Course Syllabus - Northside College Prep High School

AP FRENCH LANGUAGE AND CULTURE

COURSE SYLLABUS

AP FRENCH LANGUAGE AND CULTURE COURSE AND EXAM DESCRIPTION: http://apcentral.collegeboard.com/apc/public/repository/AP_FrenchLangCED_Effective_Fall_2011.pdf

Classroom Approach and Course Objectives:

This course serves as a culmination of students’ French studies in a high school class-setting. Up to this point students have had three formal high school years of French class, thus they have a strong repertoire of grammatical structures and vocabulary to communicate in French. These students, however, will need to learn new more advanced structures to more accurate comprehend authentic audio and written French sources and fine-tune their spoken and written expression using idiomatic

French. Therefore, we will scaffold the transition to authentic media using a combination of advanced textbook readings to complement the curriculum. The class will be conducted exclusively in French, except for when there is a need for clarification on a grammatical concept.

The course has been thematically designed to encompass a thorough and meaningful study of the six topical themes: Global Challenges, Contemporary Life, Personal and Public Identities, Families and

Communities, Science and Technology and Beauty and Aesthetics. Students will use the above thematic contexts to explore the culturally-diverse francophone world in both historical and contemporary settings. They will be asked to constantly expand their worldview, comparing and contrasting their own culture with those they encounter in la francophonie. Students will interact with a variety of authentic media sources and engage in regular practice to refine the following communicative skills: Interpretive

(reading/listening), Interpersonal and Presentational (writing/speaking). French will be used exclusively in the classroom by both the teacher and students. Please see the formative and summative assessments indicated in each unit for further details.

Sources and reference materials:

En bonne forme (EBF) + CDs (Excerpts of selected cultural readings)

Intrigue (Excerpts of selected cultural readings)

Interaction + CDs (Excerpts of selected cultural readings / Audio recordings and exercises)

Imaginez (Background bios of francophone countries)

La grammaire progressive du français (Explanations and scaffolded practice of grammatical structures)

AP French: Preparing for the Language and Culture Examination (2011)

Allons au delà (2011)

Additional authentic written and audio texts:

Over the years, I have purchased and compiled a number of literary sources, news articles, poetry, prose, pamphlets, music, downloaded video clips (mp4 sources), comic books and strips, etc. through my travels and teaching positions. I have archived these materials according to their relevance to each of the 6 themes that we will cover throughout the year along with teacher and student-created comprehension and reflection activities, debates and research projects. The activities will be designed to reflect as closely as possible the tasks they will have to do on the AP French Language and Culture exam in May 2012.

Weekly activities, exercises and assessments:

On a regular basis, whether as a homework or in-class assignment, students will have access to audiovisual sources and podcasts from TV5 Monde “7 jours sur la planète”, Radio France International and will be asked to complete comprehension and reflection questions. They may also be asked to write a summary and/or reflection of news or radio clips. Students will read selected articles (of appropriate length) from authentic francophone press sources such as: Le Monde, Le Figaro, Les Clés de l’actualité, Le

Devoir, Le Point, La Presse, etc. For each article we read, students will be expected to determine the author’s tone, main purpose of the text, the intended audience and infer essential meaning from citations. Using this critical thinking approach will help strengthen their interpretive skills in reading comprehension and prepare them for this section of the examination in May. Films and film clips will be an essential medium to highlight themes and subthemes in the curricular framework. Along with each viewing, students will complete a character analysis and detailed film guides to develop vocabulary and structures. On a weekly basis, students will write in their journals to reflect on previous discussion/course topics as well as preview upcoming topics. Students’ participation will be graded on a daily basis with particular attention paid to: meaningful oral contribution, readiness, preparedness, and punctuality.

The above routine activities will allow students to develop their repertoire of vocabulary and idiomatic expressions in a thematic and contextualized manner. Advanced grammatical structures, verb tenses and moods have been strategically integrated into the thematic units to develop linguistic expression. As questions or the need to spend more time reviewing structures arise, we will certainly take the time to do so. In order to prepare for the AP French and Language Examination in May 2012, there will be designated class periods devoted to timed exam sessions to best simulate the exam experience (both

Multiple-Choice and Free-Response Sections).

Overall, during our two 100-minute Block periods per week, students will be exposed and expected to speak French during the entire session. Students will continue to acquire new language skills as well as further refine those they already have. Students sit in tables of 4-5 and carry out oral activities together while I constantly walk around observing and listening to assist them and clarify any unclear objectives.

As seen in the “Course Planner”, students are presented with a rigorous curriculum with a multitude of activities to reinforce each of the receptive communication skills (reading and listening) as well as productive communication skills (writing and speaking). Exposure to the many rich and diverse francophone cultures is constantly incorporated into the curriculum through non-fictional and fictional literature, films, music and French guest-speakers located either visiting Chicago or local inhabitants of the city.

CLASS POLICIES:

ATTENDANCE: a.

Punctuality: All students are expected to arrive ON TIME to class. Unexcused tardiness

(arriving without a teacher/administration signed pass) will affect your participation grade.

Note: It is expected that you use your 8 minute passing time to go to your locker, get books, and all necessary/required materials for class.

b. Planned Absences/Field Trips: You will be expected to contact me ahead of time to gather and complete foreseen missing assignments/quizzes in order to stay up to date on material covered in

class. If you plan to be absent when an assignment is due, it must be turned in beforehand. In the event of extenuating circumstances, I may make modifications to the above. Again, not following this policy will affect your participation grade.

c. Medical/Illness: Refer to our class in Moodle® for daily and weekly assignments as well as announcements. Also, email me or have a parent email me and speak with your classmates outside of class to see what you missed. Upon your return, you will be accountable for making sure you are up to date on missing work and notes from previous days. In other words, show me the work you missed before the next class meeting. By default you will receive a “0” (entered in

Gradebook) if assignments are not brought and turned in to me.

ASSIGNMENTS: All assignments (homework, projects, etc…) are to be completed at the BEGINNING of class. Most of the class documents you need will be uploaded to our Moodle® site. You may be required to print off documents prior to coming to class (notes, class activities, assignments, etc.). If you need to print any work, you must do so prior to class time. Again, in the event of extenuating circumstances, modifications will be discussed on an individual basis.

LATE WORK: With projects and long-term assignments, you will receive a 1 letter grade deduction

(10%) for each day it has not been turned in.

Important: For special projects or computer presentations, you must save all work on a USB flash-

drive AND your student hardrive. Please make sure you back up your work at all times. Also, if you use a Mac at home, make sure your work opens from a computer station here at NCP before the presentation. Be sure to check this PRIOR to assignment/presentation due dates.

1.

RULES: You may not use Ipods (ITouch or IPhones), headphones or cell phones in the classroom at any time. These items should be turned off (according to CPS student code of conduct manual). Even following an assessment, you may not use these items. This is to ensure that you do not disturb other students. I will provide many occasions for us to listen to music provided during class, no need to worry!

INDIVIDUAL and CLASS EXPECTATIONS:

1.

BE PREPARED! You are expected to arrive on time to class, be seated, with all class materials with you when Mme begins class. Be ready to maximize learning 100% of our time together!

2.

BE RESPECTFUL! Respect yourself, classmates and your teacher. Demonstrate courtesy by listening while others are speaking and do not interrupt. This is especially essential given the extra large class size this year! The most successful world language students are the best listeners!

3.

BE RESPONSIBLE AND ACCOUNTABLE! These traits are essential to your success as a high school student, college student and in life beyond school. Be sure you are continuously following classroom policies, recording assignments and checking the class website and Moodle® for announcements.

Please abide by all classroom expectations and policies and communicate honestly and maturely with me.

4.

BE AN ACTIVE LEARNER – As with last year, to maximize your learning and proficiency in all communicative functions of the French language, participation is essential. Above all, you will be expected to take notes at all times. You will be expected to participate substantially IN FRENCH everyday to the best of your ability. Always abide by my motto: “Laissez l’anglais à la porte!”

GRADING CRITERIA: Quarter grades will be based on total points which translate into the following

APPROXIMATE broken down percentages.

-

Participation (according to rubric) ~ 30 %

-

Projets (written/oral) ~ 25 %

-

Interros (<35 pts) ~ 25 %

-

Examens (>35 pts)~ 20 %

GRADE SCALE:

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = >59

ACADEMIC INTEGRITY:

Last, but certainly not least, is the expectation that you not only exemplify academic integrity as a student in French IV/AP, but also as a Northside College Prep student. Yes, I do maintain severe consequences for acts of academic dishonesty. My greatest concern, however, regards the decision to act dishonestly and unethically. These decisions and behaviors are serious and can affect the remaining part of your high school career and may follow you into life beyond the classroom. As it is incumbent on me to instruct you and facilitate learning in an ethical manner, you are equally expected to conduct yourself ethically.

With that said, any form of academic dishonesty will NOT be tolerated which includes the following:

1.

Copying a classmate or friend’s assignment either in or outside the classroom

2.

Allowing a classmate/friend to do your work for you either in or outside of class

3.

In pair work/small group work, allowing ONE person to complete work and copying this person’s work.

4.

Taking credit for the use of another person’s ideas/work (such as a friend, tutor, sibling, parent, etc.)

5.

Using any online translator for composing written work. You MAY use an online dictionary/thesaurus

( www.wordreference.com

)

Any student engaging in any of the above will receive a “0” for the assignment. Parents/guardians will be notified in the event of any academically dishonest behavior. Involvement of NCP administration may be enacted with consideration to the severity of the action.

COURSE CONTENT:

Please see the French III course planner for the academic year. It is broken down by 3-5 week units and is subject to change. This outline will allow you to prepare for upcoming activities and assessments as well as see the thematic progression of content knowledge and skill development throughout the academic year 2011-2012. The units are to be completed by the beginning of the AP exam weeks in May 2012.

Course Planner

<World

Languages>

<Block 5>

<French IV Honors

AP French>

<Anne Huestis>

<Grade Levels

9-12>

<Quarter>

Thematic Unit Overviews

Unit 1 < Les défis mondiaux

Global Challenges

Subthemes: Political/Economic Issues, Environmental Challenges, Health concerns, Human Rights, Peace and War >

<Common Core Standards/Skills>

<Weeks 1-10>

<Essential Questions/Objectives:

1.

Students will brainstorm vocabulary associated with the above general themes, changes in which of the above subthemes affect the human community the most? How? Why?

2.

Students will explore how former French colonies achieved their independence and examine the current political, economical and socio-cultural relations are with France today.

3.

Students will discover the various healthcare systems that exist in francophone countries and compare and contrast them with their own.

4.

Students will explore answers to the following questions: What are the current economic, environmental, health, and human rights challenges occurring in the news today? Which challenges are present throughout the francophone world and why? What are possible solutions to global challenges facing societies around the world?

>

<Summative Assessments:

Presentational communication: Persuasive Essay and Project Presentation

Students will compose a persuasive essay/article explaining their stance on a global issue (environmental, health, education, civil rights, etc.) occurring the French-speaking world and propose a solution to the challenge. Students will also organize and present a proposal for a service-learning humanitarian effort to a francophone country

Interpersonal Writing: Formal business letter

Students will write a formal business letter with CV to apply for a Peace Corps position in a French-speaking country.

Interpersonal Speaking: Interview

Students will create an interview with a francophone figure (politician, human rights’ leader, program coordinator, etc.) about their experience/perspective on a particular global challenge. >

<Formative Assessments:

Interpretive communication : Reading



« Madame Piqûre » de Mineurs et vaccinés (Author : Alain M. Bergeron)



Excerpts from L’islam expliqué aux enfants, Le racisme expliquée à la fille (Author : Tahar Ben Jelloun)



Soyez polis (poème) (Author : Jacques Prévert)



« Le recyclage en France : on croule sous les déchets » (Article)



« Écologistes : le meilleurs des mondes » Le Point janvier 2007.



Médecins Sans Frontières (website: http://www.msf.fr/ )



Les Clés de l’actualité «Expulsion des Roms» 10 septembre 2010



Dix questions sur les Roms 25 août 2010

Interpretive communication : Listening



Radio broadcasts/podcasts Radio France Internationale (RFI), Radio Canada International (RCI), Radio

Télévision Belge Francophone (RTBF), Radio No. 1 (Francophone African Radio)



Online news reports TV5 Monde and complete interactive comprehension activities



Guest speaker (To be determined)

General Writing / Speaking Exercises :



In-class and daily submissions of written reflections on above audio and written content



Graded completion of film guides and character analysis



In-class timed essay(s) based on themes presented in film/media/music



Whole-class and small-group discussions on above audio, online and print content



Review essential grammatical structures and complete review exercises in Grammaire progressive du français >

<Topics/Readings: See above>

Unit 2 < La vie contemporaine

Contemporary Life

Subthemes: Traveling, Holidays and Celebrations, Advertising and Marketing >


<Weeks 11-15>


1.

Students will draw associations with “Traveling” and “Holidays/Celebrations” in their lives and discuss which ones have been the most distinctive travel experiences in their life

2.

Students will brainstorm and discuss holidays/celebrations they are familiar with in the francophone world

3.

Students will explore answers to the following questions: What is the purpose of marketing and advertising in our society? In what forms do we see advertising today? How has advertising evolved in contemporary life?

How does advertising/marketing differ in US compared to francophone countries?

>


Presentational Writing: Persuasive article

As a travel agent, students will plan a trip to a francophone country and write an original promotional piece to encourage the public to take the trip!

Presentational Speaking: Commercial

Students will create an original commercial to promote their travel experience/opportunity

Interpersonal Writing: Email/Letter

As a traveler to a French-speaking country, students will write a postcard or an email to the class/Mme Huestis recounting the trip, foods enjoyed, celebrations, people encountered, etc.

Interpersonal Speaking: Dialogue

Students will spontaneously present a role-play between a travel agent and traveler to coordinate a trip >


Interpretive communication: Reading



EBF “Ch.3 Les fêtes en Indochine” de La petite Tonkinoise (Author : Suzanne Prou)



EBF «Ch. 10 Enquêtes-minute» de Les choses (Author: Georges Perec)



99 Francs (Author: Frédéric Beigbeder)



Les petits enfants du siècle (Author: Christiane Rochefort)



Le Monde / Le Parisien / Le Point (online newspapers and magazines) – Explore current event issues on above subthemes

Interpretive communication: Listening



Les publicités: Students will watch/listen to commercials and advertisements from various French-speaking countries and analyze the goal/purpose, audience to whom they are directed and why?





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Unit 3 < La famille et la communauté

Families and Communities

Subthemes: Childhood and Adolescence, Customs and Ceremonies, Family

Structures (Marriage), Friendship and Love >


<Weeks 16-19>


1.

Students will brainstorm general useful vocabulary associated with “la famille” and “la communauté”

2.

Students will explore, compare and contrast the childhood and adolescence experience through the francophone world

3.

Students will develop knowledge of family structures, marriage, friendship and love throughout the francophone world

4.

Students will review the types of families that currently exist, their labels, conventional vs. unconventional, etc.

5.

Students will explore answers to the following questions: What constitutes a “family” in different societies, for instance your own vs. those in francophone societies? How do they compare? How do roles that families and communities assume differ in societies around the world? What was your childhood like? >


Presentational Writing: Persuasive Essay

Compose a persuasive essay related to theme of gender roles in contemporary society

Presentational Speaking: Cultural Comparison

Compare and contrast the role family plays in a francophone country using specific examples from texts and media

Interpersonal Writing: Email

Write an email to a character in the film with a reflection on the role he/she played in the Juliette’s re-entrance into society

Interpersonal Speaking: Conversation

Create a realistic encounter and conversation between two characters from the readings/film >





EBF «Une enfance bizarre» de Si je mens (Author : Françoise Giroud)



EBF “Une demande de mariage” de Une si longue lettre (Author : Mariama Bâ)



EBF «Un dîner vite prêt» de Va voir Papa, Maman travaille (Author : Françoise Dorin)



D’accord (text) “PACS” (civil union) and relate to debate on same-sex marriage/civil unions in United States



Les Clés de l’actualité “Pacs” October 2009.



Imaginez – “Jour de marriage (algérien)” Compare and contrast Algerian marriage traditions with one’s own family

Interpretive communication : Listening





Dis quand reviendras-tu and À la claire fontaine (Songs) – Explore significance of song lyrics



Il y a longtemps que je t’aime (Film) – reflect on importance of family, what role do/should they play?

Watch/listen to interview with film director Philippe Claudel and actors/actresses from film

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<Weeks 20-24> Unit 4 < La quête de soi

Personal and Public Identities

Subthemes : Alienation & Assimilation, Beliefs & Values, Language and Identity,

Multiculturalism, Nationalism/Patriotism, (Contemporary Life) Education,

Housing and Shelter >



1.

Students will build background knowledge of the French education system, levels, and explore characteristics of education systems throughout the francophone world

2.

Students will explore the second generation immigrant experience in urban settings in France and the struggle of national and self-identity

3.

Students will explore answers to the following questions: How are aspects of identity expressed in an academic, sports-related and linguistic context? How does one’s identity develop over time? How do language and culture influence identity over time? >


Presentational Writing:

Present written and illustrated “Auto-portrait” in which students present themselves, their family, future plans and define issues that are important to them

Presentational Speaking: Cultural Comparison

Explain the complexity of cultural self-identity and nationalism as presented in Entre les murs and/or in readings

Interpersonal Writing: Email

Compose an email to a character from Entre les murs or EBF readings

Interpersonal Speaking: Interview

Organize and oral interview with a character from film or readings (EBF) >


Interpretive communication: Reading



EBF «Le symbole» de Climbié (Author : Bernard Dadié)



EBF «Une humiliation mémorable» de Le Gône du Chaâba (Author : Azouz Bégag)



Excerpt from Schizophrénie linguistique (Author : Jean Arceneaux)



Imaginez «Le Québec» (The debate of national identity and sovereignty in Canada)



Libération Maroc “Membre de l’Académie française juin 2011: Amin Maalouf…”




Entre les murs (Film clips)



J’y suis j’y reste (Song)



Être et avoir (Film clips)





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General Written / Speaking Exercises:



In-class and daily submissions of written reflections on above audio, online, and print content









Whole-class and small-group discussions on above audio and written content

Review essential grammatical structures and complete review exercises in Grammaire progressive du français >


<Weeks 25-28> Unit 5 < La science & la technologie

Science and Technology

Subthemes : Historical and Current Research Topics, Discoveries and Inventions,

Ethical Questions, Future and Ecological Technologies, the New Media >



1.

Students will discover the latest issues/debates occurring in scientific research and in which francophone countries.

2.

Students will evaluate the reasons why scientific researchers are devoting time to these subjects.

3.

Students will hypothesize about the sorts of future technologies that will be developed.

4.

Students will explore answers to the following questions: In what ways do scientific research and technology affect our lives? What factors have driven innovation and discovery in the fields of scientific research and technology? How does ethics factor into scientific advancement?

>


Presentational Writing: Persuasive Essay

Students will compose a persuasive essay on an ethical debate/issue regarding controversial scientific research in a francophone country. Students will incorporate specific examples to support their point of view.


Students will choose a francophone scientist whose discovery and/or innovation have impacted our daily lives.

Explain how and why.

Interpersonal Writing: Email/Letter

Students will write an email to the contemporary/historical figure explaining how their invention has impacted society today as well as pose questions about the future and implications of the invention.


Students will create a dialogue in which they encounter a problem with a scientific gadget they purchased. In the dialogue, students will ask questions and need to explain the problem and arrive at a solution.

>





« Un appareil qui retranscrit du texte en braille » (Article)



« La mauvaise surprise Kindle » (Article)



Imaginez – La Recherche en Suisse



« Concentration » de Acide sulfurique (Author : Amélie Nothomb)



Les Clés de L’Actualité « Jusqu’où ira la télé-réalité? » février 2009. (Article)



Les Clés de L’Actualité « Énergie renouvelable » juin 2009 (Article)


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Review essential grammatical structures and complete review exercises in Grammaire progressive du français >


Unit 6 < L’esthétique

Beauty and Aesthetics

Subthemes: Architecture, Ideals of Beauty, Literature, Music, Performing and

Visual Arts >


<Weeks 29-30>


1.

Students will gain a historical perspective and evolution of the performing and visual arts throughout the francophone world.

2.

Students will discover the unique contributions and experiences that individuals have made to the arts.

3.

Students will observe and comment on how culture is portrayed through the visual arts

4.

Students will explore answers to the following questions: How are perceptions of beauty and creativity established? How do they differ in the francophone world? How do ideals of beauty and aesthetics influence daily life? How do the arts both challenge and reflect cultural perspectives?

>


Summative Assessments:

Presentational Writing: Persuasive Essay

Students will compose a persuasive essay about a statement about whether or not there is universal beauty to art.

Students will need to use specific examples to support their point of view.


Students will reflect on a piece of art or music from a francophone culture and explain how this is representative of the country or society’s culture.

Interpersonal Writing: Email Reply

Students will write an email to a character encountered in course readings or film(s) in response to a poignant situation. They will express their opinion and ask questions to probe further into the situation.


Students will create a dialogue conversation about a play/movie they have just seen. Students will need to express their opinion and critique the work of art. >


Interpretive communication : Reading / Listening



L’homme qui plantait des arbres (35-minute film)



Le fabuleux destin d’Amélie Poulain (Film clips)



Molière (Film)



Excerpts from play Le Bourgeois gentilhomme (Author: Molière)



Les Hirondelles – Les Cowboys Fringants (Listen to song and analyze lyrics)



Selected fables/poems by Jean de la Fontaine, Charles Baudelaire (and others)






Online news reports TV5 Monde (and complete interactive comprehension activities

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Course Syllabus - Northside College Prep High School

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Thematic Unit Overviews

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