French Language and Culture Course Planning and Pacing Guide 3

AP French Language and Culture ®

Course Planning and Pacing Guide 3

Eliane Kurbegov

Discovery Canyon Campus High School Colorado Springs, Colorado © 2011 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org.

About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org.

AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

Welcome to the AP® French Language and Culture Course Planning and Pacing Guides This guide is one of four Course Planning and Pacing Guides designed for AP® French Language and Culture teachers. Each provides an example of how to plan instruction for the AP course based on the author’s teaching context (e.g., demographics, schedule, school type, setting). Each Course Planning and Pacing Guide highlights how the components of the AP French Language and Culture Curriculum Framework — the learning objectives, course themes, and achievement level descriptions — are addressed in the course. Each guide also provides valuable suggestions for teaching the course, including the selection of resources, instructional activities, and assessments. The authors have offered insight into the why and how behind their instructional choices — displayed in boxes on the right side of the page of the individual unit plans — to aid in planning the AP French Language and Culture course. The primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the school year. However, they can also help with syllabus development when used in conjunction with the resources created to support the AP Course Audit: the Syllabus Development Guide and the four Annotated Syllabi. These resources include samples of evidence and illustrate a variety of strategies for meeting curricular requirements.

AP French Language and Culture ■ Course Planning and Pacing Guide 3

© 2011 The College Board.

Contents Instructional Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Overview of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Course Planning and Pacing by Unit Unit 1: La singularité. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Unit 2: Le multiculturalisme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Unit 3: L’individu et la société. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit 4: La vie de famille à travers générations et cultures. . . . . . . . . . . . . . . . . . . 7 Unit 5: La technologie au service de la planète et de l’humanité . . . . . . . . . . . . . . 9 Unit 6: Les adolescents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Unit 7: Les réseaux sociaux. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Unit 8: Les droits de la femme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit 9: La poésie et la chanson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18



Instructional Setting Discovery Canyon Campus High School Colorado Springs, Colorado School

Public high school, part of Academy School District 20, located in northern Colorado Springs near the Air Force Academy

Student population

The school has an enrollment of approximately 750 students: • 80 percent Caucasian • 10 percent Hispanic/Latino • 5 percent multiracial • 3 percent Asian American • 2 percent African American

Instructional time

Our school year begins in mid-August. The course plan is based on 176 instructional days for the general population; this is reduced to approximately 166 days for seniors, as they graduate mid-May. Our classes meet every other day, so seniors attend 83 class sessions of 90 minutes each.

Student preparation

AP® French Language and Culture is the level 5 course in the French curriculum. Most students begin language study in sixth grade, completing French 1 in the sixth, seventh, and eighth grades. The level 5 AP course, then, is taken mostly by students in the 12th grade. Our high school program also includes students who were in the French immersion program of the International Academy in Colorado Springs or who attended elementary and middle school in bilingual schools in Canada. Thus the AP course has students of varying ages and at various levels of language proficiency, with a wide range of academic abilities.


1


Overview of the Course The AP® French Language and Culture course aims to prepare students for future college-level course work in French, and to use French in personal and professional contexts.

and formal registers, and they interpret and present information orally and in writing. Students are given frequent opportunities to explain and defend a viewpoint in oral debates and in persuasive essays. They are required to correspond on a regular basis with pen pals from various Francophone regions (Africa, Canada, Europe, and the Caribbean), and they make oral presentations in which they compare cultural products, practices, and perspectives from a Francophone area to their own culture.

Throughout their high school years, students are exposed to a theme-based approach to language learning, and in their senior year, all six interdisciplinary themes (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics) in the AP French Language and Culture Curriculum Framework are explicitly addressed. Each unit of instruction is introduced by its theme and several essential questions that serve to inform class discussions and project work. I do not use a textbook for this course but rather an abundance of authentic print materials, such as extracts from various novels, poems, and magazine articles. In addition, I use authentic audio and audiovisual texts from the Internet, podcasts (to which I subscribe), and audio documents from Authentik. The content of specific units may vary, depending on the needs and interests of each AP class, as well as evolving current events.

Grammatical and syntactical structures are mostly reviewed in context during each lesson; however, students also study and review assigned points of grammar in the manual Une fois pour toutes on an individual basis as needed throughout the year. Since it is important for students to be thoroughly familiar with the format of the AP Exam, I devote time in December and in May to work on sample exam questions from the AP French Language and Culture Practice Exam and any useful test preparation materials that are available.

A scaffolding approach to instruction focused on consistent expansion and fine-tuning of vocabulary and syntactical and grammatical structures allows students to build on prior knowledge while improving their proficiency across the modes of communication and furthering their ability to express themselves in idiomatic French. Differentiation techniques (e.g., grouping by level of proficiency, offering a menu of tiered tasks) are used so that individual students may review and master material as necessary. Each thematic unit includes a variety of formative assessments aimed at giving students opportunities to reflect upon difficulties and edit their work based on feedback from their peers and from me. The formative assessments allow them to improve their knowledge of the French language and cultures of the French-speaking world while also improving their awareness and approach to learning. Throughout the year, students interact in French in the familiar


2


La singularité

Theme:

Estimated Time: 2 weeks

Unit 1:

• La quête de soi

Learning Objectives Audio, Visual, and Audiovisual Interpretive Communication

Written and Print Interpretive Communication Spoken Interpersonal Communication

Materials Audio L’Étranger YouTube recording of Albert Camus reading the first chapter of his novel

Formative Assessment: Students listen to Camus narrate the first chapter of L’Étranger. They are asked to identify main ideas and key words from the audio document. The students compare notes in groups of three or four, and each group writes and posts its notes in French on butcher paper. By compiling and comparing information, students are recycling vocabulary and ideas in a cooperative manner. Monitoring small-group interactions allows me to assess what students have understood and provide individual feedback. It also allows me to plan differentiation for the various levels of proficiency in my class.

Literature L’Étranger

Formative Assessment: Students read the first chapter of L’Étranger, write answers to questions, and then compare their answers with a partner’s. I monitor small-group interactions and provide feedback as needed. At this stage, I can help individual students on a one-on-one basis. I also note lexical and grammatical needs to be addressed in future lessons. Finally, each pair uses their answers to the questions to summarize the chapter and to explain to the rest of the class how Meursault appears to be an outsider.

Written Presentational Communication


Essential Questions:

Instructional Activities and Assessments

Print « Education des enfants : comment réagir si votre ado veut un piercing ou un tatouage ? » Article from Phosphore

Formative Assessment: Students read the article « Le tatouage » individually and underline key concepts and key words. I then form groups, and students within each group agree on key ideas for the article. I monitor the group discussions and address individual needs. A brief class discussion on how tattoos are expressions of personal identity follows, and I clarify points that are challenging for students. Each group then writes questions for the other groups. This is done as a College Bowl or Jeopardy game and provides me with one more opportunity to monitor students’ interpretation of text as well as their control of vocabulary and grammatical structures.

Early in the year, I’m especially interested in assessing listening and note-taking skills based on audio documents. My decisions on how to scaffold their learning are informed by how well students perform these skills.

The ideas understood from the audio in the preceding activity are fine-tuned and affirmed in the corresponding written text used in this activity.

Whenever groups report to the class, I facilitate the discussion, comprehension, and interpretation of the text, as well as students’ communicative skills (vocabulary, structures, and syntax). I ask questions after each presentation or complete a graphic organizer, capturing key points made by students. Comparing answers helps students develop analytical skills.

▼ How do people express their unique identity? ▼ What are stereotypes based on?


3


Unit 1:

La singularité (continued)

Learning Objectives Written and Print Interpretive Communication

Spoken Interpersonal Communication


Materials Print La Schtroumpfette Bande dessinée de Culliford

Instructional Activities and Assessments Instructional Activity: Students read a few pages of La Schtroumpfette and paraphrase the text in the comic strip. Then, in pairs or groups, they make a list of stereotypes they identify in the comic strip. Summative Assessment: Student pairs have a 3-minute conversation about one of the print documents used in this unit. They discuss either one of the Essential Questions for this unit. These discussions are recorded and scored with a rubric for interpersonal speaking. Students will thus receive precise feedback on their Spoken Interpersonal Communication skills.

This assessment addresses the Essential Questions: How do people express their unique identity? What are stereotypes based on?

▼ How do people express their unique identity? ▼ What are stereotypes based on?


4


Le multiculturalisme

Theme:


Unit 2:

• La quête de soi

Learning Objectives

Materials

Audio, Visual, and Audiovisual Interpretive Communication

Web « Le multiculturalisme au Canada » Video interview


Audio « Débat sur l’identité nationale »

Formative Assessment: Students watch the video interview « Le multiculturalisme au Canada » and note main ideas and key words. Students compare their notes in groups of three or four and each group writes and posts its notes on butcher paper. We Informational materials on discuss the notes in class and I provide students with feedback about their immigration to Canada (statistics observations. and procedures)

« C’est quoi être français ? »

Written Interpersonal Communication


Print « 77% des Français favorables à l’apprentissage de la Marseillaise à l’école »

As it is early in the year, I’m still focusing on developing note-taking skills based on audio documents.

Instructional Activity: Individually, students listen to the audio texts: « Débat sur l’identité nationale » and « C’est quoi être francais ? » They identify key points, similarities, and differences in the audio texts. Lists of useful vocabulary are derived from the activity. Instructional Activity: After listening to the audio documents about identity, students work in small groups to summarize what they have heard and to discuss “the benefits of multiculturalism” based on what they remember and their notes. Each group shares its conclusions with the whole class. Vocabulary lists are also compared.


Written and Print Interpretive Communication


Summative Assessment: Students read and interpret the informational material about immigration to Canada and write an email to the agency asking for clarification. The emails are assessed using a rubric. Students receive written individual feedback.

In this activity, I focus on helping students extract main ideas and key vocabulary from audio documents. I also prepare them to synthesize and present a few ideas.

In this summative assessment, I focus on evaluating the students’ ability to state and support their opinions in writing. Students are expected to address at least one of the Essential Questions from the unit: “What constitutes a national identity?” or “What are the benefits of multiculturalism?”

▼ What constitutes a national identity? ▼ What are the benefits of multiculturalism?


5


L’individu et la société

Theme:

Unit 3:

• La famille et la communauté

Learning Objectives


Materials



Audio L’Etranger read by Albert Camus (partie 1/3)

Formative Assessment: Students listen to another audio excerpt from L’Etranger and take notes. Students answer teacher-created questions about the responsibility of an individual toward his employer and vice versa, as well as the responsibility of an individual toward an aging member of the family.

As with all formative assessments, I provide students with feedback about their language use to help them improve their skills.


Literature L’Etranger

Formative Assessment: Each student reads the passage of L’Étranger in which the presiding judge talks to Meursault. The students read individually (researching unknown vocabulary and underlining key ideas as they read) and each student answers questions in writing. In small groups, students discuss their notes and responses to the questions. Each group writes a summary of the article, which is then projected and edited by the entire class.

This formative assessment allows students to take an active role in editing and providing feedback to peers. The group editing process also provides me with information that informs my decisions on next instructional steps.

Audiovisual Jean de Florette (Berri)

Formative Assessment: Students view the movie Jean de Florette in French and note evidence of prejudice against Jean. In small group discussions they elaborate and explain the prejudices and the possible sources of those prejudices.

Audiovisual « L’immigration en France, Institut national d’études démographiques. »

Formative Assessment: Students watch François Héran’s interview. They are given a list of facts that they check off when they hear them in the interview. I then project the list of facts stated in the interview so that students can monitor their own ability to comprehend the interview. While students are comparing my fact sheet with their own, I work the room, making note of areas that posed a particular challenge.

Web « La difficile pratique de la religion dans les prisons » from Le Figaro

Summative Assessment: Students read the article « La difficile pratique de la religion dans les prisons » as homework. In class, each student writes a 250-word persuasive essay defending or contesting the following opinion: Les prisonniers aussi ont des droits. I score the essays according to a rubric for Written Presentational Communication. Students receive individualized feedback concerning their written and presentational essays (content, organization, communication, presentation of arguments, etc.).

Spoken Interpersonal Communication Written Presentational Communication

Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication



▼ What are an individual’s responsibilities toward family, community, and society? ▼ What are some rights that individuals in any society should be able to enjoy?


6

In this activity, I assess students’ ability to understand main ideas and supporting details in audiovisual texts. My feedback helps prepare them for future assessments in interpretive communication.

This approach allows me to identify any learning problems immediately, so that I can address the needs of students who particularly struggled with the assignment. It also allows me to identify situations where I may plan to differentiate instruction.

In the summative assessment, I focus on evaluating the students’ ability to state and support their opinions in writing. This summative assessment addresses the Essential Questions: What are an individual’s responsibilities toward family, community, and society? What are some rights that individuals in any society should be able to enjoy?


Unit 4:

La vie de famille à travers générations et cultures

Learning Objectives Audio, Visual, and Audiovisual Interpretive Communication

Theme: • La famille et la communauté

Materials Audiovisual La Gloire de mon père (Robert)


Print Aggrippine


Spoken Presentational Communication

Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication



Instructional Activities and Assessments Instructional Activity: Students view the movie La Gloire de mon père in segments, identifying main ideas and key words, and noting the family dynamics they observe. Summative Assessment: Evaluating and critiquing. After watching La Gloire de mon père, each student writes a critique in which they address one or both of the unit’s essential questions. I score each critique according to a rubric for Written Presentational Communication. Students receive specific and individualized feedback.




Formative Assessment: Each student writes a brief statement explaining the message and the humor in an Aggrippine comic strip. I facilitate a class discussion by paraphrasing or clarifying what I hear or by asking students to paraphrase and clarify what they hear and say. Following the discussion, each student writes a journal entry to reflect on his or her own family.

Supported by students’ email exchanges with pen pals in Francophone countries

Summative Assessment: Each student makes a two- to three-minute oral presentation using an outline supported by a PowerPoint slide. The information presented is based on facts and opinions gathered from email exchanges with pen pals in Francophone regions. The presentation focuses on similarities and differences in family traditions. This allows students to address the Essential Question: How is the concept of family different across cultures?

Audio L’abominable feuille d’érable de Roch Carrier

Instructional Activity: Students listen to Roch Carrier narrate L’abominable feuille d’érable. They note main ideas and key words. In pairs, they compare their notes and then share with the whole class.

Audio « Fiche pédagogique: chanter en français: un acte de résistance » RFI

Instructional Activity: Students listen to the song and do various interactive vocabulary and comprehension exercises.

Literature L’abominable feuille d’érable de Roch Carrier

Instructional Activity: Students read each segment of L’abominable feuille d’érable after having heard it. They answer questions and identify unique characteristics of the child’s culture.

This summative assessment addresses the unit’s Essential Questions: How does family life evolve from generation to generation? How is the concept of family different across cultures? A differentiated activity for this summative assessment would be to produce a bande annonce for the film.

I collect these reflections and provide written feedback. Students then revise their entries in class under my supervision.

In this activity, I use a rubric to assess students’ proficiency in Spoken Presentational Communication.

In this activity, students are exposed to a French Canadian accent.

This is an opportunity to remind students of the struggle of French Canadians to retain their linguistic and cultural heritage.

▼ How does family life evolve from generation to generation? ▼ How is the concept of family different across cultures?


7


Unit 4:

La vie de famille à travers générations et cultures (continued)





Materials Literature L’Enfant noir de Camara Laye (Chapitres 1 et 5)

Instructional Activities and Assessments Instructional Activity: Students read an excerpt of L’Enfant noir and identify unique characteristics of the child’s culture. Formative Assessment: In groups, students orally identify similarities and differences in the portrayal of the families of the two children in the texts by Roch Carrier and Camara Laye. While students are working in groups, I move about the room, asking probing questions to gauge students’ understanding and ability to compare cultures. Summative Assessment: Students write an essay in which they compare the families and communities found in both stories.

I focus on helping students identify the relationships between cultural products and perspectives, and cultural practices and perspectives.

This assessment addresses the Essential Question: How is the concept of family different across cultures?

▼ How does family life evolve from generation to generation? ▼ How is the concept of family different across cultures?


8


Unit 5:

La technologie au service de Theme: la planète et de l’humanité • La science et la technologie

Learning Objectives

Materials


Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication Written Presentational Communication

Written and Print Interpretive Communication Audio, Visual, and Audiovisual Interpretive Communication

Web « Les satellites Spot ont 25 ans » Astrium

Formative Assessment: Students read the article « Les satellites Spot ont 25 ans » and identify the applications of satellite technology outlined in the article. Pairs or groups of students post a list of the applications they identified and each student ranks them from most to least important and keeps notes.

Web « Environnement - l’espace au service de notre terre » Astrium

Formative Assessment: Each student answers questions about the article « Environnement - l’espace au service de notre terre ». The class discusses the possible answers and students are encouraged to edit and improve their answers, which are then collected. I provide students with written feedback on their responses.

Audiovisual Les satellites au secours des zones humides, YouTube

Formative Assessment: This activity focuses on listening, note-taking, and organizing thoughts. Students view videos Les satellites au secours des zones humides and Le puzzle climatique. They take notes, identifying main ideas and key words. In pairs, they compare their notes and then share with the whole class. Each student writes a reflection that addresses the question Comment peut-on mettre la technologie au service de l’environnement ?

Le puzzle climatique, YouTube Euronews Print « Le fossé technologique entre pays doit être comblé pour réduire la pauvreté » Service d’Informations des Nations Unies Audio « Le fossé numérique » Radio Nations-Unies (Afrique)


Instructional Activities and Assessments Instructional Activity: Students brainstorm in groups and write down all of the environmental problems that they can think of.




I take this opportunity to review language related to the environment. This activity gives me the opportunity to assess what language and grammatical needs to address in the next lesson.

Formative Assessment: This activity focuses on synthesizing information from print and audio sources. Students read the article and listen to the podcast. They then answer teachermade, true-false questions for both the article and podcast. This allows me to assess the general level of understanding and clarify misunderstandings. It also allows me to plan instruction and differentiation in subsequent lessons. In groups, students then organize and synthesize information from true-false question activity. I monitor the work and provide feedback.

▼ How can technology serve the environment? ▼ How can technology improve the quality of life? ▼ How can technology reduce the digital divide and benefit developing countries?


9


Unit 5:

La technologie au service de la planète et de l’humanité (continued)

Learning Objectives

Materials

Summative Assessment: Students write a persuasive essay on the topic: Est-ce la responsabilité des pays développés de combler le fossé numérique qui les séparent des pays en voie de développement ? This is scored according to a rubric and students receive specific individual feedback.


Written and Print Interpretive Communication Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication


Audio « Tourisme spatial: les voyages extraordinaires! » Interview with Virgin Galactic Print « La technologie au service de la société et des loisirs » (sciences. blogs.liberation.fr)

Summative Assessment: Using information from print and audio sources, students debate the question: Pour ou contre le tourisme spatial ? Using one of the print documents used in this unit, each student pairs up with a classmate. They have 10 minutes to prepare for a 5-minute debate. This is recorded and scored according to a rubric for Spoken Interpersonal Communication. Students receive specific individualized feedback.

The summative assessment allows students to address the Essential Question: How can technology reduce the digital divide and benefit developing countries?

Students address one or both of the Essential Questions: How can technology improve the quality of life? How can technology serve the environment?

« Le tourisme spatial est la preuve que les vols habités ne servent à rien. » Written and Print Interpretive Communication Audio, Visual, and Audiovisual Interpretive Communication Written Presentational Communication


Web « Sondage : A prix comparable, acheteriez-vous une voiture électrique ? » « Sondage : Si vous aviez le choix entre acquérir une voiture 100% électrique et une voiture hybride que choisiriez-vous ? »

Summative Assessment: Students use all of the information gathered from their research on the theme Les voitures électriques and from synthesizing information from the audiovisual and print sources to prepare a proposal to a city for either (A) a Green Mass Transportation System or (B) a Green Car Rental Service. Student proposals should be supported by graphs and poll illustrations. The proposals are scored according to a rubric that includes a component for research. Students receive individual feedback for all components on the rubric.

This will give students an opportunity to address one or both of the Essential Questions: How can technology improve the quality of life? How can technology serve the environment?

▼ How can technology serve the environment? ▼ How can technology improve the quality of life? ▼ How can technology reduce the digital divide and benefit developing countries?


10


Les adolescents

Theme:


Unit 6:

• La vie contemporaine

Learning Objectives Written and Print Interpretive Communication Spoken Interpersonal Communication

Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication

Materials Print Articles from Phosphore « Témoignages d’adolescents » « 17 ans, amoureuse » « Comment on boit à 17 ans » « Les adolescents ont une activité physique insuffisante »

Formative Assessment: In pairs, students organize and analyze information from print sources. They fill out one column of a graphic organizer (T-chart) with the preoccupations of adolescents as described in various print documents that focus on social relationships and activities among French teenagers. Students discuss the preoccupations in their own culture with those described in the articles.

Audio «Premier amour » «Le blog de Valérie »

Formative Assessment: Students listen to short audio texts. In pairs, they fill out the second column of their T-chart, focusing on the preoccupations of adolescents, as described in the audio clips. The students are still focusing on social relationships and activities among French teenagers. They discuss similarities and differences found in the articles with their own culture. Summative Assessment: Students write an entry for Valerie’s blog. This gives students an opportunity to address the Essential Question: What are some preoccupations of today’s adolescents? These postings are uploaded onto the teacher’s website so they can be shared and commented on by classmates. Blog postings are scored according to a rubric that includes a component for argumentation. Students receive specific individual feedback on all components of the rubric.


Written and Print Interpretive Communication Audio, Visual, and Audiovisual Interpretive Communication

Print Articles from Authentik « La réussite » « Modèles de réussite » « A quoi sert l’éducation ? » Articles from Phosphore « La réussite ne passe-t-elle que par les études ? »




Web « Palmarès des lycées 2011 » « Réforme du lycée »

Instructional Activity: After writing a personal reflection of what la réussite means for him/her personally, students share their reflections orally in small groups. They then read « La réussite ne passe-t-elle que par les études ? » As students read, they write notes in a T-chart, which they complete with notes from audio documents on the same topic.

Instructional Activity: In groups, students analyze the documents « Palmarès des lycées » and « Réforme du lycée », drawing conclusions regarding French high schools. The observations from each group are shared orally with the whole class.

In this activity, I’m not only assessing interpretive communication but also preparing students to compare cultural perspectives.

I provide feedback to students regarding their T-charts.

In this activity, I prepare students to express a viewpoint and to persuade.

In this activity, I prepare students to synthesize information from written and audio sources by first asking them to identify main ideas and viewpoints.

In this activity, I focus on preparing students to use information from a combination of texts, charts, and surveys.

▼ What are some preoccupations of today’s adolescents? ▼ What is success for today’s adolescents?


11


Unit 6:

Les adolescents (continued)

Learning Objectives Written Interpersonal Communication

Written and Print Interpretive Communication Spoken Presentational Communication Written and Print Interpretive Communication Audio, Visual, and Audiovisual Interpretive Communication Written Presentational Communication


Materials

Instructional Activities and Assessments Formative Assessment: Students collaborate in the writing of a message to a French pen pal in which they ask for clarifications regarding the réforme du lycée. Some of my students will be corresponding with French pen pals. Students who have pen pals in other Francophone regions will ask their pen pals more generic questions about their schools. The collaboration process allows me to monitor general understanding of the format of written communications and adjust instruction as necessary.

In this activity, I give students the opportunity to collect information that they can use to compare their own high school setting with high school settings in Francophone regions.

Instructional Activity: Responses from pen pals are summarized and presented orally to the class. Summative Assessment: Each student writes a persuasive essay explaining what success means to him or her. Their essays should include supporting examples and arguments, and references to ideas expressed in previous activities and materials. Students are addressing the Essential Question: What is success for today’s adolescents?

Students could be allowed to choose between this essay and this alternate topic: Est-ce que tout doit passer par l’éducation ou les études?

▼ What are some preoccupations of today’s adolescents? ▼ What is success for today’s adolescents?


12


Les réseaux sociaux

Theme:


Unit 7:

• La vie contemporaine

Learning Objectives

Materials

Instructional Activities and Assessments Instructional Activity: Students reflect upon their personal use of social networks by answering the question: Faites-vous partie d’un réseau social tel que Facebook ou Twitter ? Pourquoi ou pourquoi pas ?



Audiovisual « Qu’est-ce qu’un réseau social ? » YouTube: MobuzzFR

Instructional Activity: In pairs, students fill out one column of a graphic organizer (T-chart) with key ideas and vocabulary from the YouTube video « Qu’est-ce qu’un réseau social ? » Results are posted, shared, and discussed.


Web « Nielsen: le succès mondial des réseaux sociaux défie les médias » Article from Le Figaro

Instructional Activity: Organizing and analyzing information from print source. The same pairs of students fill out the second column of a graphic organizer (T-chart) with key ideas and vocabulary from the article « Nielsen: le succès mondial des réseaux sociaux défie les médias ». Results are posted, shared, and discussed.


Audiovisual « Les réseaux sociaux ont-ils tué les blogs ? » YouTube

Instructional Activity: Individually, students fill out one column of a graphic organizer (T-chart) with key ideas and vocabulary from the YouTube video « Les réseaux sociaux ont-il tué les blogs ? » Results are shared and compared within a small group.


Web « Réseaux sociaux: quels risques pour les internautes ? » Article from Le Point

Instructional Activity: Individually, students fill out the second column of a T-chart with key ideas and vocabulary from the Le Point article « Réseaux sociaux: quels risques pour les internautes ? » Results are shared and compared within a small group.





This activity gives me the opportunity to introduce and practice new vocabulary related to the theme of this unit.

I am now preparing students to interpret and create communication on their own.

Formative Assessment: Students write letters to the editor expressing their opinions of the article previously read. I review the letters and provide suggestions for improvement for both content and structure. Students then revise their letters. The revised letters are then distributed to other students who compose responses. I edit the responses as well. The students then revise their responses and the responses go to the intended recipients.



In this activity, I’m giving students a context for what will be discussed in this unit.

Web « Évolution des réseaux sociaux professionnels » Extract of a speech at a professional convention

Summative Assessment: Students read an extract of a speech on the topic of social networks in the professional world. They then write emails to the speaker, thanking him for sharing his expertise and expressing interest in joining the professional network. Each letter is scored according to a rubric that includes assessment of its register, opening, and closing.

This will give students an opportunity to address the Essential Questions: What are the advantages and disadvantages of social networks? What are emerging applications of social networks?

▼ What are the advantages and disadvantages of social networks? ▼ What are emerging applications of social networks?


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Les droits de la femme

Theme:


Unit 8:

• Les défis mondiaux

Learning Objectives

Materials



Literature Une si longue lettre de Mariama Bâ (Chapitres 12 et 13)

Formative Assessment: Students read selected chapters of the novel Une si longue lettre. Individually, they answer questions in writing to guide them in their reading.

I’m assessing students’ comprehension of literary texts and providing feedback.


Instructional Activity: In small groups, students compare the choices two women made in the novel when faced with the same issue.

Students analyze choices and identify viewpoints and perspectives.


Summative Assessment: Students write an essay in which they defend the position of one of the women in the novel. Audiovisual « La burqa » Authentik audio

Instructional Activity: Students listen to an audio text about la burqa and note key ideas and vocabulary. They share with a group and post results from their discussions.

Web « Le respect de toutes les religions » Article from Le Figaro

Formative Assessment: Students synthesize information from audio and print sources and then answer true-false questions concerning the audio about la burqa and the article « Le respect de toutes les religions ».


Audiovisual « La burqa en France : paroles de musulmans » Video interviews from Elle

Instructional Activity: Students listen to two interviews in which opposing viewpoints on the ban of the burqa in France are expressed. Students identify the various viewpoints and supporting arguments.


Literature L’École des femmes de Molière (Acte III, scène 2)

Formative Assessment: Students read a scene from L’Ecole des femmes. They summarize Arnolphe’s commandments to Agnès.


Audiovisual La femme s’émancipe et les changements de la famille

Instructional Activity: While watching the video La femme s’émancipe et les changements de la famille, students take notes on the main idea and supporting details.


Audiovisual « Claudie Haigneré » YouTube

Formative Assessment: Students view the interview. By selecting from a list of statements about the content of the interview written by the teacher, they then identify the ideas that are expressed by the French astronaut Claudie Haigneré.

Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication Written and Print Interpretive Communication Audio, Visual, and Audiovisual Interpretive Communication


I’m looking at how well students can formulate persuasive arguments. This assessment addresses both Essential Questions for this unit: How has the role of women in society evolved in the last few centuries? How do women’s rights still need to be improved?

In this activity, I assess the students’ understanding of what Arnolphe wants from a wife.

▼ How has the role of women in society evolved in the last few centuries? ▼ How do women’s rights still need to be improved?


14


Unit 8:

Les droits de la femme (continued)


Materials Print « Femmes scientifiques: confirmation d’une discrimination »

Instructional Activities and Assessments Instructional Activity: Students read the short article « Tu seras ingénieure, ma fille » , as well as the report « Femmes scientifiques: confirmation d’une discrimination ».

« Tu seras ingénieure, ma fille: promouvoir les carrières scientifiques » Spoken Interpersonal Communication


Summative Assessment: Students form pairs to have a 3- to 5-minute conversation about the evolving role of women in society. These conversations are recorded and scored according to a rubric for Spoken Interpersonal Communication.

As a springboard for further discussion, I emphasize Claudie Haigneré’s encouragement to young women to consider scientific careers.

This assessment gives students an opportunity to address the Essential Questions: How has the role of women in society evolved in the last few centuries? How do women’s rights still need to be improved?

▼ How has the role of women in society evolved in the last few centuries? ▼ How do women’s rights still need to be improved?


15


La poésie et la chanson

Theme:


Unit 9:

• L’esthétique

Learning Objectives Written and Print Interpretive Communication Written Presentational Communication

Materials

Instructional Activity: Students read La cigale et la fourmi. In pairs, they list and discuss each animal’s characteristics. Each student then writes a comparison between the cigale’s way of life and that of the fourmi.

Audiovisual YouTube videos

Instructional Activity: Students watch two YouTube videos on the same fable, one read by a French Canadian and another read by a Haïtien.

Spoken Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication


Literature La cigale et la fourmi de La Fontaine

Written Presentational Communication Spoken Interpersonal Communication

Formative Assessment: In small groups, students rewrite the fable in contemporary French prose. I collect their work and make suggestions for improvements. Students rewrite and we talk about specific samples. This allows students to receive feedback and improve their individual work. It also allows students to get new ideas from the samples.

Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication

Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Spoken Interpersonal Communication Spoken Interpersonal Communication


Audiovisual Mon pays de Gilles Vigneault (Canada)

Instructional Activity: Students view the video of Vigneault’s Mon pays. A class discussion ensues about how the poem reflects a unique Québécois perspective on homeland and history.

Audio « Réveille » de Zachary Richard (Canada)

Instructional Activity: Students listen to Zachary Richard’s song « Réveille ». They discuss the ideas expressed in the song and express their personal opinion of the song’s message and music.

In the discussion, I ask students to draw inferences regarding traditional work versus artistic work and the universal nature of the fable’s theme. In their written comparison, students must provide supporting details from the text. In this activity, I have students focus on differences in pronunciations and intonations in Québécois and Haïtien. In this activity ,I’m preparing students to reference print text and express ideas in their own words.

I also provide an overview of the history of Québec to facilitate understanding.

Formative Assessment: Students are paired up and record a 2- to 3-minute conversation in which they talk about which Canadian poems they prefer and explain why. These recordings are scored according to the Spoken Interpersonal Communication rubric, and students receive individual feedback on how to improve.

▼ How does art reflect a society’s or a period’s singularities? ▼ How does art enrich people’s lives?


16


Unit 9:

La poésie et la chanson (continued)

Learning Objectives

Materials


Literature « Prière d’un petit enfant nègre » de Guy Tirolien (Caraïbes)

Instructional Activity: After a brief introduction of the poem « Prière d’un petit enfant nègre » by the teacher, students read the poem and then answer questions assessing comprehension of the message. A class discussion ensues about the poem’s reflection of its author’s unique perspective on the colonial past of his homeland.

Literature « Mon pays que voici » d’Anthony Phelps (Haïti)

Instructional Activity: In pairs, students answer questions about the poem « Mon pays que voici ». The students discuss how the poem reflects a unique Haitian perspective on their homeland and history.



Written Presentational Communication Spoken Interpersonal Communication Written Presentational Communication



Formative Assessment: Groups of students write questions about « Mon pays que voici ». The teacher ensures they do not overlap, and the class then plays a College Bowl or Jeopardy type of game. Summative Assessment: Using the Haitian and Canadian poems they have discussed, students write an essay on the topic: How can art reflect culture?

Activities in this unit have prepared students to demonstrate an understanding of cultural features in specific Francophone countries. This assessment gives students the opportunity to address one or both Essential Questions: How does art reflect a society’s or a period’s singularities? How does art enrich people’s lives?

▼ How does art reflect a society’s or a period’s singularities? ▼ How does art enrich people’s lives?


17


Resources General Resources

« L’Etranger lu par Albert Camus 1 sur 3. » http://www.youtube.com/watch?v=J3uNCk6Kjj4

Authentik en français (periodical), Authentik (a campus company of Trinity University, Dublin, Ireland), website: http://www.authentik.ie

Unit 3 Resources

Le Figaro (periodical). Group Figaro, website: http://www.lefigaro.fr/

Jean de Florette. Directed by Claude Berri. USA: Orion, 1986. DVD.

Phosophore (periodical). Bayard Presse, website: http://www.phosphore.com/

Camus, Albert. L’Étranger. France : Editions Gallimard, 1957.

Radio-Canada, website: http://www.radio-canada.ca/ Radio des Nations Unies, website: http://www.unmultimedia.org/radio/french/

« La difficile pratique de la religion dans les prisons. » Le Figaro. 11 April 2011. http://www.lefigaro.fr/actualite-france/2011/04/14/01016-20110414ARTFIG00691-ladifficile-pratique-des-religions-en-prison.php

Students of the World (pen pals for students), website: http://www.studentsoftheworld.info/


YouTube, website: http://youtube.com/

Unit 1 Resources

« L’immigration en France, Institut national d’études démographiques. » Institut national d’études démographiques (INED), 2007. http://www.ined.fr/fr/tout_savoir_population/videos/immigration_en_france/

Camus, Albert. L’Étranger. France : Editions Gallimard, 1957.

Unit 4 Resources

Radio France Internationale, website: http://www.rfi.fr/

Culliford, Pierre. La Schtroumpfette. Belgium : Pocket B.D. Publications, 1992.

Brétécher, Claire. Aggrippine. New York: Oxford University Press, 2000.

« Education des enfants : comment réagir si votre ado veut un piercing ou un tatouage ? » Phosphore. http://www.vosquestionsdeparents.fr/dossier/945/psychologie-de-lenfant-pourquoi-lesados-marquent-ils-leur-corps/page/2

Carrier, Roch. Le chandail ou l’abominable feuille d’érable, Par tout le monde francophone. New York: Addison Wesley Longman, 1996. « Fiche pédagogique: chanter en français: un acte de résistance. » RFI. http://www.rfi.fr/lffr/articles/115/article_3086.asp


Laye, Camara. L’Enfant noir. France: Presses Pocket, 1987. La Gloire de mon père. Directed by Yves Robert. France: Gaumont, 1990. DVD.

Unit 2 Resources

Unit 5 Resources

« Canada Le multiculturalisme. » http://www.youtube.com/watch?v=f4_25GfDevo&feature=related « C’est quoi être français ? » Authentik en français. Vol. 32 No 3, Printemps 2010.

« Bon vol en 2011 Le Père Noël existe. » http://podcasts-cnes.fr/category/podcasts-audio/mais-quen-pensent-les-etoiles/

Citoyenneté et Immigration Canada. Various publications on immigration to Canada posted to the website: http://www.cic.gc.ca/francais/ressources/publications/index.asp#immigrer

« Environnement - l’espace au service de notre terre. » http://www.astrium.eads.net/fr/keys-to-understand/environnement-l-espace-auservice-de-notre-terre-.html

« Débat sur l’identité nationale. » Authentik en français. Vol. 32 No 3, Printemps 2010. « Multiculturalisme au canada. » http://www.youtube.com/watch?v=E5DArXkIEQk

« La technologie au service de la société et des loisirs. » http://sciences.blogs.liberation.fr

« 77% des Français favorables à l’apprentissage de la Marseillaise à l’école. » Authentik Inter, Vol.1 No3, Printemps 2010.

« Le fossé numérique. » (Radio Nations-Unies) http://www.unmultimedia.org/radio/french/detail/107834.html


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Resources (continued)

« Le fossé technologique entre pays doit être comblé pour réduire la pauvreté. » http://www.un.org/apps/newsFr/storyF.asp?NewsID=14485&Cr=CNUCED&Cr1=

« Les adolescents ont une activité physique insuffisante. » Phosphore 339 (Septembre 2009).

« Le puzzle climatique. » http://www.youtube.com/watch?v=6Brd3sF7fPQ&feature=related

Unit 7 Additional Resources

« Les satellites au secours des zones humides. » http://www.youtube.com/watch?v=m_R2PuCTJIE&list=SL

« Évolution des réseaux sociaux professionnels. » Excerpt from a presentation at APEC convention. 9 June 2010. http://phortail.org/webntic/Evolution-des-reseaux-sociaux-professionnels.html

« Les satellites Spot ont 25 ans. » http://www.astrium.eads.net/node.php?articleid=6590 « Le tourisme spatial est la preuve que les vols habités ne servent à rien. » http://www.linternaute.com/science/espace/interviews/06/serge-brunier/chat-sergebrunier.shtml

« Les réseaux sociaux ont-ils tué les blogs ? » http://www.youtube.com/watch?v=Vl27waGYkX8 « Nielsen: le succès mondial des réseaux sociaux défie les médias. » Le Figaro. 10 March 2009. http://blog.lefigaro.fr/medias/2009/03/nielsen.html

« Le tourisme spatial : une menace climatique. » http://sciences.blogs.liberation.fr/home/2010/10/le-tourisme-spatial-une-menaceclimatique.html#tp

« Qu’est-ce qu’un réseau social ? » http://www.youtube.com/watch?v=tZ86VobkJeI « Réseaux sociaux: quels risques pour les internautes ? » Le Point.fr. 29 August 2008. http://www.lepoint.fr/actualites-societe/reseaux-sociaux-quels-risques-pour-lesinternautes/1597/0/269912

« Sondage: A prix comparable, acheteriez-vous une voiture électrique ? » http://objectifterre.over-blog.org/article-36124177.html « Sondage : Si vous aviez le choix entre acquérir une voiture 100% électrique et une voiture hybride que choisiriez-vous ? » http://www.electron-economy.org/article-34642961.html

Unit 8 Additional Resources

« Tourisme spatial : les voyages extraordinaires ! » http://www.cieletespaceradio.fr/tourisme_spatial___les_voyages_ extraordinaires__.490.RENC_001

Bâ, Mariama. Une si longue lettre. Dakar, Abidjan, Lome : Les Nouvelles Editions Africaines, 1996. « Femmes scientifiques: confirmation d’une discrimination » Commission Européenne. 26 April 2004. http://www.sfpnet.fr/fichiers_communs/commissions/SFP-Femmes/fichiers/helsinki. pdf

Unit 6 Additional Resources « A quoi sert l’éducation ? » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13

« La burqa, une prison ambulante. » Authentik en francais, Vol.32 NO1 (Automne 2009).

« Comment on boit à 17 ans. » Phosphore 339 (Septembre 2009).

« La burqa. » Authentik en francais, Vol.32 NO1-CD (Automne 2009).

« 17 ans, amoureuse. » Phosphore 339 (Septembre 2009).

« La burqa en France : paroles de musulmans. » Elle. http://www.elle.fr/elle/Societe/Videos-Societe/Actu/VIDEO-La-burqa-en-France-parolesde-musulmans

« La réussite. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13 « La réussite ne passe-t-elle que par les études ? » Phosphore 339 (Septembre 2009).

« La femme s’émancipe et les changements de la famille. » Institut national d’études démographiques (INED). 1992. http://www.ined.fr/en/everything_about_population/videos/video_3/

« Le blog de Valérie. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13 « Modèles de réussite. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13 « Palmarès des lycées 2011. » http://www.lexpress.fr/palmares/lycees/

Molière. L’École des femmes. France: Hachette, 1994.

« Premier amour. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13

« Paris Universités - Claudie Haigneré. » Tedx. http://www.youtube.com/watch?v=9DoK2piUTT4

« Réforme du lycée. » http://www.education.gouv.fr/pid23519/la-reforme-lycee.html « Témoignages d’adolescents. » Phosphore 339 (Septembre 2009).


19


Resources (continued)

« Tu seras ingénieure, ma fille: promouvoir les carrières scientifiques. » Terrafemina. 24 January 2011. http://www.terrafemina.com/vie-privee/famille/articles/2158-tu-seras-ingenieure-mafille--promouvoir-les-carrieres-scientifiques.html

Unit 9 Resources de La Fontaine, Jean. «La cigale et la fourmi. » http://eppee.ouvaton.org/IMG/pdf/la_cigale_et_la_fourmi.pdf « Mon pays. » Gilles Vigneault. http://www.youtube.com/watch?v=CH_R6D7mU7M « Mon pays que voici. » Anthony Phelps. 1996. http://www.lehman.cuny.edu/ile.en.ile/paroles/phelps_monpays.html « Prière d’un petit enfant nègre. » Guy Tirolien. http://www.intofrench.org/cd/Monsieur_Ibrahim_et_les_Fleurs_du_Coran/poemes_pdf/ Priere_dun_petit_enfant_negre.pdf « Réveille. » Zachary Richard. http://www.youtube.com/watch?v=vC7i9KoWrV4


20
