MADISON PUBLIC SCHOOL DISTRICT FRENCH AP

Transcription

1 MADISON PUBLIC SCHOOL DISTRICT FRENCH AP Authored by: Penelope Scheer Reviewed by: Lee Nittel, Director of Curriculum and Instruction Stacy Snider Supervisor of Visual & Performing Arts/World Language Adopted by the Board: January, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ

2 I. OVERVIEW This course is the culmination of a six-year sequence and it seeks to develop and refine skills that have been acquired over a student's school career. Students are expected to understand, speak, read and write the language at the third year college level. This is achieved through extensive exposure to a wide variety of materials including texts, literature, released AP exams and Internet sources. All objectives are practiced with the goal of communicative and cultural awareness. Students will communicate with spoken and written forms using interpretive, interpersonal and presentation modes. Students will demonstrate understanding of a culture via these same three modes. II. RATIONALE New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate. The study of another language and culture enables individuals to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. The study of another language fosters attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication. III. GOALS (Linked to NJ Core Content Standards) 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may demonstrate differing proficiencies depending upon the communicative mode in which they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who are taking French AP should meet the cumulative progress indicators for the Intermediate- High of proficiency. Intermediate-High Level students communicate using connected sentences and paragraphs to handle complicated situations on a wide-range of topics. By the end of French AP, students taking a continuing sequence of language from middle school will: A. Interpretive Mode: 1. Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics. 2. Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 3. Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one s own culture. 4. Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States. 5. Synthesize information from oral and written discourse dealing with a variety of topics

3 6. Analyze and critique readings from culturally authentic materials 7. Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts 8. Analyze structures of the target language and comparable linguistic structures in English. B. Interpersonal Mode: 1. Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 2. Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests. 3. Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies. 4. Ask and respond to questions as part of a group discussion of topics and situations of personal, academic, or social nature. 5. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 6. Use language in a variety of settings to further personal and/or academic goals. C. Presentational Mode: 1. Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one s own culture, shared virtually with a target language audience. 2. Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s). 3. Use language creatively in writing for a variety of purposes. 4. Explain the structural elements and/or cultural perspectives found in culturally authentic materials 5. Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one s own culture 6. Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce IV. ESSENTIAL CONTENT AND ACTIVITES See attached table. V. EVALUATION Listening, speaking, reading and writing in a wide variety of modes will be used to determine the final grade. These assessments will include: A. Tests accompanying Une fois pour toute and Trésor du temps. B. Teacher generated tests and quizzes based on thematic units and vocabulary C. Listening tests based on prerecorded dialogues and exchanges D. Speaking tests in interpersonal and presentational modes E. Written evaluations in both interpersonal and presentational modes F. Participation grade based on classroom discussions G. Reading comprehension H. Homework

4 Additionally, after a full year of instruction, students will sit for the Advanced Placement exam given in May. The modes of evaluation stated above are designed to familiarize the students with the actual AP Exam. Throughout the year students take E.T.S. released 1998, 2003 and 2008 AP Exams. VI. RESOURCES 1. Une Fois Pour Toutes, Sturges, Independent School Publication 2. Triangle, Carolyn F. Demaray, Jasette Smith, Wayside Publishing 3. AP Guide for the AP Language Course, Girard, Fongman Publishing 4. Ensemble Litérature, Holt, Rhinehart and Winston 5. Maigret et le Clochard, Simenon 6. Le Bourgeois Gentilhomme, Molière 7. Les Miserables, Victor Hugo 8. Cours Supérieur, AMSCO Correlated Materials : 1. Internet 2. AP Released Exams and CDs, Advanced Placement Program, Princeton, NJ 3. AATF National French Contest Exams and CDs, Box 86, Plainview NY 4. CDs to accompany Triangle and Guide for the AP Language Course 5. Paris Match and Le Monde, MHS Library subscription

5 Madison School District FRENCH AP Scope and Sequence Unit of Study September mid October Les Problèmes Contemporains I Homelessness, Poverty Key Vocabulary Key Vocabulary/ Language in Use Homelessness Immigration Racism Sexual Discrimination Crime Transition words Words used to convince, to debate Activities/Assessment Cultural Connections Related Literature, Video, Activities/Assessment/Project Reading: Cultural Connections Paris Geography Related Literature, and Songs Video, and Songs Chanson pour l Auvergnat History of France: Préhistoire Brassans Gaule :Le Dénuement des Enfants sans papiers Le Centenaire Simenon Les Sans-Abris: La Ville de Paris lance la mission Un crime contre un enfant est une offense à l humanité entière Speaking: Images, Bleu Listening: Dialogues, Bleu Grammaire Une fois - Verbes, present - Past tenses - Futur - Conditional Attention aux Maisons Hantées All Saints Day Maigret et le Clochard Maigret Comparison of 2 Internet videos: L Expulsion des Enfants Sans Papiers Laissez-les Grandir Ici Exerpts from: Chanson de Roland Tristan et Yseult

6 Unit of Study Key Vocabulary Activities/Assessment Cultural Connections Related Literature, Video, Song The state of the planet Reading: La Guerre, le History of France: Short Story Zola: Ecology Clézio -- Middle Ages L Attaque Environment L Homme: le plus grand -- Renaissance Du Moulin Global Warming enemi de la planète Oceans in Danger La Pollution Song: Lettre à Paris Recycling Environment: les sacs Waste plastiques en voie de Sustainable energy disparition Mid October Mid November Les Probèmes Contemporains II La Pollution And Climate Changes Listening: Dialogues Exerpts: La Farce du Maitre Pathelin Villon: La Ballade des Pendus Speaking: Images from Bleu Barrons Rabelais: Gargantua et Pantagruel Writing: Essays on topics at left Grammaire: Une fois Lec Subjonctif --Object and stress pronouns --Possessives and demonstratives

7 Unit of Study Mid November - December Science and Techno-logy Key Vocabulary Discoveries Inventions The sciences Scientific research Industry High Tech Computer Science Genetic manipulation Biotechnology Automation The Internet Space Activities/Assessment Cultural Connections Related Literature, Video, and Songs Quant à moi Quel monde imaginez-vous pour le future? La carte du génôme humaine Et l homme créa cyberspace Joël de Rosnay Dix fois plus de femmes médecins qu il y a dix ans Speaking: Images Listening comprehension: Dialogues Grammar: Une fois Lec Interrogatives - Relative pronouns - Negation - Indefinites French Inventors French History: The age of Louis XIV Predicting the future Un monde futuriste (Claude Jasmin) Vidéo: TV 5 Pour les femmes et la science Exerpt: Molière: L Ecole des femmes Voltaire: Candide

8 Unit of Study January February La Cuisine française Key Vocabulary Les recettes Cuisines régionnales Les produits Les aliments Les repas Activities/Assessment Cultural Connections Related Literature, Video, and Songs Reading: Pour faire chic, mangez du sorbet à la fourchette Les examens s approchent Que faire? Listening: - Quant à moi, pp , Magazine culturel Dialogues: Bleu Speaking: Images French History: -Age of Louis XIV -La Lumière les philosophes Hunger in the World Fast Food in France Resto du Coeur Molière: Le Bourgeois Gentilhomme Internet document: Etiquette et savoir vivre Song: Savez-vous planter les choux? Film: (extract) Babette s feast Grammaire: Adjectives - Comparatives + Superlatives - Prepositions - Conjunctions - Infinitive - Present Participle - Indirect discourse

9 Unit of Study February- March April School and University in France Key Vocabulary School systems Subjects of instruction Goal, objectives of students Classroom vocabulary Teaching aids University courses Activities/Assessment Cultural Connections Related Literature, Video, and Songs Reading: L Ennuie à l école Le retour à l école du passé Etre lycéen en France: le regard critique des élèves étrangers La Femme medecin Internat potion magique? Dans mon pays, je ne suis pas allé à l école. Listening: Dialogues from Bleu Speaking: Class discussions on articles read, Images from Bleu Triangle Barrons Writing: Essays Rencontres avec le monde francophone Visitors to classroom from various Francophone regions emphasis on education French History: - The French Revolution Eugene Ionesco: Selection from La Cantatrice Chauve Video clip: Entre les murs contrast with Les Choristes Hugo Les Misérables Poetry: Lamartine: Le Lac

10 Unit of Study May, June Le cinéma français Key Vocabulary Film criticism Technological terms Film production Activities/Assessment Cultural Connections Related Literature, Video, and Songs Writing and Speaking: Resumé Of French film, presentation to the class Demonstration of students hobbies and other interests: oral presentation French History: The Directory The Restauration The Third Republic Twentieth Century Cannes Film Festival Les Misérables film Maigret et le Fantôme Clips from various films

11 Madison High School French AP Curriculum Supplement As required by ETS Submitted by Penelope Scheer September, 2011 French AP Syllabus INTRODUCTION French Language and Culture AP students will typically have completed four years of language study when they arrive at the AP level. The five national standards (Communication, Culture, Connections, Comparisons, and Communities) drive the instructional program, as do the Standards for Foreign Language Learning in the 21 st Century three modes of communication (Interpersonal, Interpretative and Presentational) which are the basis for study during the AP year. The entire course is conducted in French. All activities during the year are designed to provide the student with opportunities to further their understanding of culture in Francophone countries, mastery of grammatical functions necessary for effective communication, and vocabulary building. In turn they will be better able to make comparisons with their own culture and communicate on a variety of topics through their enhanced skills in listening, reading, writing and speaking. Various textbooks will be used during the year, as well as a wide variety of authentic materials. At the end of the course, all students will take the AP French Language and Culture exam.

12 MATERIALS Richard Ladd, AP Preparing for the Language and Culture Examination Richard Ladd, Allons au-delà Trésor du Temps Une fois pour toutes Quant à moi Radio France International exercises en français facile News Broadcast on France 2, France 24, TV5 ORGANIZATION OF THE AP COURSE Every 4-5 weeks a new topic is addressed, incorporating a thematic unit in which students work on all aspects of communication: listening, speaking, reading and writing. Activities will include the three modes of communication: interpretive, interpersonal, and presentational. DAILY AND WEEKLY ACTIVITIES Students will master vocabulary that will enable them to communicate effectively. Students will read articles, and then summarize, analyze, and state their reactions. Students will debate controversial issues and participate in and lead class discussions. Students will practice speaking in pairs in the form of role plays, summarize. Students will read various literary texts. Students will complete various grammar exercises in Une fois pour toutes. Students will write either one interpersonal or presentational composition per week. Students will orally present to the class information they have learned about Francophone countries. ASSESSMENT Students will participate in brief daily discussions referring to topics they are studying. Students will debate and lead class discussions on various topics. Students will participate in brief oral presentations to be graded using the AP speaking rubric.

13 Students will write interpersonal and presentational compositions in class on a wide variety of topics. These will be graded using the AP writing rubric. Students will interpret and summarize various articles, literary texts and graphs, maps and charts. Students will complete guided dialogues. Students will be tested on newly introduced vocabulary. Students will be tested on grammatical functions such as the subjunctive, negative expressions, relative pronouns, si clauses, use of prepositions, and comparatives/superlatives. CALENDAR September 7- October 10 Topics: Homelessness, hunger and immigration Thematic Units: Les Défis Mondiaux, La Quête de soi) Sample Activities: Mastery of relevant vocabulary Grammatical review: verb tenses Interpretive reading : Maigret et le Clochard, Simenon Immigrés, assimilation, integration, insertion: quelques definitions AP French, Ladd p. 76 Le Paris arabe historique, Ladd p. 8 Aide au logement de la ville de Paris, Ladd p. 6 Article to read, with student-led discussion from InternetActuel Reading, discussion: Allons au dela Ladd, Ch. 16 p. 222 Tu es né en France? Allons au delà: Ch 1 Touche pas à mon pote, p. 2

14 Interpretive listening: Multiculturalisme, Ladd p. 114 (reading and audio) Entretiens avec Paula Jacques, Ladd p. 146 (audio,questions) Interview par Jacques Chancel (audio, questions,) Ladd p. 147 Chansons: Notre Dame de Paris: Nous sommes des sans papiers,» Yannick Noah View excerpts from film: Paris je t aime TV news programs from TV5 Web site: Les Restos du Coeur Interpersonal speaking : Role play between a social worker and job seeker Debate on pros and cons of American capitalism and French socialism Free Response: Speaking, Ladd p. 209 Presentational speaking: 2 minute and minute presentations on assigned topic accompanied by visual aids. Oral Presentation, Ladd p 213 # 13, 15 Interpersonal writing: Students will friends urging them to participate in a drive to collect food for ahomeless shelter. Courriel, Ladd p. 165 Presentational writing: In class essay on one of the topics covered during the unit. (Examples: Attitudes toward immigration in the US and France, Alienation of those from Francophone countries arriving in France, Combating hunger and homelessness.)

15 October 10 November 23 Topic: L Environnement Thèmes: Les Defis Mondiaux, Science et Technologie Activities: Vocabulary building Grammatical functions: subjunctive mode Interpretive reading - Articles to read and summarize: Par quoi remplacer une centre nucléaire Phosphore, June 2011 p Plan Nord: «une ruée vers le Nord» dénonce Nature Québec Le Soleil, 10 mai «France : coup d envoi de l éolien en mer» Le Figaro, 10 juin La Dernière Classe, Alphonse Daudet Interpretive listening - Audio and Video : «l Energie renouvelable expliquée aux enfants» «Le Maroc et l énergie solaire.» Interview : L Energie renouvelable,» le 24 mai 2010 TV 5 Documentaires Chanson: Respire, Mickey 3D News stories from TV5 Interpersonal speaking : Role play on various sources of energy (journalist and environmentalist) Debate on pros and cons of energy sources

16 Presentational speaking: Introduce relevant topic pertaining to the environment and energy needs. Interpersonal writing: Students will write an to an elected official on the topic Courriel No. 10 (Ladd, AP French p. 173) Presentational writing: Short analyses of articles and audio selections In class essay on possible solution to the problem of global energy or pollution Ladd, AP French p. 188 November 28- December 23 Topics : Les Cuisines francophones et française, la famille francophone et français Themes : La famille et la communauté, la vie contemporaine Activities : Vocabulary building Grammatical function : use of prepositions with nouns and after verbs. Interpretive reading: Emile Zola: Le ventre de Paris (Ladd : Allons au-delà, p.62) Rêves amers, Maryse Condé (Allons p.67) Recette : Accres de morue des Caraïbes (Ladd : AP Frenchp. 32) Ladd, AP French p. 44, 76, 80, 82 La Gastronomie française classée au patrimoine de l Unesco? (Ladd, AP French p. 74) Bien manger pour bien travailler (Ladd, AP French p. 86)

17 Interpretive listening : Bien Manger pour bien travailler (Ladd, AP French p. 87) Carte du Restaurant Gilles (Ladd, AP French p. 97) Carte du Coq Hardi (Ladd, AP French p. 112) Recette pour les brownies (Ladd, AP French, p. 119) Kit pour fajitas (Ladd, AP French p. 125) L Importance de bien manger (Ladd, AP French, p. 160) Interpersonal writing : Courriel No. 5, (Ladd, AP French, p. 168) Presentational writing: L obésité: Selection No. 5 (Ladd, AP French, p. 186) Interpersonal speaking: Students will role play in pairs on the topic of obesity in French and American children (two pediatricians, two parents) Students will debate on the topic of school lunches Students will lead a classroom discussion on the question of typical meals in Francophone countries Selection no. 7 (Ladd, AP French p. 206) Presentational speaking: Students will present, via video, a demonstration of the preparation of a dish from a Francophone country

18 January 3 February 3 Topics La technologie et l avenir Thèmes: Science et Technologie, la vie contemporaine Activities : Vocabulary building Reviewing grammatical functions - relative pronouns Interpretive reading: Extrait La solitude numérique Didier Daeninckx (Imaginez, p. 266) «Les fans de Facebook auraient de moins bonnes notes» Chart social media et le printemps arabe : Articles from BBC, L Actualité, Internet actuel «Bye-bye la secrétaire, bonjour la technologie (Ladd, AP French, p. 10 «La domotique au jour le jour» (Ladd, AP French p. 48) «Comment l Internet transforme-t-il la façon dont on pense?» (Ladd, AP French p. 60) Interpretive listening : Video clip «Il était une fois les enfants face aux technologies du passé» Podcast on the role of social media in mobilizing aid. Sélection No. 3 Ladd : AP French p. 91 Sélection no. 7 Ladd: AP French p. 99 Sélection no. 10 Ladd: AP French p. 105 Ladd, AP French p. 131, 136, 139, 149

19 Interpersonal speaking: Students will compare and contrast their adolescence (from the standpoint of technology) with that of their parents. They will work in pairs and give feedback to the class. Ladd, AP French p. 202 Presentational speaking Debate on the impact of new technology and social media, and whether the impact is positive or negative. Students address the topic of lack of technology in underdeveloped countries, and compare the impact with France, Quebec and other developed Francophone regions. Interpersonal writing: Students will compose a letter to a company expressing dissatisfaction with a defective gadget they have just bought. Ladd, AP French p. 167, 170 Presentational writing: In class essay on the impact of technology on student friendships Ladd, AP French p. 190, 192, 194 February 6 February 29 Topic Qui suis-je? Thème La quête de soi, La famille et la communauté, L esthétique Activities : Vocabulary building Reviewing grammatical functions : comparitives/superlatives Interpretive reading: Extrait from L Etranger Camus (Ladd, p. 78)

20 Articles on 1999 law creating PACS, 2004 law prohibiting le port des signes ostensible (religieux), 2010 law prohibiting the burqa Les relations sentimentales en France. Pause-café, p. 53 Ladd, AP French p. 8, 12, 20, 30, 36, 38, 42, 44, 46, 50, 52, 54, 56, 64, 66, 68, 70, 72 Ladd, Allons au-delà, p. 10, Interpretive listening : «L homme de néanderthal est notre ancêtre» (Radio Canada) La demeure de Claude Monet (Canal Académie) Le poupon (RFI) Chanson : «7 seconds,» Youssou N Dour avec Nenah Cherry Video : Youtube : une clip de Titeuf Selections from Ladd, AP French (p. 103) Interpersonal speaking : In pairs or small groups, students will discuss their attitudes towards different religions, ethnic groups, and sexual orientations They will compare their attitudes towards immigration with people from Francophone countries They will discuss and analyze the nature of existential alienation. They will debate on the wearing of religious clothing or symbols in public schools. Ladd, French AP pp. 200, 201, 205, 207 Interpersonal writing: Students will write a letter to a fellow student who has been observed bullying others in school. Ladd, AP French p. 166, 169, 171

21 Presentational speaking: Ladd, p. 212 # 6, p. 213 #8, 12. Students will read a poem to the class and give a detailed analysis. Presentational writing: In class essay Ladd, French AP p. 180, 182 March 1 April 5 - Topic L Education dans les pays francophones Thèmes : La vie contemporaine, la quête de soi Activities : Vocabulary building Grammatical functions : negative and indefinite expressions Review of French educational system Interpretive reading: Daudet: La dernière classe A l école : lecture culturelle Poésie: Le Cancre, Prévert, Prière d un petit enfant nègre,» Guy Tirolien «Le football,» Goscinny/Sempé Ladd, AP French, p. 14, 68, 88, Interpretive listening : Film : Entre les murs (1st scene) Film clip : «L Enfant sauvage.» Podcast : RFI, on subject of unemployment.

22 Ladd, AP French p. 69 Interpersonal speaking: A role play: two stressed out American high school students discussing their options Interviews in small groups with Francophone native speakers on the subject of their years in school. Ladd, AP French p. 208 Interpersonal writing: Students will send a letter to the subjects interviewed, thanking them for coming and asking any remaining questions. Ladd, AP French, p. 165, 171, 172 Presentational speaking: Students will inform the class about the information gleaned from the subjects they interviewed. They will compare school life in the US and France with that of the subjects they interviewed. They will give an oral presentation about their educational plans for the following year. Ladd, AP FRENCH, P. 212, # 3. Presentational writing: Students will write a newspaper article about L Education dans les pays francophones. In class essay: The ideal school system (based on what they have experienced themselves and what they have learned about other systems.) Ladd, AP French, p Faut-il supprimer le bac? April 16 May 4 Topic : L Art et l architecture des pays francophones and the concept of le «Patrimoine. Thème : L Esthétique

23 Activities : Vocabulary building Grammatical functions : General review for exam transition-word vocabulary etc. Interpretive reading: Several chapters from Trésors du temps Description of cathedral from Notre Dame de Paris Articles about various French and Francophone artists Ladd, AP French, p. 8, 18, 22, 50, 54, 66, 72, Interpretive listening: Chanson: Florence from Notre Dame de Paris Ladd, AP French, p , 128, 130, 135, 143, 144, 145, 146, 151, 153, 159. Scenes from several French films about the lives of Francophone artists Songs of various Francophone artists Interpersonal speaking : Students will role play an interview with French artist or architect They will discuss their preferences in art and music with classmates Ladd, AP French p. 201 Interpersonal writing: Students will a friend asking him or her to a museum exhibit, explaining what they will see and why. Presentational speaking: Students will research and present to the class information about a Francophone artist, poet, or songwriter. They will compare an American song they like to a Francophone song.

24 Presentational writing: In class essay description of a work of art. Ladd, AP French, p. 212 May 14- June 8 Topic: Le cinéma français Thème: L esthétique Students will learn the history of French cinéma, vocabulary, and what distinguishes the French film industry from its American counterpart. Students will watch Francophone movies, choose a representative minute clip, set it in context to the rest of the film, and present it to the class.