AP French Language and Culture Syllabus 2014-15
Students at my high school major in one language and minor in a second. AP French Language and Culture is offered in the 5th year of study to French majors. It is an immersion French class, taught exclusively and totally in French. The students, many of whom are heritage speakers and/or K-11 immersion students, are expected to speak French to each other and to the teacher during class. They are expected to have a very good command of grammar and in the four proficiency areas of speaking, writing, listening and reading.
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 via e-pals; 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.
September 2014:
Personal and Public Identities (sub-themes: alienation and assimilation, immigration, beliefs and value systems, sexuality, linguistic identity, multiculturalism, nationalism and patriotism)
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
Grammar : Fickle French Adjectives ; 10 must-know French verbs ; French e-mail phrases and letter-writing ; relative pronouns (activities in-class, for HW and online)
Internet Sites and On-line Exercises: (and see list of URL's)
http://www.bonjourdefrance.com/exercices/contenu/15/comprehension/44.html http://www.bonjourdefrance.com/n1/qcm/a52t.html
Réseau
Ch. 2 Masculin/feminin: rôles, droits, responsabilités
La vie professionnelle et les relations entre hommes et femmes
Réflexion sur les rôles masculins et féminins
| Réflexion Culturelle
Lautrou, “Mon chef est une femme…et alors?”
Réflexion Littéraire
S. de Beauvoir, “Le deuxième sexe II” (extrait)
| Stratégie
Orale: Un entretien d’embauche
De lecture: Ce que nous dit la phrase clé d’un paragraphe
D’écriture: Comment formuler l’idée directrice d’un essai
| Thème(s)
Global Challenges
Personal and Public Identities
| Réseau
Ch. 4 Politique, independence: identité française, identité acadienne et québécoise
Gouvernements, fierté nationale, renouveau culturel, identité
| Réflexion Culturelle
A. Laurens, “L’idée d’une certaine France”
Réflexion Littéraire A. Maillet, “Acadie, Paradis abréché” (extrait)
| Stratégie
Orale: Comment exprimer ses opinions politiques
De lecture: Les références extra-textuelles
D’écriture: Comment structurer le paragraphe d’un essai
| Thème(s)
Personal and Public Identities
| Réseau
Ch. 8 La Francophonie
Cultures et littératures d’ailleurs
Réflexion sur le français hors de l’Hexagone
| Réflexion Culturelle
E. Glissant, “La langue qu’on écrit fréquente toutes les autres”
Réflexion Littéraire
Assia Djebar, “il n’y a pas d’exil” (extrait)
| Stratégie
Orale: Comment exposer un dilemma à un interlocateur
De lecture: Comment determiner l’attitude d’un personnage
D’écriture: Comment élaborer la structure argumentative d’un essai
| Thème(s)
Personal and Public Identities
Beauty and Aesthetics
| Réseau
Ch. 11 La France vue d’ailleurs
Francophilie, francophobie, opinions sur la France
Réflexions sur le regard des autres
| Réflexion Culturelle
Marianne-en-ligne.fr, “Rêves de grandeur”
Réflexion Littéraire
N. Huston, “Lettres parisiennes: L’histoire de l’exil”
| Stratégie
Orale: Comment exprimer son désaccord au cours d’une conversation
De lecture: L’importance et l’influence du lecteur
D’écriture: Comment bâtir un essai dialectique
| Thème(s)
Personal and Public Identities
|
October 2014:
Families and Communities (Sub-themes: social relations, childhood and adolescence, citizenship, customs, family, love and friendship, class, sex, race)
Essential questions: 1.What makes up 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 around the world?
Texts, Songs, Articles, Podcasts, Videos and other resources:
Grammar : Devoir vs. Falloir; Pronouns (activities in-class, for HW and online)
Internet Sites and On-line Exercises: (and see list of URL's)
http://tnvocabulaire.tableau-noir.net/les_metiers.html
http://tnvocabulaire.tableau-noir.net/age.html
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
| October-November 2014: Kiffe-Kiffe Demain
November 2014:
Contemporary Life (sub-themes: publicity and marketing, education, holidays, housing, leisure and sport, the working world, rites of passage, travel)
Essential questions: 1. How do societies and individuals define quality of life?
2.How is contemporary life influenced by cultural products, practices and perspectives?
3.What are the challenges of contemporary life?
Texts, Songs, Articles, Podcasts, Videos and other resources:
Grammar : the passive voice ; (activities in-class, for HW and online)
Internet Sites and On-line Exercises: (and see list of URLs)
http://www.bonjourdefrance.com/n1/qcm/a42t.htm
http://www.bonjourdefrance.com/n2/qcm/a41t.htm
http://www.bonjourdefrance.com/n3/qcm/a41q.htm
(travel) http://tnvocabulaire.tableau-noir.net/les_voyages.html
Réseau
Ch. 3 La Vie Urbaine
La vie quotidienne
Réflexion sur la vie en ville et dans les banlieues
| Réflexion Culturelle
S. de Royer, “Les Fractures de la France: dans les banlieues françaises, le fossé des discriminations”
Réflexion Littéraire
H. de Balzac, “Ferragus” (extrait)
| Stratégie
Orale: Comment trouver un appartement et parler à un agent immobilier
De lecture:La description et la visuelisation
D’écriture:Comment écrire une introduction
| Thème(s)
Contemporary Life
| 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
| December 2014: Mideterm Exams
January 2015::
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:
Grammar: How to write a persuasive essay; 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
February 2015:
Beauty and Aesthetics (sub-themes: architecture, patrimony, beauty, literary arts, music, theater, visual arts, photography, film)
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:
Grammar : 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
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
|
March/April 2015:
Global Challenges (sub-themes : tolerance, the economy, environment, health, human rights, food, war and peace)
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:
Grammar :Le Discours Rapporté ; le subjonctif vs. l’indicatif (activities in-class, for HW and online)
Internet Sites and On-line Exercises: (and see list of URL's)
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
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
| April 2015: Oscar et la Dame Rose
May 2015:
Review for AP Exam
(Jigsaw Review with class divided into 6 groups: each group prepares and reviews with the class 1 of the 6 themes-vocabulary, essential questions and analysis/synthesis of resources)
AP Exam
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Additional Authentic Online Resources (Audio)
RFI (Radio-France Internationale)
France Inter
TV5.org
France 2
TF1
Canal Académie
Additional Authentic Online Resources (Video)
TF1
TV5.org
Essec.fr
Passeportsanté.net
France 2
Youtube (ie.songs and videos by Grands Corps Malade, Diam, Micky 3D, Maé, Le Vent du Nord) Additional Authentic Online Resources (Print)
Le Figaro
Le Monde
Le Républicain Lorrain :Édition de l’Orne
L’Internaute
L’Express
Le Nouvel Observateur
Additional Text Resources
AP French, Richard Ladd
Reprise:A Complete French Workbook, Amsco
Quant à moi, Jeannette Bragger and Donald Rice
Discovering French Rouge, Jean-Paul and Rebecca Valette
Face-à-Face, Françoise Ghillebaert
En Bonne Forme, Renaud Van Hooff
Allons Au-Delà !, Richard Ladd
Additional Websites
www.netvibes.com/bosvick
www.lyricstraining.com
www.canalacademie.com/apprendre/
www.insee.fr/fr/
www.TV5 monde
www.lepointdufle.net
www.TF1
www.RFI
www.curiosphere.tv
www.republiquelibre.org
www.classzone.com
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