Ap french Language and Culture Syllabus 2013-14

AP French Language and Culture Syllabus 2013-14 Organization: The AP French Language and Culture course uses as its foundations the six themes of AP (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics) and the three modes of communication (interpersonal, interpretive and presentational). This helps develop critical thinking and analytical skills, as well as a more developed world view, in our students. Students have one primary textbook for grammar review, vocabulary and literature (Réseau) and many, many additional texts and authentic written and audio-visual resources. Students will be given three essential questions at the beginning of each new theme. This is the lens through which they will analyze aural/oral and written selections and upon which some formative and summative assessments will be based. Examples of additional authentic resources and activities include, but are not limited to: podcasts; movies; video-clips (music, news, publicity); newspaper and magazine articles; songs; personal journals; blogs; debates; multimedia presentations; role-plays; improvisational dialogues; interactive exercises; social networking with a class of French students in Normandie using Student 2.0; Voki; Audacity; and short stories and excerpts of classical and modern Francophone literature. The emphasis on authentic materials is a necessity for the purposes of real-world language acquisition, application and usage. Objectives:After completing this course, students will be able to: Read and react orally and in writing to authentic articles, literary works, song lyrics, correspondence (letters and emails), etc. Listen and react orally and in writing to authentic podcasts, songs, conversations, fiction and non-fiction narratives and other aural works View, listen and react in writing and/or orally to films, trailers, commercials, music videos, documentaries and interviews Demonstrate writing proficiency in various modes: expository and persuasive essays and composition, poetry, commentary, fiction and non-fiction narratives, correspondence, summarizing, etc. (interpersonal/interpretive/presentational) Demonstrate oral proficiency in various modes: presentational, role-play, debates, spontaneous, commentary, question and answer, etc. (interpersonal/interpretive/presentational) Learn and use new theme-based vocabulary while reviewing and refining grammatical knowledge and structures from French 1, 2, 3 and 4. Activities: Students read authentic Francophone literary texts and show comprehension in various ways: reflect and discuss orally and in writing in journals; summarize; answer fill-in and multiple choice questions and/or free response questions Students read and discuss newspaper and magazine articles aloud. They make cultural comparisons between the Francophone world and the U.S. and/or their country of origin (if not the U.S.) Students listen to authentic songs and watch authentic music videos and reflect orally and in writing on lyrics Students are given situation cards and role-play with improvisation if needed Students debate immigration and multiculturalism in France in teams Students debate PACS in France in teams Students research and persuade others to buy organic, non-genetically modified food (organismes modifiés génétiquement) in a PSA using Voki Students write and present in groups their own newscast, with segments on international and local news, weather, traffic, sports, feature story and a commercial for a made-up product Students research famous Francophone artists, scientists, historical figures and celebrities and present their findings orally in a Powerpoint or Prezi to the class Students read contemporary Francophone newspapers and magazines and present orally a current event article to share with the class, giving their opinion and asking and answering questions of their audience Students take docent-led tour of the Ohio State University Wexner Center museum with written and oral discussion to follow Students tour the Ohio State University foreign language facility in French with guide Students read a literary work, then predict a sequel to the story or rewrite the ending Students write letters and/or emails to the editor of a French newspaper to take a stance on one aspect of waste and recycling Students write emails to the head of an Emmaüs shelter asking for information on volunteer opportunities Students write emails to various figures in history using website “jesuismort.com” Students research a history of various Francophone cities with regard to architecture, immigration or contemporary life and present findings orally and on Wikispaces page(s).Students comment on and discuss others’ Wikispaces page(s). Students compare and contrast main ideas and viewpoints between two works in a theme (for example: the lyrics of Grand Corps Malade’s “St. Denis” with the lyrics to Lynda Lemay’s “Bleu” in the Identity unit) Student watch TV5 news, then summarize current events in writing and/or discuss orally Students use Publisher to prepare a travel brochure after having researched a Francophone destination and its offerings At the end of each of the 6 theme units, students will write an essay that synthesizes the theme along with the listening and reading sources Students view French-language films (recent and classics alike) and answer questions, multiple choice and free response to demonstrate comprehension At the end of each of the 6 theme units, students will reflect and record using Audacity or Google voice their thoughts on the 3 essential questions, citing details and examples from works studied to back up opinions Students examine their own self-perception and identity, and use a variety of media to visually present it in a show at the OSU Wexner Center in May as part of the Art in Action collaboration Students use Students 2.0 to keep in contact with students and teachers in Normandie France with whom they have corresponded since their freshman year Students are encouraged to attend lectures and films at the Ohio State University conducted in French Students will rewrite a fairy tale with directions to personalize it or modernize it Students will retell a tale in writing or orally using indirect discourse Students will write and illustrate their own Life’s Little Instruction booklet as their key to success in life and, using moviemaker or similar software, will present to the class Students will retell a story or fable in graphic novel form using Pixton or similar software Students will be given a finite number of “euros” and will “buy” values they deem important in an “auction” conducted by the teacher Students will read and synthesize into their writings and discussions graphs, charts and statistics on various sub-themes from INSEE - L’Institut National de la Statistique et des Études Économiques Students prepare their personal Curriculum Vitae and introduce themselves to prospective employers and/or college admissions officers on video All evaluations and grading are based on AP guidelines. All students in AP Language and Culture will take the AP Exam in May. Unit Template Columbus International High School updated August 2013 Course: French AP Teacher: Mme Schulté Unit #: 1 Grading Period: 1 Length of Unit (Approximately): 4 weeks Unit Title: AP Theme: La Famille et La Communauté: Families and Communities (Sub-themes: social relations, childhood and adolescence, citizenship, customs, family, love and friendship, class, sex, race) Réseau Ch. 1: La Famille and Réseau Ch.5 La France:Un Kaleidoscope Social Brief Description of Unit (including 1 – 5 focus questions): Essential Questions 1.What constitutes a family in different societies? 2.How do individuals contribute to the well-being of their communities? 3.How do the roles of families and communities differ in societies around the world? Texts, Songs, Articles, Podcasts, Videos and other resources: (Conte) “La Dernière Classe”, Alphonse Daudet (Conte) Les Contes de Maupassant « Mon Oncle Jules », Guy de Maupassant (Video) “Wedding Celebration-Tahiti, www.youtube.com (Poem) “Pour Toi Mon Amour” (Paroles), Jacques Prévert (Podcast) “Le Rôle des Grands-parents”, Tout Comprendre (France Info) 20 juin 2010 (Article) “Les Traditions Sénégalaises.Le Mariage.Le Mariage Musulman.” http://senegaltraditions.free.fr/traditions_rituelles/mariage.htm (Article) « Maman solo », L’Internaute 12 septembre 2012 (Article) « Apprendre l'arabe dans les écoles juives. C'est la mission que s'est donnée un organisme israélien pour briser les préjugés. » http://www.cyberpresse.ca/international/moyen-orient/201203/28/01-4510078-israel-des-arabes-dans-les-ecoles-juives.php (Article) « To be or not to be...gay-friendly » L’Internaute, Le Journal des Femmes, 11 septembre 2012 (Article) «C’est stupide d'organiser une exposition de femmes sans hommes», RFI, July 28, 2012 (Videos) Brainpop.fr « Adolescence » « Petite Enfance » Vieillir » « Coeur » (Film) « Jean de Florette » 1986. Directed by Claude Berri (Film) « Manon des Sources » 1986. Directed by Claude Berri Articles du Texte: Allons Au-delà Functions and Structures: Devoir vs. Falloir; Pronouns (activities in-class, for HW and online) Internet Sites and On-line Exercises: http://tnvocabulaire.tableau-noir.net/les_metiers.html http://tnvocabulaire.tableau-noir.net/age.html Brief Description of Unit Assessment (Summative): Reading, Writing, Speaking and Listening Tests in Interpretive, Interpersonal and Presentational Modes of Communication. Comparative presentation on one of the essential questions, using two different types of sources (ie. a story and a song or a video and a poem). Other Types of Assessment You will Use (Formative): Sponge/bellringer activities; exit tickets; quizzes; student recordings using Google voice; individual whiteboards; Smart or Socrative Response System; think-pair-share; games such as flyswatter and bingo; projects. Vocabulary quiz on family terms; grammar quiz on relative pronouns; 300 word composition; aural/written assessment of relevant songs, poems and podcasts, video and questions, short stories and questions., analysis of tables and graphs relevant to family structures. Réseau Ch.1 Les Relations Familiales En Famille:Parents, enfants, education, vie sociale Réflexion sur la Famille Réflexion Culturelle G. Asselin & R. Mastron, “Français-Américains, Ces differences qui nous rapprochent” Réflexion Littéraire E. Ionesco, “Deuxième conte pour enfants de moins de trois ans” Stratégie Orale: Comment parler d’un problem familiale à un specialist De lecture: Qu’est-ce que le titre nous dit? D’écriture: Comment formuler l’idée principale d’un essai Thème(s) Families and Communities Personal and Public Identities Contemporary Life Réseau Ch. 5 La France: un kaleidoscope social Classes, différences socio-économiques, riches et pauvres Réflexion Culturelle Y. Ohnona, “Semblant de domicile fixe” Réflexion Littéraire A. Ernaux, “Une femme” (extrait) Stratégie Orale: L’entretien formel et les formules de politesse De lecture: La caractérisation D’écriture: Comment écrire une conclusion Thème(s) Global Challenges Personal and Public Identities Families and Communities For all of the following: (Check those that apply by cutting and pasting: ) Global Context In what ways are you pushing our students to engage in their global context?  Global Impact  Global Connections  Community Relations  Cultural Awareness Describe the aspects of your unit that explore the standards checked above: They will analyze and compare families and communities around the world and in relation to their own. Global Content How are you developing students’ skills in content-specific vertically aligned content standards? How are you building on work you have done previously?  Interdisciplinary Curricula  World Language Proficiency Your Department: World Language (insert your department’s agreed-upon vertically aligned content standards here) Describe the aspects of your unit that explore the standards checked above: Written, oral, aural, reading in advanced French Global Thinkers How are you developing students’ skills in our shared skill standards? How are you building on your previous work and the work of your colleagues? Technology  multimedia presentations  communication and collaboration  equipment and software Critical Thinking  problem solving  use of data to make comparisons Research, Writing, Presentation  persuasive techniques  debate  research  inquiry  interpretation oral presentations  vocabulary Cooperation and Teamwork  collaborative work  Lifelong Learners Describe the aspects of your unit that explore the standards checked above (include references to previous instruction as necessary): Global Systems Did you reach outside our school to create this unit and engage in “global systems”? How might you do so?  Leadership and Ethics  Collaboration and Networking Describe the aspects of your unit that explore the standards checked above: No Unit Template Columbus International High School updated August 2013 Course: French AP Teacher: Mme Schulté Unit #: 2 Grading Period: 1 Length of Unit (Approximately): 4 weeks Unit Title: AP Theme: La Beauté et les Aesthétiques: Beauty and Aesthetics (sub-themes: architecture, patrimony, beauty, literary arts, music, theater, visual arts, photography, film) Réseau Ch. 6 La France: Icônes Culturelles: and Réseau Ch.9 Intersections Esthétiques: Architecture, Peinture, Sculpture and Ch.10 Regard sur la France Brief Description of Unit (including 1 – 5 focus questions): Essential questions: 1. How are perceptions of beauty and creativity established? 2. How do ideals of beauty and aesthetics influence daily life? 3. How do the arts both challenge and reflect cultural perspectives? Texts, Songs, Articles, Podcasts, Videos and other resources and studies: Study of The Lascaux Cave Paintings, various sources Study of the Bayeux Tapestry, various sources Art in Action collaboration with The Ohio State University Wexner Center Field Trip to OSU Wexner Art center for Annie Liebovitz Photography exhibition (Videos) Brainpop.fr « L’architecture » « Les Ponts » « Les Gratte-ciels » « Mélodie et Harmonie » « La Photographie » « Poèsie » (Conte) « La Belle et la Bête » by Jeanne-Marie Le Prince de Beaumont (Conte) « Mme Hermet » by Guy de Maupassant (Roman) (excerptes) Le Petit Prince by Antoine de Saint-Exupéry (Film) “La Belle et la Bête”, 1946. Directed by Jean Cocteau. (Podcast) “Avoir un Beau Sourire”, www.france-info.com/chroniques-tout-comprendre-2011-02-18 (Lecture-Article) “Marion Cotillard: Piaf Réincarnée”, www.lefigaro.fr/culture/20070214 (Lecture-Article et Audio) Google Art Project: Les musées du monde entier en un clic, www.rfi.fr/france/20110204 (Video) “Victime de la Mode”, MC Solaar www.youtube.com (Poem) “La Beauté”, Les Fleurs du Mal, Charles Baudelaire (Article) « Brad Pitt et Chanel » L’Internaute.fr – Hommes - -May 10, 2012 (Article) « Parfum de rentrée » L’Internaute, Journal des Femmes 12 septembre 2012 (Video) « Viaduc de Millau-3D » Youtube.com (Podcast) « Viaduc de Millau » (Video) « Visite au musée d’Orsay » youtube.com (Video) “Visite au musée du Louvre” youtube.com (Video) Contemporary French TV commercials (for Chanel, Dior, Dove, Nivéa, Musées de Montréal, etc.) Functions and Structures : agreement of the past participle ; verbs followed by à ; verbs followed by de (activities in-class, for HW and online) Internet Sites and On-line Exercises: http://www.bonjourdefrance.com/n2/qcm/a42q.htm (theater) http://tnvocabulaire.tableau-noir.net/theatre.html http://tnvocabulaire.tableau-noir.net/les_spectacles.html http://tnvocabulaire.tableau-noir.net/cinema.html Brief Description of Unit Assessment (Summative): Reading, Writing, Speaking and Listening Tests in Interpretive, Interpersonal and Presentational Modes of Communication. Comparative presentation on one of the essential questions, using two different types of sources (ie. a story and a song or a video and a poem). Other Types of Assessment You will Use (Formative): Sponge/bellringer activities; exit tickets; quizzes; student recordings using Google voice; individual whiteboards; Smart or Socrative Response System; think-pair-share; games such as flyswatter and bingo; projects. Vocabulary quiz on family terms; grammar quiz on relative pronouns; 300 word composition; aural/written assessment of relevant songs, poems and podcasts, video and questions, short stories and questions., analysis of tables and graphs relevant to family structures. Réseau Ch. 6 La France: icônes culturelles Représentation de la France Réflexion sur les symboles de la France Réflexion Culturelle D. Simmonet, “J-P. Guerlain: un parfum, c’est toujours une histoire d’amour” Réflexion Littéraire C. Baudelaire, “Éloge du maquillage” (extrait), “Parfum exotique” Stratégie Orale: Comment faire des achats De lecture: La poésie et les associations personnelles D’écriture: Comment améliorer son style Thème(s) Personal and Public Identities Beauty and Aesthetics Réseau Ch. 9 Intersections esthétiques: architecture, peinture, sculpture Musées, tableaux, artistes Réflexion sur le monde de l’art Réflexion Culturelle A. Colonna-Césari, “Cézanne l’incompris” Réflexion Littéraire M. Aymé, “Oscar et Erick” Stratégie Orale: Comment obtenir les renseignements De lecture: La satire et le fantastique D’écriture: Comment rédiger une critique d’un oeuvre d’art Thème(s) Beauty and Aesthetics Réseau Ch. 10 Regard sur la France Films, acteurs, actrices, icônes du cinema Réflexion sur le septième art: le cinéma français et francophone Réflexion Culturelle Dominique Borde, “Gérard Depardieu, souvenirs d’en France” Réflexion Littéraire E.-E. Schmitt, “Monsieur Ibrahim et les fleurs du Coran” Stratégie Orale: Comment inviter quelqu’un à sortir De lecture: Comment analyser un film D’écriture: Comment faire le conte rendu d’un film Thème(s) Beauty and Aesthetics Contemporary Life For all of the following: (Check those that apply by cutting and pasting: ) Global Context In what ways are you pushing our students to engage in their global context?  Global Impact  Global Connections  Community Relations  Cultural Awareness Describe the aspects of your unit that explore the standards checked above: They will analyze and compare families and communities around the world and in relation to their own. Global Content How are you developing students’ skills in content-specific vertically aligned content standards? How are you building on work you have done previously?  Interdisciplinary Curricula  World Language Proficiency Your Department: World Language (insert your department’s agreed-upon vertically aligned content standards here) Describe the aspects of your unit that explore the standards checked above: Written, oral, aural, reading in advanced French Global Thinkers How are you developing students’ skills in our shared skill standards? How are you building on your previous work and the work of your colleagues? Technology  multimedia presentations  communication and collaboration  equipment and software Critical Thinking  problem solving  use of data to make comparisons Research, Writing, Presentation  persuasive techniques  debate  research  inquiry  interpretation oral presentations  vocabulary Cooperation and Teamwork  collaborative work  Lifelong Learners Describe the aspects of your unit that explore the standards checked above (include references to previous instruction as necessary): Global Systems Did you reach outside our school to create this unit and engage in “global systems”? How might you do so?  Leadership and Ethics  Collaboration and Networking Describe the aspects of your unit that explore the standards checked above: No Unit Template Columbus International High School updated August 2013 Course: French AP Teacher: Mme Schulté Unit #: 3 Grading Period: 2 Length of Unit (Approximately): 6-8 weeks Unit Title: AP Theme:La Quête de Soi: Personal and Public Identities (sub-themes: alienation and assimilation, immigration, beliefs and value systems, sexuality, linguistic identity, multiculturalism, nationalism and patriotism) Réseau Ch. 2 Masculin/feminin: rôles, droits, responsabilités ; Réseau Ch.4 Politique, independence: identité française, identité acadienne et québécoise ; and Ch.8 La Francophonie and Ch. 11 11 La France vue d’ailleurs Brief Description of Unit (including 1 – 5 focus questions): Essential questions: 1.How are aspects of identity expressed in various situations? 2.How do language and culture influence destiny and identity? 3.How does one’s identity develop over time? Texts, Songs, Articles, Podcasts, Videos and other resources: (Graphic novel excerpts) Aya de Yopougon by Marguerite Abouet (Roman) Kiffe Kiffe Demain , Faïza Guène (Article and Podcast) « Qu’est-ce que l’Identité ? » (Fable) La grenouille qui se veut faire aussi grosse que le boeuf (Article) La Réunion, perle de l’humanité (patrimoine de l’humanité), www.lefigaro.fr/culture/2010/08/03 (Video and song) “St. Denis”, Grand Corps Malade www.youtube.com (Video) “Sans Titre” (Valéry Schatz, David Rousseau) octobre 2007 www.dailymotion.com/video/x39134_sans- titre_news (Article) “L’aiguichage et le poste-à-poste”, http://lci.tf1.fr/france/societe/qu-est-ce-que-l-l-aguichage-ou-le-poste-a-poste-5917569.html (Poem) « Ni Blanche ni Noir » by David Myriam (Article) « Les 10 plus Grands Préjugés des Français sur les Américains » Journal des Femmes, 24 octobre 2012 (Poem) « Poème sur la Fraternité » by Aimé Césaire (Video and song) « Ma France à Moi » Diams (Video and song) « Lili » Diams (Video and song) « Bleu » Lynda Lemay (Video) “Clichés” – French stereotypes (Article) “Le Football et le Patriotisme” (Article) « L’Immigration sera nécessaire pour l’Europe » LeMonde.fr-July 10, 2012 (Video) « Rhinocéros » by Eugène Ionesco (Video) Brainpop.fr « Féminisme » (Article) « Corps et identité, mais qui sommes-nous?» by Michel Serres de l’Académie Française

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