Course Overview and Learning Objectives








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titreCourse Overview and Learning Objectives
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Madame Rebecca SUNDBERG

ALEXANDER High School

Douglasville, Ga

AP French Syllabus 2016-2017

Rebecca.Sundberg@douglas.k12.ga.us

www.madamesundberg.wikispaces.com

Course Overview and Learning Objectives

As per the course Curriculum Framework: The AP French Language and Culture Course is an exploration of culture in both contemporary and historical contexts for the French-speaking (Francophone) world. The course develops students’ awareness and appreciation of the products, practices and perspectives of francophone cultures. Students who receive a 3, 4 or 5 on the exam may receive college credit.

The course is designed to prepare students to communicate proficiently through the three modes of communication (Interpersonal, Interpretive and Presentational) as defined in the “Standards for Foreign Language Learning in the 21st Century.” For this reason, the course will be conducted entirely in French. Course work will provide students with opportunities to achieve the Course Overarching Premise: “When communicating, students in the AP French Language and Culture course will demonstrate an understanding of francophone cultures, incorporate interdisciplinary topics (connections), make comparisons between their native language and French and between cultures (comparisons), and use the target language in real-life settings (communities).”

Course materials will include the primary textbook Thèmes, films, songs, literary texts, and other authentic materials and resources from francophone websites and publications. Students are expected to take the AP French Language and Culture exam at the end of this course.

Teaching Strategies

Our class is conducted entirely in French. Students will demonstrate their proficiency in spoken interpersonal communication through class discussions of readings and films; through oral interviews with one another; through “conversations dirigées” and through conversations with one another. These activities both prepare students to use the target language in real-life settings and give them opportunities to do so in authentic meaningful ways.

Students will demonstrate their proficiency in written interpersonal communication through emails, interactive online activities and letter writing.

Students will demonstrate their ability in interpretive communication through the viewing and discussion of films, through podcasts which include interviews, instructions and presentations and music. Students will also compare and contrast a written story with a related video. We will also be watching and analyzing short films, courts métrages. Thèmes offers the following short-subject films, one per theme: On s’embrasse?; Découverte: Solar Impulse; Le Petit Cyrano; Sois mignonne; La Dame dans le tram; and Rien à dire.

Students’ ability to synthesize information will be demonstrated by answering comprehension questions; by discussion of their personal reactions, and through formal essays which may require incorporating new vocabulary.

Students will demonstrate their proficiency in spoken presentational communication through oral presentations and skits. Students will demonstrate their proficiency in written presentational communications through formal essays that synthesize authentic listening and reading sources such as those from the Thèmes textbook.

Students will demonstrate an understanding of the products, practices and perspectives of francophone cultures through research on the customs and culture of a selected francophone country. Findings will be presented to the class and students will be asked to compare their own culture to the culture in question. Students will be encouraged to further research the various cultures presented in each unit of Thèmes.

While activities vary from week to week, certain assignments will be scheduled regularly. These may include thematic vocabulary quizzes, and grammar assessments as per student needs. It should be understood, however; that grammar is not the focus of this course. Proficiency of skills is our shared goal. Summative assessments will allow students to answer the Essential Questions used to open each unit and theme via integrated performance assessments which may be scored using the appropriate exam scoring guide and which will give students ample practice with tasks such as formal emails, persuasive essays, impromptu interpersonal speaking, and cultural comparison presentations.

Course Policies

Throughout the course, the following six themes will be addressed via lessons on sub-themes/topics: 1. Families and Communities, 2. Science and Technology, 3. Beauty and Aesthetics, 4. Contemporary Life, 5. Global Challenges, 6. Personal and Public Identities. Activities may include journaling, blogging, interactive exercises such as interviews with one another using vocabulary, oral and written presentations, compositions, emails, listening activities, watching films, etc. Themes will be introduced through essential questions and course work will allow students to absorb information in the target language about target cultures in order to explore and respond to these questions.

Extra Credit: There will not be any individual extra credit assignments available. However, the course contains built in procedures to help students learn the material and improve grades throughout the semester. Students must take advantage of these opportunities when they are made available to the entire class.
Tutoring: Students seeking extra help may receive tutoring before school.  Tutoring is for students who need extra help to comprehend or complete the tasks assigned in class.  It is not a program to complete work that the students did not complete throughout the semester.   Tutoring is available by appointment on Tuesdays and Thursdays from 7:45-8:15.

Academic Honesty: Academic dishonesty threatens the learning process and learning environment for all students.

Plagiarism is presenting someone else’s words, ideas, data, or other creative work as one’s own.  

Cheating is an act of deception by which a student shows that s/he has mastered the information on an academic activity, which s/he has not really mastered.  The following are some examples of cheating:

* Copying from another student’s test or assignment or allowing another student to copy from your test or assignment

* Collaborating with another student during a test, assignment, or presentation without the teacher’s permission

* Using the textbook, other course materials, prepared materials (cheat sheets), or electronic devices during a test or presentation without the teacher’s permission

* Obtaining and using previous years’ tests or assignments to complete the current year’s tests or assignments

* The use of electronic or online translators to complete a test or assignment without the teacher’s permission.

(If a student submits work indicating the use of a translator, but cannot provide an explanation of how the correct grammar/syntax/word order was learned and applied correctly, the use of a translator is assumed and procedures will be followed.)

* The use of electronic devices to distribute or receive copies of tests and assignments

* Having native/heritage speakers or other students do the work or thinking for you

* Any other act of academic dishonesty

Plagiarism and cheating will result in a grade of zero for the test or assignment.  In addition, parents may be contacted and the student may be referred to the principal’s office.  Also, the teacher will collect the work of any student caught cheating for another class and notify the other teacher.  Finally, failure to follow test-taking procedures (talking, laughing, or other disruptive activities) will result in an office referral.

All formal essays and persuasive writings must be handwritten on college-ruled paper skipping every other line to be accepted for credit.

Materials: Notebook, pen and/or pencil, internet access, headphones and WordReference app or French/English dictionary.

Class Projects, Skits, and Presentations:  These assignments are completed in class and take several days to prepare. If a student is absent on the due date, he/she must have the assignment ready and be prepared to present on his/her first day back in school. 

Assessments:  Students must be prepared for all tests.  If present when a test is assigned but absent on the day before the test, the student must still take the test, unless new material was covered when he/she was out.  If this is the case, the test will be considered make-up work.  If a student was absent when a test was assigned, but present on the day before the test is given, he/she must still take the test.  Special consideration will be given to those students who are absent three or more days before the test, if the teacher feels that the student has not had enough time to learn the new material that may have been covered.

Other Assignments:  All other assignments must be turned in on the due date.  If a student was present when homework was assigned, but absent when it was due, the assignment must be ready on the student’s first day back to class. Late work will be accepted up to two days late for half credit only.  Most homework and daily assignments are considered practice assignments.

Assignments that need to be turned in must be placed in the class period inbox for safe storage. 

Do not leave work on the teacher’s desk since it may get misplaced.  Submitted assignments with incomplete identifying information will not be graded (name, class, period, due date, name of assignment).

Discipline:  After a warning, students will be assigned teacher detention for being disruptive, interfering with the learning of others, excessive talking, ignoring directions, wasting time, sleeping, using electronic devices, etc.  If teacher detention does not correct the issue, the teacher will provide the student(s) with a referral to the appropriate principal.  A referral will also be issued for more severe infractions.  Food is not allowed in class.  Drinks in cups are not allowed in class.  Bottled drinks with twist caps or water bottles are OK. 

Teacher Absences:  The substitute will collect work from the day she is here only.  Wait until the teacher gets back to hand in makeup work, hand in work from the previous day, and/or excuse absences and tardies. Excellent behavior is expected. 

Parent Contact: Parents will be contacted because of discipline or before the progress report card if the student has an F in the class.  Once the teacher makes initial contact, parents or guardians need to contact the teacher for future updates.  Parents who prefer to be updated earlier and more regularly should email or call the teacher each time they want an update.  Parents or guardians are encouraged to contact the teacher anytime they have a question or concern.  If a parent has concern about a student’s final grade, per district policy, they have up to five days to contact the teacher. The teacher’s contact information is attached.  Parents and students may also access grades and attendance records online by using Infinite Campus, our district’s student information system.  Registration information for Infinite Campus is available through the main office.  Even though grades will be updated on a regular basis, grades online will be fully updated only on progress report days.

Make Up Work and Attendance Policy:  

* All absences must be excused for any make-up work to count.  The same applies for checking in or out of class.  Missing half a class is the same as being absent.

* Providing the attendance office with a parent note and receiving an excuse slip will not automatically excuse an absence from all classes, since being absent from school and being absent from class is not exactly the same.

* To receive full credit, assignments must be handed in according to the following:

* Projects, skits, presentations, and previous daily assignments – First day back.

* Written tests and daily assignments missed on the day you were absent – Within 5 school days.

* Make-up work must be completed during the students’ own time.  The teacher is available in the classroom every day from 7:45-8:10 to provide missing work and assistance. This is the only time help will be provided. Please do not attempt to get missing work during class as this detracts from the learning of all students. Current daily assignments should not be postponed to complete make-up work in class. All make-up work that requires the presence of the teacher must be completed before school.  Failure to be present during the agreed make-up date and time will result in no credit for that assignment.

It is ultimately the student’s responsibility to find out what has been missed due to absences and tardies and what may or may not be made up.

Course Format

Within the context of just one year for the AP Course, the students will explore one sub-theme as a class, with teacher direction. At the end of each unit, students will have the opportunity to explore whichever sub-theme they find most interesting on their own, develop a “fiche pédagogique” for their classmates and present their findings to the class.

August/September

Unit 1—Family and Communities

The chosen subtheme is Childhood and Adolescence. In addition we will broaden the theme a bit and spend a few days on the subtheme Family during the final week of the unit, when students have the opportunity to choose one of the other AP subthemes to explore independently; they then present the results of that investigation to the class.

By the end of the unit, students should be able to answer the following essential questions:

  • A part les cours traditionnels à l'école, quels genres d'expériences contribuent à

l’'éducation d'un enfant?

  • Quelles sont les caractéristiques générales d'une famille?


In order to explore these questions, we will be using these main resources:

Sub-theme: Childhood and Adolescence


  1. "L'institut Diambars: Premiere structure de sports etudes." ( Themes pp 6-7) Article about the lnstitut Diambars at Saly beach near Dakar, Senegal. This institute trains young soccer players and also guarantees them a quality education.




    1. Summative assessment: Interpersonal writing. Students write an email to the lnstitut Diambars as if they are a young Senegalese soccer player. In the email they present their qualifications and apply to be accepted in the Institute. ( Thèmes,p. 8, exercise 4)




  1. "Une Jeunesse solidaire." (Thèmes pp 10-11) Excerpt from an article about volunteering among young people. This article was written based on a study about commitment/ engagement among young people. In the study, it becomes clear that young people are engaging more and more in volunteer work, in part to develop professional skills, but also for its intrinsic satisfaction.




    1. Summative assessment: Presentational speaking/ Cultural comparison

(Thèmes, p. 13 exercise 7): Quelle est l'attitude des gens envers l'engagement social et le bénévolat? Préparez une présentation orale dans laquelle vous répondez à cette question en comparant l'attitude générale de votre communauté et celle d'un pays ou d'une région francophone. Vous pouvez faire référence à ce que vous avez étudié, vécu, ou observe.


  1. "Entre les murs--interview du réalisateur." ( Thèmes p. 14). In this audio interview from TV5 Monde, director Laurent Cantet--winner of the Palme d'Or at the 61st Cannes film festival for his film Entre les murs--talks about the importance of education in France and its mission today.




    1. Summative assessment: Presentational writing ( Thèmes p.15, exercise 4): Essai de réflexion et de synthèse. De quelle manière les activités scolaires et extrascolaires (comme les arts, le sport ou le bénévolat) contribuent-elles au bien-être d'un jeune?


Sub-theme: Family


  1. Interpersonal speaking: Conversation dirigée. Thèmes: contexte 6, p. 59.




  1. "Ménages selon la structure familiale" ( Thèmes p. 59). This chart from the institut national de la statistique et des études économiques (INSEE) shows the percentage of different types of couples in France according to family structure.




    1. Summative assessment: Research/presentational writing (Thèmes p. 59, exercise 2). Cherchez des statistiques sur les différents types de familles pour un autre pays francophone. Ecrivez un paragraphe dans lequel vous comparez la situation dans ce pays et celle en France.


Fin d'unité

After having the students explore the remaining sub-themes they are interested in at the end of the unit, we end with a short-subject film connected with the theme.
> Court métrage 1: On s'embrasse (Thèmes pp. 60-62). In this short film directed by Pierre Olivier, a young woman has an important meeting. She arrives early and goes into a cafe to pass the time. While there, she notices a man alone at a table and decides to ask him for a favor.

One sample activity for use after viewing the film (Thèmes p. 62 ex. 4)

Un script pour une scène de rupture. Avec un(e) camarade de classe, créez votre propre script pour une scène de rupture au cinéma. Rédigez la mise en scène d'un couple en phase de rupture. Précisez les motivations et les sentiments des personnages. Vous pouvez vous inspirer d'un film que vous avez déjà vu. Ensuite, jouez la scène pour le reste de la classe.

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