Ap french Language and Culture Syllabus 2013-14

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titre	Ap french Language and Culture Syllabus 2013-14
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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 #: 5 Grading Period: 3
Length of Unit (Approximately): 4-6 weeks
Unit Title: AP Theme:Les Sciences et la Technologie: Science and Technology (sub-themes: research, discoveries and inventions, moral choices, the future of technology, intellectual property, new means of communication, technology and its effects on society)

Essential questions: 1. How do developments in science and technology affect our lives?

2.What factors have driven innovation and discovery in the fields of science and technology?

3.What role do ethics play in scientific advancement?
Texts, Songs, Articles, Podcasts, Videos and other resources:

(Video) Brainpop.fr “Clônage” “Jean-Loup Chrétien” “Alimentation Bio » « MarieCurie » « Blogs » « Voitures Hybrides » « Emails et Messageries Instantanées »

(Lecture-Article) Asana, “SMS textos: dites Je t’M avec le pouce” Face-à-Face

(Lecture-Article) “Les ados européens très accros des réseaux sociaux” 4/20/2011 LeMondeinformatique.fr

(Video-clip) “Vox Pop: Qu’est-ce qu’un chercheur?”, www.nouvelles.umontreal.ca/multimedia/forum-en-clips

(Table/Graph) IPads, Tablets and Competition with Apple, www.rfi.fr/economie/20110415-tablette-detrone-le-pc

(Table/Graph) Graphique-Réseaux Sociaux en France, www.consonaute.fr/2012/02/08/infographie-les-reseaux-sociaux-en-france/

(Lecture-Article) “Les SMS-flagrant délit pendant une épreuve du Bac”, lci.tf1.fr/france/societe/2009-06/fraude-par-sms-prise-en-flag-4888953.html

(Lecture-Article) “Les Dangers et les Risques de Facebook”, www.adosurf.net/facebook/les_dangers-de_facebook.html

(Podcast) “Et si vous jardiniez avec votre iPhone?”, C’est Notre Planète (RTL)

(Article) ”SMS textos: dites « je t’M » avec le pouce” by Louis Asana Face-à-Face

(Article) « 92% des Français accros au portable pendant leurs vacances » L’Internaute septembre 2012

(Article) « Arianespace a réussi... » LePoint.fr-Aug. 3, 2012

(Article) « Auto-lib :la voiture électrique... » LeMonde-Oct. 2, 2011

(Article) SPARX :le jeu vidéo anti-dépresseur » Métro-Aug. 3, 2012

(Article) “Médicamments:La France n’est plus la Championne” Sciences et Avenir-July 6, 2012

(Article) « Curiosity : La piste de la vie sur Mars » Sciences et Avenir-Aug. 3, 2012

(Article) « Le plus grand nid de tortues de mer détruit par un chantier »

(Podcast) « Sommes-nous esclaves à notre téléphone portable ? » RFI-April 16, 2012

(Article) ”Bactérie E Coli : des portables porteurs des germes » by Alice Lemard, France-Soir, 18/10/2011
Functions and Structures ::French literary tenses; manquer ; les règles d’écriture (fautes) (activities in-class, for HW and online)
Internet Sites and On-line Exercises:

http://www.bonjourdefrance.com/n2/qcm/a31t.htm

(health) http://tnvocabulaire.tableau-noir.net/les_aliments.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.

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 #: 6 Grading Period: 4
Length of Unit (Approximately): 6 weeks
Unit Title: AP Theme: Les Défis Mondiaux: Global Challenges (sub-themes : tolerance, the economy, environment, health, human rights, food, war and peace)

Réseau Ch. 7 La France Bigarrée and Réseau Ch. 12 La France et l’Europe
Essential questions: 1.What environmental, political and social issues pose challenges to societies throughout the

world?

2.What are the origins of those issues?

3.What are possible solutions to those challenges?
Texts, Songs, Articles, Podcasts, Videos and other resources:

(Videos) Brainpop.fr « Développement Durable » « Préserver l’ »Environnement » « Pollution de l’eau » « Pollution Atmosphérique » « Gestion des Déchets » « Cyber-harcèlement » « SIDA »

(Court Métrage-video) “L’Homme qui plantait des arbres”, Imaginez

(Article) « OGM et sécurité alimentaire : oui à plus de transparence et d'indépendance ! »Huffington Post Bruxelles, le 15 novembre 2012, 09:23

(Music Video)“Respire” by Micky 3D www.youtube.com

(Music Video)“Sauvez le monde” by MC Solaar www.youtube.com

(Roman) Oscar et la Dame Rose by Eric-Emmanuel Schmitt

(Poem) “Étranges Étrangers”, Jacques Prévert

(Podcast) “Notre terre crie au secours” (extrait Vue de l’esprit), RFI

(Table/Graph) “Chiffres et Données de l’Environnement”, www.donnees-environnement.com/

(Publicity) “Publicité Anti-Tabac 2010”, www.youtube.com

(Lecture-Article) “Une Génération Élévée au “fromage pasteurisé et au soda”,

www.lepoint.fr/archives/article.php/316694

(Roman-excerptes) Les Misérables « Les Chandeliers de l’Évêque » by Victor Hugo

(Film) « Les Misérables » 1998. Directed by Bille August
Functions and Structures :Le Discours Rapporté ; le subjonctif vs. l’indicatif (activities in-class, for HW and online)

Internet Sites and On-line Exercises:

http://tnvocabulaire.tableau-noir.net/seismes.html

http://tnvocabulaire.tableau-noir.net/arbres.html

http://tnvocabulaire.tableau-noir.net/volcan.html

http://tnvocabulaire.tableau-noir.net/ville_et_campagne.html

http://www.jourdelaterre.org/organisation/mission-2/

http://www.syctom-paris.fr/edi/sitetom/traite/indexvalo2.htm
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.
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

Réseau Ch. 7 La France Bigarrée-un pays métissé et multiculturel Visages de la France: Le métissage et ses apports culturels Réflexion sur la France multiculturelle	Réflexion Culturelle S. Nair, “L’immigration expliquée à ma fille” (extrait) Réflexion Littéraire A. Begag, “Les voleurs d’écriture” (extrait)	Stratégie Orale: Comment convaincre une personne qui doute de vos qualifications De lecture: Le narrateur et le point de vue D’écriture: Les transitions	Thème(s) Global Challenges Personal and Public Identities
Réseau Ch. 12 La France et l’Europe Vivre en Europe aujourd’hui: futurs, échanges, culture Réflexion sur l’Union Européenne	Réflexion Culturelle N. Lacube, “Les unions européennes pionnières de l’Europe” Réflexion Littéraire V. Hugo, “Discours d’ouverture pour le Congrès de la Paix 1849” (extrait)	Stratégie Orale: Comment aboutir à une décision ou à une solution adéquate De lecture: Le discours: diverses stratégies rhétoriques D’écriture: Comment composer un discours argumentatif	Thème(s) Contemporary Life Global Challenges

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