Level 2 French at West Charlotte High School is a semester long, high school-credit course. It is a high school class, students will take an EOC in December or June that counts as 25% of their overall grade, and will test them in the four areas of language learning: Reading, Writing, Listening, and Speaking. Upon successful completion, students will proceed to Level3.
In this class, students will build on material learned in Level I . They will progress towards basic paragraph writing. Units taught include
In this class, students will build on material learned in Level I . They will progress towards basic paragraph writing. Units taught include
Class Expectations:
1. Follow directions the first time that they are given (especially important during labs!)
2. Be respectful of other students space, belongings, ideas, and feelings.
3. Be on time to school and to class.
4. Remain seated unless given permission to get up.
5. Please ask all questions by raising your hand. Do not just walk up to me and start talking, or yelling out answers.
Discipline:
1. Warning
2. Lunch Detention
3. Parent Contact
4. After School Detention
5. Office Referral
1. Follow directions the first time that they are given (especially important during labs!)
2. Be respectful of other students space, belongings, ideas, and feelings.
3. Be on time to school and to class.
4. Remain seated unless given permission to get up.
5. Please ask all questions by raising your hand. Do not just walk up to me and start talking, or yelling out answers.
Discipline:
1. Warning
2. Lunch Detention
3. Parent Contact
4. After School Detention
5. Office Referral
Differentiation
I believe that differentiation is the key to creating an inclusive classroom where all students feel successful in their personal and academic achievements. This can be done by teaching students to respect each other's uniqueness and by creating plans that accommodate the students' needs.
During my first year of teaching, I had a class with many diverse needs. I had some students who were below grade level as well as some that were above grade level. I also had students with ADHD, Anxiety Disorders, ELL, and Autism. I made a conscious effort to differentiate my instruction as well as my assessments.
I believe that differentiation is the key to creating an inclusive classroom where all students feel successful in their personal and academic achievements. This can be done by teaching students to respect each other's uniqueness and by creating plans that accommodate the students' needs.
During my first year of teaching, I had a class with many diverse needs. I had some students who were below grade level as well as some that were above grade level. I also had students with ADHD, Anxiety Disorders, ELL, and Autism. I made a conscious effort to differentiate my instruction as well as my assessments.