Brooklyn Technical High School
LOTE – Languages other than English
COMMON CORE LEARNING STANDARDS: Language, Reading, Writing, Speaking and Listening
Language L1: Demonstrate command of the conventions of standard grammar and usage when writing or speaking. L2: Demonstrate command of the conventions of standard capitalization, punctuation, and spelling when writing. L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrase by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Speaking and Listening SL.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Writing
W.1. Write arguments to support claims in an analysis of substantive topics or texts using valid reason and relevant and sufficient evidence. W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.7. Conduct short, as well as more sustained research projects based on focused questions, demonstrating understanding or the subject under investigation. W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
Reading R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.2. Determine central ideas or themes of a text and analyze their development; summarize key support details and ideas.
R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
R.6 Assess how point of view or purpose shapes the content and style of a text. R.7 Integrate and evaluate content presented in diverse formats and media including visually and quantitatively as well as in words. R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
R.10. Read and comprehend complex literary and informational texts independently and proficiently.
ADVANCED PLACEMENT FRENCH LANGUAGE AND CULTURE
SYLLABUS
COURSE OVERVIEW
The AP French Language and Culture course is offered in the fourth year of the language sequence to highly motivated students who already have a solid foundation in the four language skills (listening speaking, reading and writing), and who want to build on these skills as well as to expand their cultural knowledge and appreciation of France and the French-speaking world.
The course is conducted almost exclusively in French; instruction is in French, and student participation (student-to-teacher and student-to-student) is in French. Class participation grades will reflect the adherence to this requirement.
Six main themes, each with a variety of subthemes, frame the overall structure of the course, which also reflect the guidelines of the ACTFL Standards for Foreign Language Learning in the 21st Century. The “five C’s” of the Standards are Communication, Cultures, Connections, and Communities. The six themes of the course are: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Students practice, and are tested in, all modes of communication as set forth in the AP Course Description: • Spoken Interpersonal Communication • Written Interpersonal Communication • Audio, Visual, and Audiovisual Interpretive Communication • Written and Print Interpretive Communication • Spoken Presentational Communication • Written Presentational Communication
COURSE MATERIALS
Student texts : Ladd, Richard. Allons au-delà : La Langue et les cultures du monde francophone. Boston : Pearson, 2012. Ladd, Richard. AP French : Preparing for the Language and Culture Examination. Boston: Pearson, 2012. Sturges, Hale II, Linda Cregg Nielsen, and Henry Lynn Herbst. Une fois pour toutes: Une revision des structures essentielles de la langue française , troisième édition. Boston : Person, 2008. Hirsch, Bette G. and Chantal P. Thompson. Moments Littéraires: An Anthology for Intermediate French, second edition. Boston: Houghton Mifflin, 2006.
Online print, audio, and audiovisual sources: • Radio France Internationale: www.rfi.fr • Radio-Canada : www.radio-canada.ca • TV5 : www.tv5.org (news, programs, articles, online dictionary, etc.) • France 2 : www.france2.fr • Télématin : http//telematin.france2.fr (morning variety news program) • Le Monde : www.lemonde.fr • Le Figaro : www.lefigaro.fr • L’Express : www.lexpress.fr • Jeune Afrique : www.jeuneafrique.com • France-Amérique : www.france-amerique.com • L’Équipe : www.lequipe.fr • Office National du Film du Canada : www.onf.ca • Online site for Allons au-delà : La Langue et les cultures du monde francophone and AP French : Preparing for the Language and Culture Examination and www.successnetplus.com. • www.larousse.com/fr (online French dictionary and encyclopedia) • www.leconjugueur.com • www.radio.org/radio/fr • www.canalacademie.com • Other online sites related to thematic material : biographies of authors or singers, blogs, official government or tourist sites
CDs and DVDs : • Songs (listed in the thematic units) • Feature-length films (listed in the thematic units) • Le français dans le monde (fdlm) (audio news magazine on CD) • Le Petit Nicolas (audio CD)
ACTIVITIES AND ASSESSMENTS : Spoken Interpersonal Communication: • Students engage in paired and group discussion about current material on a daily basis in class. Various formats are used: answering and discussing comprehension and essential questions orally, oral summary and sharing commentary and analysis, defining vocabulary in French, debates, role play, literature circles, etc. • Students engage in discussion based on their peers’ class presentations. They ask questions of the speaker and/or follow up with comments.
Written Interpersonal Communication: • Students engage in threaded discussions on a Moodle (course management system) Forum. A new topic is introduced approximately every three weeks. The topic corresponds to the theme being studied. Students first post their own responses to the prompt. They must read every one else’s response, and then choose at least one other student to respond to. Each student is involved in two different threads: the one he/she began, and the one he/she is responding to (must be a someone other than the one who responded to his/her thread). This is graded as either a homework assignment or a quiz. (Responses are printed out later, and students engage in further discussion in class.) • Students practice writing e-mail replies using the 10 prompts in AP French: Preparing for the Language and Culture Examination (one reply approximately every 3 weeks), and from practice AP exams, and from teacher-prepared prompts.
Audio, visual, and audio-visual Interpretive Communication: • Students listen or listen and view broadcasts online each day, such as on www.rfi.fr , www.radio-canada.ca, www.tv5.org, etc. (others listed in Resources). After listening/viewing, they then answer comprehension questions, summarize the report orally and in writing, define key words, reflect and comment on the report. • Students listen to songs related to thematic topics. They discuss themes, main ideas, answer questions, summarize, define words, compare and contrast themes in French-speaking culture with those in their own, reflect and comment on song. • Students view short films or excerpts from feature-length films related to thematic topics. They discuss themes, main ideas, answer questions, summarize, define words, make comparisons, reflect, and comment on the film. • Students examine visual documents such as print advertisements, public-service ads, charts, graphs, photos, and paintings. They interpret the message, theme and intent of the author(s) or artists. They compare and contrast these messages with similar ones portrayed in their own culture. • Students practice Section I, Parts B and C (Interpretive Communication : Print and Audio Texts, and Interpretive Communication: Audio Texts) in AP French: Preparing for the Language and Culture Examination on a weekly basis.
Written Interpretive Communication: • Students read in class and for homework on a daily basis (silent reading, oral reading). Both literary and non-literary reading is covered. • A “compte-rendu de lecture” must be completed for every page of reading, which includes a brief summary, a vocabulary list of eight words (French – French definition – English translation), and a paragraph of commentary or reflection. • Once a week, students choose an article from an online newspaper or magazine as homework. They summarize the article, define words in French and English, and write a commentary or reflection on the piece. In class, they share their articles in group discussion, and tape a 1-2 minute response on the hand-held tape recorders. • Students read on-line texts such as blogs, biographies, and historical and cultural documents. They answer comprehension questions, summarize, comment and react to the biography, and make connections, when appropriate, between the theme of the song and the personal experience of the singer. • In the textbook Allons au-delà, students read a variety of literary texts: poems, short stories, excerpts from novels, fairy tales, legends, etc. Students answer comprehension questions, summarize and analyze the text, define vocabulary, and synthesize information further by exploring essential questions. These readings are done in class and assigned for homework several times a week. • Students practice Section I, Part A (Interpretive Communication : Print Texts) in AP French: Preparing for the Language and Culture Examination on a weekly basis.
Spoken Presentational Communication: • Students record their answers on a hand-held recorder to a thematic question or a news item several times a week. Selected responses are corrected together, and further discussion is held. • Students record a cultural comparison response (2 minutes) on hand-held recorders every 1-2 weeks. These are graded as a quiz, are peer reviewed, or corrected as a whole-class activity. • For the first two marking periods (12 weeks total) of each semester, students give a speech in front of the class on a current events topic (based on their weekly articles). The third marking period (6 weeks) of each semester focuses on culture topic that demonstrates students’ life-long learning of France and the French-speaking world (music, art, food, etc.). Students create a PowerPoint that accompanies each of their speeches.
Written Presentational Communication: • Students write paragraphs on a daily basis, in class and for homework. These writings reflect the topic under discussion: a thematic unit of study, a cultural topic, a historical topic, a current events item, etc. Students answer comprehension and essential questions, write summary, analysis, reflection, prediction (of what will happen next in the story), letter to an author or an editor, or a poem. In addition to answering comprehension and discussion questions (in the text book or from handouts), a “compte-rendu de lecture” must be completed for every page of reading, which includes a brief summary, a vocabulary list of eight words (French – French definition – English translation), and a paragraph of commentary or reflection. (See “Written Presentational Communication for further examples.) • Students post homework on a Moodle Journal several times a week. This includes writing a paragraph on current themes. Students analyze, comment , and reflect on the activities done in class that day and/or reading done in class or at home. In addition, students must write their answers to an assigned grammar exercise from Une fois pour toutes. • Student write a full-length essay approximately every three weeks. Some of these are graded as exams, others are reviewed and corrected by peers, or corrected as a class on the overhead or with photocopies. These essays include teacher-generated prompts based on thematic topics, cultural comparisons of France or French-speaking countries and our own (researched by students), and a synthesis of current events topics discussed in class. • Students also practice the Persuasive Essays in AP French: Preparing for the Language and Culture Examination. These may be given as exams or as homework assignments.
Products, Practices and Perspectives: • Students are frequently provided with the opportunity to demonstrate an understanding of the products, practices and perspectives of the French and French-speaking cultures. This is evident in various activities that are done throughout the thematic units.
Comparisons between and within languages and cultures: • Students frequently compare linguistic differences in the French language when listening to and watching the news from various speakers around the world. • Students make lists nearly every day of vocabulary words with a definition in French and English. Roots, prefixes, and suffixes are compared between the two languages. • Students frequently make cultural comparisons in the study of the thematic units. • Students prepare cultural presentations, and either record them on hand-held recorders or present them in front of the class.
Using French in a “real-life” setting: • At the end of each semester (twice a year), students present a project (with a written and oral component) on a topic of their choice that demonstrates that they are becoming life-long learners of France and French-speaking cultures. They use their language skills to interact with the French or other French-speaking cultures in a setting out of the classroom which is of interest to them and that they would like to explore further. They prepare a PowerPoint presentation and speak in front of the class on their experience for 5-10 minutes. Each report must include vocabulary lists, summaries, reflections, and proof of the experience (ticket stubs with the dates printed on them, etc.). Topics include: o Visiting a local French restaurant (where French is spoken), ordering in French, interviewing the waiter, and reporting on the experience o Seeing a feature-length French movie (in the theater or on DVD), and reporting on it (vocabulary lists, plot summary, characters, favorite scenes, cultural comparisons between characters in the film and the student’s own culture) o Going on a guided museum tour in French (live or audio-guide), and reporting on the experience. Discuss works of art, facts, what was learned, the experience of the guided French tour. o Communicating with a pen pal or e-pal. Share selected e-mails or letters (with the permission of the pen pal), discuss similarities and differences between the two cultures, and the overall experience. o Seeing a live performance or cultural event where French is the language of communication (a play, a concert, a conference, etc.) o Study the history of a regional dish from France or a French-speaking country, follow the French recipe, prepare the dish, and report on it to the class. Must be accompanied by photos or video of the dish being prepared.
Homework and Assessments: • Each marking period (every 6 weeks) there will be at least 2 full-period exams (essays and/or short answers, AP-style listening and reading comprehension, etc.); and at least one smaller assessment: a quiz, a project, or a presentation. There will be an in-class final exam for both the fall and spring terms. • Homework is assigned every night, and usually consists of a Moodle Journal entry in which students practice a grammar exercise from Une fois pour toutes, and also write a reflexion on what was discussed in class that day. About once a week students are assigned practice from AP French: Preparing for the Language and Culture Examination through the www.successnetplus.com site, where there post their answers and are graded. • The breakdown of grades is as follows: Exams – 50%; Smaller assessments – 20%; Class participation – 15%; Homework – 15%. Class participation will be based on preparation and active, daily participation in speaking and writing in French.
THEMATIC UNITS
UNIT I : Global Challenges (Les défis mondiaux) (30 days)
Overarching Essential Questions: • What environmental, social, and political issues propose challenges to societies throughout the world? • What are the origins of those issues? • What are possible solutions to those challenges^
Readings and accompanying exercises in Allons au-delà :
Chapitre 1 : Touche pas à mon pote! Contexte : La tolérance SOS Racisme : Nos missions *Nos combats (pp. 17-19)
Chapitre 2 : Préservons la nature Contexte : L’environnement (pp. 20-27) : Déchiffrons l’image, « Soyez Polis » de Jacques Prévert, « Le recyclage en France, on croule sous les déchets »
Chapitre 3 : Couvrez votre toux Contexte : La santé Mineurs et vaccinés (extrait) d’Alain Bergeron (pp. 38-40)
Chapitre 4 : Liberté, égalité, fraternité Contexte : Les droits de l’être humain Du contrat social (excerpt), Jean-Jacques Rousseau (pp. 44-46) « La déclaration des droits de l’homme et du citoyen » (pp. 50-53)
Chapitre 5 : Bon appétit? Contexte : L’alimentation « Une génération ‘élevée au fromage pasteurisée et au soda ‘ » et « Cantines scolaires : Ce que l’on vous cache » (pp. 74 – 77)
Chapitre 6 : Mourir pour la patrie! Contexte : La paix et la guerre « Liberté » de Paul Éluard (pp. 81-82) « Connaître MSF » (pp. 92-93)
Sample Activities : • Study thematic vocabulary : tolerance, the environment, health, human rights, food, war and peace • View and discuss the photo on p. 2 in Allons au-delà. Define the word “xénophobie.” Why are these people protesting? Could such a scene take place in the United States? Where? When? • View and discuss the public-service ad on p. 20 in Allons au-delà, “Achetez mieux, jetez moins!” Discuss the meaning, intent, and import behind the message. Students compare this with similar ones they may have already seen in their community. • Discussion on the “declaration des droits de l’homme et du citoyen” and comparison of it with other documents in France and in the U.S. What affect has each document had on the society iin which it was produced? • View and discuss image on p. 60. Do you know about “Restaurants du Coeur”? Discuss food banks, here and in France, and elsewhere, then and now. • Create a chart depicting major charitable associations in France and in the U.S., and their impact. • P. 73, Study and discuss dietary guide chart on p. 73 • View and discuss the photo on p. 78 in Allons au-delà depicting a 1940 Nazi parade in occupied Paris. When and where did this take place? What emotions are expressed on the faces of the people in the photo? What is your reaction to this photo? What do you think a French person’s reaction would be ? • Debate: Military service should be compulsory. • Discuss the photo on p. 42 in Allons au-delà. Dicuss the reasons for the protest march. Compare with others that students may have witnessed or participated in. • Analyze the pie chart on p. 26 in Allons au-delà. Group discussion on proposing a recycling system that could reduce the tonnage of refuse. • Song: « Le grand parking » (Joe Dassin). Discuss the two facets of the message : one personal, one environmental. Discuss the history and use of DDT. Discuss the relevance of this song today. • Song : « Aux arbres citoyens » (Yannick Noah). Discuss message of song, and the role and resonsibility of individuals and societies to protect the environment. • Film (documentary) : Food Beware (selected scenes). View and discuss the use of pesticides, and the role of family and schools in fostering good food choices. • Film (documentary): La France Divisée. View and discuss aspects of World War II in France : The Resistance, collaborators, la Rafle du Vel d’Hiv, French internment and transit camps, and how they affected different minorities, etc. • Daily online news listening and/or viewing, followed by discussion • Weekly news article. • Moodle Forums (Interpersonal Written Communication): (1) Based on discussions generated from the songs, (2) based on discussion generated from the film clips. On each forum, respond to at least one classmate. • Essay: Write about an incident you experienced as a young child (the first time you went to the doctor for a shot, etc.) • Essay: Write the text for a public service announcement about a health concern in your community that will be broadcast on television. • Prepare the visual that will accompany your public-service announcement. • Memorize a part of “Soyez Polis” or “Liberté” and present it to the class. • Present your announcement to the class. • Current Events Project and Presentation • Une fois pour toutes: Chapters 1 and 2 • AP French : Preparing for the Language and Culture Examination. Practice exercises assigned on www.successnetplus.com and in class.
UNIT II : Science and Technology (La science et la technologie) (15 days)
Overarching Essential Questions : • How do developments in science and technology affect our lives? • What factors have driven innovation and discovery in the fields of science and technology? • What role does ethics play in scientific advancement?
Readings and accompanying exercises in Allons au-delà : Chapitre 7 : Le génie de l’homme Contexte : Les découvertes et les inventions; La recherche et ses nouvelles frontières « Un appareil qui retranscrit du texte en braille consacré au Concours Lépine (pp. 107-109)
Chapitre 9 : Attention! Ne pas ouvrir! Contextes : La technologie et ses effets sur la société; Les choix moraux « Tricher au bac comme un geek » (pp. 133-135)
Sample Activities : • Study thematic vocabulary : discoveries and inventions, technology, school and ethics • Discuss the photo of Pierre and Marie Curie on p. 96 in Allons au-delà. Who are they? What did they do? What is the importance of their work? How do we still benefit today by it? • Discuss other inventions (based on readings in Allons au-delà and audio and print online sources) and discoveries that have affected our lives and those of others. • Study and analyze the results of the survey taken by Ipsos Marketing on p. 132, in which consumers were asked which innovations have influenced the lives of French people in the last fifty years. • Songs : « Carte postale » (Francis Cabrel); « le portable » (Patrick de Falvard) . Discuss the role of progress and technology in both songs (pros and cons), and the singers attitudes about it. Compare and contrast both songs. Compare songs with others that students may know on same topic. How has technology helped us? What, if any, are the negative aspects of progress and technology? • Write another verse of one of the above songs which reflects the tone and message of the previous verses. • Debate (spoken interpersonal): We are better off now than we were fifty years ago. • Daily online news listening and/or viewing, followed by discussion • Weekly news article • Moodle Forums (Interpersonal Written Communication): (1) In your opinion, who was the most important French scientist? Compare the work of that scientist with that of another scientist from another culture; (2) Discuss the expression « Plus ça change, plus c’est la même chose. » On each forum, respond to at least one classmate. • Essay: What is the role of technology in your life today? • Essay: Write a letter to the editor of a French-speaking newspaper in which you express your concern about a current problem concerning technology today. • Une fois pour toutes: Chapters 3 and 4 • AP French : Preparing for the Language and Culture Examination. Practice exercises assigned on www.successnetplus.com and in class.
UNIT III : Contemporary Life (La vie contemporaine) (25 days)
Overarching Essential Questions : • How do societies and individuals define quality of life? • How is contemporary life influenced by cultural products, practices, and perspectives? • What are the challenges of contemporary life?
Readings and accompanying exercises in Allons au-delà : Chapitre 11 : Le temple de la famille Contexte : Le logement « Qui sont les SDF »? (pp. 167-169)
Chapitre 12 : La coupe du monde Contexte : Les loisirs et le sport « Le chandail » (pp. 171-175) « Les pom-pom girls, nouvelle passion française? (pp. 179-181)
Chapitre 13 : Au travail! Contexte : Le monde du travail « Voyage au bout du RER » (pp. 194-195)
Chapitre 14 : Une étape importante Contexte : Les rites de passage « Allo maman, j’ai décroché mon bac… » (pp. 206-207)
Chapitre 15 – Bon voyage! Contexte : Le voyage Le tour du monde en 80 jours [extrait], Jules Verne (pp. 217-219)
Sample Activties : • Study thematic vocabulary : housing, sports and leisure, work and commuting, high school exams (France and U.S.), travel • Discuss the photo on p. 170 in Allons au-delà. Describe this sports scene (hockey). Who are the two teams? What are they wearing? What do you know about this sport? • Analyze and discuss the bar graph on p. 178 comparing sports preferences of men and women. • Study the train schedule and prices Paris-Marseille on p. 216 to decide the best way to travel between Paris and Marseille. • Film : « Le chandail » - www.onf.ca (court-métrage) : Discuss various themes : sports, small- town life (advantages and disadvantages); language differences and misunderstandings; childhood memories. • Discuss the role of national sports (hockey in Canada, soccer in various countries, baseball in the U.S.). How do such sports (playing them, being a fan, etc.) unite or divide a group of people? Hold a round-table discussion, and prepare a visual aid that represents the outcome of your discussion. Present it to the class. • Discuss the role of education in students’ lives, and compare it with education in France. How does schooling affect other aspects of their lives (family, social, pastimes, etc.). How do decisions they make today affect their future? • Discuss travel experiences and plans. Where have students already traveled to? Why? What did they learn from their experience? How did they grow as individuals? Where would they like to visit? How does visiting another culture shape our perspective of ourselves and of others? • Song : « Octobre » (Francis Cabrel); Discuss the change in seasons, and how they affect different aspects of our lives (clothing, mood, daily routine, etc.). • Daily online news listening and/or viewing, followed by discussion • Weekly news article • Moodle Forums (Interpersonal Written Communication): (1) What sports do you play or watch?; (2) Should there be a comprehensive exit exam in the United States at the end of high school, such as the baccalauréat in France? On each forum, respond to at least one classmate. • Essay: Should physical education be a required course in high school? • Essay: Based on p. 177 in Allons au-delà: Write about a personal incident in which the choice of clothing influenced the decision you took. Compare/contrast your experience with that of the young narrator in « Le chandail. » • Current events project and presentation • Une fois pour toutes: Chapters 5-9 • AP French : Preparing for the Language and Culture Examination. Practice exercises assigned on www.successnetplus.com and in class.
UNIT IV : Personal and Public Identities (La quête de soi) Related themes : Education, War and Peace (30 days)
Overarching Essential Questions : • How are aspects of identity expressed in various situations? • How do language and culture influence identity? • How does one’s identity develop over time?
Readings and accompanying exercises in Allons au-delà: Chapitre 16 : T’es né en France, toi? Contexte : L’aliénation et l’assimilation Béni ou le paradis privé [extrait] , Azouz Bégag (pp. 231-234)
Chapitre 19 : Le patriotisme, c’est l’amour des siens Contexte : Le nationalisme et le patriotisme « La dernière classe », Alphonse Daudet (pp. 269-273) « La République, ses symboles et ses emblèmes » (pp. 278-281)
Sample Activities : • Study thematic vocabulary : alienation and assimilation, patriotism and patriotic symbols, language and identity, peace and war, geography terms • Analyze and discuss the pie charts on p. 238 regarding the country of origin of Canadian immigrants. • Read and discuss excerpt from « Béni ou le paradis privé . » What problems does the main character Ben Abdallah face in school because of his name and background? What culture or cultures does he identify with? • Listen to and discus song: “Mon Pays” by Faudel. Compare the singer’s message with the character Ben Abdallah in “Béni ou le paradis privé.” Which culture(s) does the singer identify with? How is he treated or looked upon by others in his native France? • Biography of Faudel: http://www.faudel.net/?page_id=5. How is his personal life reflected in the song? • P. 269, Pre-reading of « La Dernière classe » by Alphonse Daudet, along with background of the Franco-Prussian War - http://ml.hss.cmu.edu/courses/mjwest/Guerre%20franco- prussienne.htm • Read and discuss “ La Dernière classe.” What role does the importance of one’s native language play in the story? How is national identity and pride expressed by the different characters? How do events change the young protagonist’s point of view and awareness of outside events? What would you do if you were Franz? M. Hamel? Can you imagine a similar thing happening in your life? • Listen to online audio version of “La Dernière classe” : http://www.litteratureaudio.com/livre- audio-gratuit-mp3/daudet-alphonse-la-derniere-classe.html • Read and discuss two blogs about “La Dernière classe” : http://exilinterieur.blogspot.com/2006/01/la-dernire-classe_05.html. What is the perspective of each writer? How does the first writer compare his experience in a French- Canadian one-room school house with characters in “La Dernière classe?” What further comparisons and observations does the second writer make? • « La Ligne bleue des Vosges » : http://www.vosges.fr/La-vie-en-Vosges/Tourisme-Vosges/Ligne- bleue.htm (expression mentioned in blog) • Listen to fdlm (le français dans le monde)report on one-room school house in Auvergne • Songs: Compare/contrast “Mon Pays” by Faudel with “Mon Pays” by Gilles Vigneault and “Le Plat pays” by Jacques Brel. What is the main theme and mood expressed in the Vigneault song? In the Brel song? What do all three songs have in common? How do they differ? Does one get a sense of patriotism, love, or connection to the country of birth of the singers? • Discuss and view film: Être et avoir (excerpts). What are the advantages and disadvantages of being educated in a one-room school house? Compare the teaching methods of the teacher in the film with those of M. Hamel in “La Dernière classe.” Which do you prefer? Present the results of your group discussion to the rest of the class. • Read « La République, ses symboles et ses emblèmes » (pp. 278-281) in Allons au-delà. What is the significance of these symbols? What symbols do we have in our country/culture that are similar (or different)? • Brief study of the Dreyfus Affair. Excerpts from TV film version. • Listen to and discuss national anthems : “La Marseillaise;” What symbols are used in the song? Some have said that the bellicose words should be changed. What do you think? • Listen to and discuss fdlm (le français dans le monde) report (fdlm, no. 345, mai 2006): “La Marseillaise.” on the 2006 law (“la loi Fillon”) requiring the national anthem to be taught in French schools. Should patriotic songs and pledges be required in schools? What roles, if any, should schools play in promoting a sense of patriotism? What does the music teacher in the report say? What sporting event in 1998 turned students attention toward wanting to learn “La Marseillaise”? • Listen to the Canadian National Anthem ; “O Canada” Compare and contrast the French and English versions. Do you react differently to each version? If so, in what way? How do you think the Canadians react to both versions? • Students discuss and debate the practice of reciting the pledge of allegiance our schools. • Daily online news listening and/or viewing, followed by discussion • Moodle Forums (Interpersonal Written Communication): (1) Develop one of the themes treated in the story “La Dernière classe” – patriotism, language and identity, regret, guilt, eduactions, or war. (2) What is your favorite national anthem? Why? Follow up on class discussion related to this topic. On each forum, respond to at least one classmate. • Persuasive Essay: Faut-il protéger la langue française contre l’anglais? (Sample AP Essay question, using three sources to react to) • Persuasive Essay: Faut-il supprimer la récitation du serment de l’allégeance dans les établissements scolaires? • Grammar exercises in Une fois pour toutes • Une fois pour toutes: Chapters 10-12 • AP French : Preparing for the Language and Culture Examination. Practice exercises assigned on www.successnetplus.com and in class. • End-of-term (fall): “Life-long learning” project and presentation.
UNIT V: Families and Communities (La famille et la communauté) (25 days)
Overarching Essential Questions: • What constitutes a family in different societies? • What do individuals contribute to the well-being of communities? • How do the roles that families and communities assume differ in societies around the world?
Readings and accompanying exercises in Allons au-delà: Chapitre 21: Allons les enfants! Contexte: L’enfance et l’adolescence Le petit Nicolas: “On a eu l’inspecteur” (pp. 302-311)
Chapitre 22 : Joyeuse fête : Célébrez! Contexte : Les coutumes « La Foire de la Sainte-Catherine » (pp. 325-327)
Chapitre 23 : La famille, une incroyable richesse Contexte : La famille « Cendrillon » (pp328-338)
Chapitre 24 : Ne me quitte pas Contexte : L’amitié et l’amour « La Légende de Tristan et Iseult » (pp. 342-350)
• Study thematic vocabulary : social relationships childhood and school, customs, family, fairy tales, friendship and love • Study and discuss the photo on p. 302 (an old-fashioned school house). How does this old black –and-white scene from a French classroom compare with modern classrooms? How does it differ from American classrooms? What does the photo tell you about elementary education of the 1950’s. • Study the chart on p. 311 to compare the French education system with our own. • Study and discuss the photo on p. 316 (parades, celebrations). Which holidays do we celebrate that pertain neither to religion or to the nation? Are people interested in celebrations that do not pertain to their own culture or religion? • Study and discuss the illustration on p. 328 (fairy tale image). Who are the people in the illustration? What are they wearing? What are they doing? What happened just before this scene? What adjectives do you think of when you look at this illustration? • Discussion on how clothing reflects social background and status from past to present. • Discussion on love and marriage, and how viewpoints on this topic have changed (or not) throughout history, and in various cultures. • Daily online news listening and/or viewing, followed by discussion • Weekly news article • Moodle Forums: (1) Discuss a humorous scene from Le Petit Nicolas and compare it to your childhood. Moodle Forum 2: Discuss a custom, tradition or holiday you enjoy. Comment and react to at least one other student in each forum. • Film : Le Petit Nicolas (selected scenes). Analyze scenes. Discuss humor. Students compare with their own childhood experiences • Original Writing: Write an original fairy tale • Persuasive Essay: Has technology negatively impacted family dynamics? Is everyone too “plugged in” to communicate effectively? • Songs : « Et si tu n’existais pas » (Joe Dassin); « Au café des délices » (Patrick Bruel). Listen to songs and discuss themes of love. • End-of-marking period Current Events project and presentation • Une fois pour toutes: Review Chapters 1-7 • AP French : Preparing for the Language and Culture Examination. Practice exercises assigned on www.successnetplus.com and in class.
UNIT VI : Beauty and Aesthetics (L’esthétique) (23 days)
Readings and accompanying exercises in Allons au-delà: Chapitre 25 : Vive la France! Contexte : Le patrimoine « La ballade des pendus », François Villon (pp. 35-358) « Mignonne, allons voir si la rose… », Pierre de Ronsard (pp. 359-360) « Le corbeau et le renard », Jean de la Fontaine (pp. 361-362 « Il pleure dans mon cœur », Paul Verlaine (pp. 363-364) « La Réunion, perle de l’humanité » (pp. 367-369)
Chapitre 26 : France, mère des arts! Contexte : L’architecture, les arts visuels, le beau « Pour faire le portrait d’un oiseau », Jacques Prévert (pp. 380-381)
Chapitre 28: Les trois coups Contexte: Les arts du spectacle La farce de Maître Pathelin (pp. 401-416)
• Study thematic vocabulary : poetry (vocabulary and structure), art, architecture, theatre • Study and discuss the painting “Soleil levant” by Monet (p. 370). Discuss characteristics of major movements of paintings (baroque, classic, romantic, realist, impressionist, cubist, etc.). What makes Monet’s painting impressionistic? What other painting do you know by Monet or other impressionist painters? Describe a favorite painting or statue. • Study of Impressionism from online sources. • Discussion on how art and aesthetics shape our sensibilities and outlook on life. Compare and contrast the role of art today with various periods in the past. • Visual : Study and analyze various reprints of famous works of art (Manet, Monet, Renoir, Degas, etc.); Also: photos from Robert Doisneau etc. • Film : Un dimanche à la campagne (scènes). Analyze scenes depicting famous paintings. Discuss the role of family dynamics in the film. • Moodle forums: (1) Discuss a favorite work of art. (2) Answer question G. on p. 379 in which you are asked to compare three famous châteaux. Which is the most beautiful? Which criteria did you use in coming to a decision? In each forum, post your answer, then respond to at least one other student’s response. • Daily online news listening and/or viewing, with discussion • Weekly news article • Original Writing: Write an original poem • Persuasive Essay: Which art form is more powerful: painting or photography? • Une fois pour toutes: Review Chapters 8-12 • AP French : Preparing for the Language and Culture Examination. Practice exercises assigned on www.successnetplus.com and in class. • End-of-marking period Current Events project and presentation
UNIT VII : Literature Circles (Les Cercles de Littérature) (18-20 days)
After the AP Exam Students will participate in literature circles using readings from Moments Littéraires, or by choosing to read Le Petit Prince.
Moments Littérataires : sample excerpts: • Le Père Goriot, Honoré de Balzac • Gustave Flaubert, Gustave Flaubert • Au Bonheur des dames, Émile Zola • La Vie extérieure, Annie Ernaux • L’Africain, Jean-Marie Gustave Le Clézio • Chemin-d’école, Patrick Chamoiseau • La Jeune Fille au balcon, Leïla Sebbar • De quoi t’ennuies-tu, Eveline?, Gabrielle Roy
End –of-term “Life-long learning” project and presentation.