LEARNING OBJECTIVES COURSE OVERVIEW

Transcription

1 SYLLABUS AP French Language and Culture LEARNING OBJECTIVES To improve student proficiency in the interpretive, interpersonal, and presentational modes in order to enable the students to communicate at the intermediate high to pre advanced level as defined in the ACTFL Performance Guidelines for K 12 Learners. To improve reading, writing, speaking and listening skills through each of the three modes of communication. To provide students with the tools and materials needed to improve and enrich their cultural knowledge and competence as it relates to all francophone countries while making comparisons with their own culture(s). To create a learning environment that encourages students to make crosscurricular connections while exploring the six course themes, using authentic materials and resources. COURSE OVERVIEW The course is organized by thematic units. French will be used exclusively by teacher and students. [CR1] Classes meet 3 days out of a 4 day cycle for 56 minutes. The language lab will be utilized once or twice every 2 cycles. In the language lab, students will be able to record, complete practice AP activities, conference with other students and work with authentic materials at their own pace. Students will be expected to prepare reading and grammar assignments outside of class to allow for high level discussion in class. Student essays will be written in class to help them to better organize their writing and improve their writing strategies under approximate AP testing conditions. All skills and modes of communication will be incorporated into lessons each week. In French 1, 2, and 3 the students are exposed to francophone countries and literature from around the world. In French 4 Honors they complete a survey of French history, literature and art. The AP curriculum explores a more profound and specific understanding of topics with which they are already familiar. All activities and work covered in our AP French prepare our students to use the French language in a real life setting. They are afforded many opportunities to put their skills to the test. [CR9] Students communicate with French pen pals and contribute to blogs. Our school has participated since 2005 in a Family Stay Program in France. Several students have kept in close contact with host families and we have had classroom visits with their host brothers or sisters. Classroom visits from professionals in the business world are also organized. We live in close proximity to a large metropolitan area where there are many opportunities for students to attend a diverse range of cultural activities in French. And our state AATF chapter offers several other opportunities for students to engage in authentic situations in French, for example, attending an NHL game which features a question and answer session with a French speaking player. CR 1: The teacher uses French almost exclusively in class and encourages students to do likewise. CR9: The course prepares students to use the French language in real life settings.

2 ASSESSMENT 10% Class participation (including exclusive use of French in the classroom) 15% Skills formal written and oral assessment of discrete vocabulary and grammar skills 25% Interpretive formal and informal assessments, reading and listening comprehension 25% Interpersonal discussions, debates, role play 25% Presentational oral and written presentations, demonstrations, exposés, essays, journals SUMMER ASSIGNMENT The summer assignment has two parts which include the interpretive and presentational modes. Students must write a weekly to the teacher during July and August telling what they have been doing or plan to do to which the teacher responds asking follow up questions. [CR3b] The students are also assigned Camus L Étranger. They read the first part of the novel. They are given a teacher prepared vocabulary packet to facilitate this independent reading assignment. They also must complete comprehension questions for all 6 chapters. They will also choose from a list of topics and prepare and present a short exposé for the second week of school. These topics include but are not limited to: a biography of Camus, Algeria and its cities, synopsis of another work by Camus, the French criminal justice system, character studies. CR3b : The course provides opportunities for student to proficiency in written Interpersonal Communication in a variety of situations in the Intermediate to Pre Advanced range. CR4b: The course provides opportunities for students to ability in Interpretive Communication to understand and synthesize information from a variety of authentic written and print resources. September/October 27 days Unit 1 Families and Communities [CR6e] Continue summer assignment Read and discuss L Etranger (Camus). Exam including objective questions, short answer questions and an essay. Present exposés. [CR4b] Study vocabulary associated with family and relationships. Read and the article La notion de registre de langue (Le Français dans le monde No 371). Compare and contrast with registers of language in English. [CR8] Project Based Learning Scenario Research support systems available to the family. Securité sociale v. Social Security etc. Write a paper on the value and viability of social programs in France and the United States. Orally present research and conduct debates on related topics. [CR7] View the film Le Retour de Martin Guerre, completing various activities throughout. Read historical accounts CR6e: The course specifically addresses the Families and Communities theme. CR7: The course provides opportunities for students to demonstrate and understanding of the products, practices and perspectives of the target cultures.

3 November/December 26 days on which the film was based. Compare and contrast contemporary family structures with those of the Middle Ages. [CR7] Cooperative Project create a manual for parents expecting their first child. Final product will be based on research and personal experience. [CR5b] Read and discuss excerpts from Où on va, Papa? (Jean Louis Fournier). How does society take care of and deal with its members with special needs. Compare and contrast to the United States. [CR4b] [CR7] Listen to and discuss various love songs. What kind of love are these songwriters singing about? Francis Cabrel, Charles Aznavour, Renaud, Renan Luce. [CR4a] Complete appropriate internet activities from that relate to state of the family and or communities in France. Grammar Review: présent, impératif, voix passive v. voix active, passé récent, passé composé, passé simple, imparfait, plus que parfait, accord du participe passé aux temps composés. Demonstration use the imperative to teach the class how to do something. [CR5a] Current Event related to theme students read and present their article to the class. They will also write compte rendu of the article. Unit 2 Beauty and Aesthetics Study vocabulary related to literary and art criticism, visual and performing arts. What is art? How does France view its contributions to World Artistic Heritage? Students research and create a list of what they feel are major literary and artistic contributions by France for each century. Using a multimedia approach they present and defend their choices to the class. Students negotiate, reach consensus and create a class list. [CR3a] Students create and present a collaborative Power Point on art movements in France from the middle ages through the 20 th century. [CR5a] [CR5b] Hands on art activity. Student chooses an impressionist painting and then interprets it using cubist, pointillist and surrealist techniques. Molière. L Avare or L Ecole des femmes. (Possibly choose a play based on what is available to see in our area.) Students read, discuss and analyze the text. Complete reading comprehension activities and written assessments. Memorize and act out scenes. [CR5a] Complete activities related to the theme from internet CR4a : The course provides opportunities for students to ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual and audio visual materials. CR5a : The course provides opportunities for students to proficiency in spoken Presentational Communication in the Intermediate to Pre Advanced range. CR6f: The course specifically addresses the Beauty and Aesthetics theme. CR3a : The course provides opportunities for students to proficiency in spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre Advanced range. CR5b : The course provides opportunities for students to proficiency in written Presentational Communication in the Intermediate to Pre Advanced range.

4 sources and Study of La Nouvelle Vague, its history, directors, films. View L Ascenseur pour l échafaud. Complete listening comprehension activities, character studies, plot diagrams. Discuss the soundtrack of the film and how it was created. Listen to contemporary francophone jazz musicians and compare to the soundtrack. Compare and contrast this film with films made during innovative periods in American cinema. Write a review of this film. [CR7] Grammar review : futur proche, futur simple, futur antérieur, conditionnel, conditionnel passé, phrases conditionnelles, emploi du verbe devoir, adjectifs et pronoms possessifs and démonstratifs. Current Event related to theme students read and present their article to the class. They will also write and hand in a compte rendu. [CR5a] [CR5b] January 16 days Unit 3 Personal and Public Identities Study of vocabulary related to colonization and immigration. View scenes from the film Indochine and read excerpts from Les Bouts de bois de Dieu (Ousmane Sembène) Immigration in France. Conduct a thorough investigation of the history of immigration and its ramifications on French society today. Materials created by Michael Kline of Dickinson College. [CR7] Analyze, discuss and participate in interactive activities about French colonization and contemporary immigration and the dilemma of the veil. [CR3a] Research / compare and contrast the concept of separation of church and state in France and the United States. Listen to and study songs by francophone artists related to personal identity and the idea of home or the desire to reinvent oneself. Douce France (Charles Trenet), Toi, la mer immense (Enrico Macias), Ma France à moi (Diams), Mon Pays (Gilles Vigneault), Emmenez moi (Charles Aznavour). Complete related activities. [CR2a] View and discuss excerpts dealing with multiculturalism from Paris, je t aime and Entre les murs. [CR3a] Complete activities related to the theme from internet sources and [CR4b] Grammar review : subjonctif, pronoms compléments, pronoms accentués, participe présent, infinitif passé Current Event related to theme students read and present their article to the class, write compte rendu. CR6d: The course specifically addresses the Personal and Public Identities theme.

5 February 14 days March 12 days Unit 4 Contemporary Life Study vocabulary associated with education and the school system in France Complete internet research on the current school systems in France. ( Compare and contrast the French and US systems. [CR7] Read and discuss Mots d excuses. Les parents écrivent aux enseignants (Patrice Romain). This will also serve as a grammar exercise. The letters in the book are unedited. [CR8] [CR4b] View scenes from the films Entre les murs, L Argent de poche and Être et avoir. Complete various activities related to the films. Study vocabulary related to the school to work transition, including higher education and securing employment. There are many French companies located in our area. Guest speakers from these companies give presentations to our students. [CR9] [CR4a] Project based Learning Scenario Using the resources and students will choose a profession and map out steps they need to follow to achieve their goal and present their plan to the class. [CR5a] [CR5b] Explore print, television and internet advertising. Ads as Art. Research French artists who created advertisements. Create an «affiche publicitaire». Activity from Le Français dans le monde No356. Grammar review: pronoms relatifs, négations et expressions indéfinies, expressions interrogatives. Unit 5 Science and Technology Study vocabulary related to science and scientific research Use the sites and to research topics. Create and deliver a multimedia presentation Study vocabulary related to electronic communication. Read and discuss excerpts from Parlez vous texto? (Jacques Anis) Create and exchange text messages. [CR3b] Read and discuss 3 articles from Le Francais dans le monde No 371 De la page à l écran. Research and update information in articles. Conduct class debate on electronic communication. [CR3a] Grammar review : adjectifs, adverbes, comparatifs et superlatifs, prépositions, conjonctions, emplois de l infinitifs, discours indirect CR6c: The course specifically addresses the Contemporary Life theme. CR9: The course prepares students to use the French language in real life settings. CR6b: The course specifically addresses the Science and Technology theme.

6 Current Event related to theme students read and present their article to the class. They will also write compte rendu of the article. April 17days May June 26 days Unit 6 Global Challenges Study vocabulary related to nutrition and food safety. Project based Learning Scenario Pour ou contre les OGM. [CR7] Read and discuss an article on organic farming throughout the world. Interdisciplinary connection a biology teacher in our school received a grant for a multi faceted project dealing with Sustainable Food Production. We plan to collaborate. Read blogs related to la Chaîne du froid. Post a blog. Study vocabulary related to human rights. Read and discuss, compare and contrast several documents: the American Declaration of Independence, Les droits de l homme et du citoyen, United Nations Declaration Universelle des droits de l homme. Debate: How do and have these documents support or hinder human rights around the globe? [CR7] View and discuss films that address human rights issues: Persepolis, Nuit et Brouillard [CR4a] Current Event related to theme students read and present their article to the class. They will also write compte rendu of the article. Grammar review: all topics. Final AP Exam preparation Post AP Exam The majority of our students take up to 6 or 7 AP classes. During the first 2 weeks in May there is rarely a full roster of students in class. Most of the review is conducted in the language laboratory differentiating to individual student needs. CR6a: The course specifically addresses the Global Challenges theme. Selected topics in contemporary francophone culture, literature and cinema. Presentations on various topics in varied formats.

7 DAILY / WEEKLY ACTIVITIES Daily jokes (blagues de Toto, les blondes), proverbs and quotes to build vocabulary and encourage students to make comparisons between and within languages and cultures (English equivalent v. English translation). [CR8] Daily discussions in French Weekly / bi weekly language lab attendance and assignments Ongoing grammar review, practice and quizzes Vocabulary enrichment and quizzes Dictées based on grammar/vocabulary studied and on unfamiliar material Journal entries, s, blogs, wikispaces, toondoo Bi weekly in class essays written using multiple sources Writing activities and assessments reaction papers, explication de texte, compte rendu CR8: The course provides opportunities for students to make comparisons between and within languages and cultures. MATERIALS Student texts: Sturges II, Hale, and Linda Cregg Nielsen, and Henry Lynn Herbst. Une fois pour toutes. Troisième edition. Pearson, Ladd, Richard, and Colette Girard. AP French: Preparing for the Language Examination. Second Edition. Pearson, Camus, Albert. L Étranger. Éditions Gallimard, Supplementary Reading / Speaking Materials: Fournier, Jean Louis. Où on va, papa? Éditions Stock, Molière. L École des femmes. Nouveaux Classiques Larousse. Molière. L Avare. Nouveaux Classiques Larousse. Collection Litteraire. Lagarde & Michard. Bordas, ENSEMBLE Littérature. Raymond F. Comeau and Normand J. Lamoureux. Harcourt Brace and Company, 1994 Thèmes et Discussions. Thomas H. Brown. D.C. Heath and Company, Explorations. Susan Schunk and Janet Wasbrot. Heinle & Heinle, Panaché Littéraire. Mary J. Baker and Jena Pierre Cauvin. Heinle & Heinle, Le français dans le monde. Revue de la Fédération Internationale des Professeurs de Français. Conversations sans fin. Rooks, George and Anne Slack. Newbury House Publishers, CR2c: Instructional materials include a variety of authentic literary texts. CR2b: Instructional materials include a variety of authentic nonliterary texts such as newspaper and magazine articles.

8 Films: Music : Argent de Poche L Ascenseur pour l échafaud Entre les murs Être et avoir Indochine Nuit et Brouillard Paris, je t aime Persepolis Le Retour de Martin Guerre Charles Aznavour Francis Cabrel Diam s Renan Luce Enrico Macias Charles Trenet Gilles Vigneault CR2a: Instructional materials include a variety of authentic audio and video recordings. Internet resources for viewing, listening, reading and speaking : a outil/podcast/