<p> AP French IV Syllabus</p><p>Teacher: Tanya Boyle Phone: 331-1220 EXT. 6306 Room: 306 Email: [email protected] Office Hours: by appointment </p><p>Objectives The AP French Language and Culture is designed to promote proficiency in French and to enable you to explore culture in contemporary and historical contexts. This course will help you develop language skills that can be applied to the College Board exam and everyday life. This class invites you to analyze six major themes through reading, writing, speaking, and listening. Course Rationale : The student profile for the AP French class consists of students who are in their fourth year of French. This course meets five times per week during the entire academic year, Monday through Friday, for approximately one hour. During the course of study, students will speak, read, write, and listen to a vast array of topics in a variety of formats. This course is taught in French with the expectation that the students will also participate almost exclusively in French. Class participation grades reflect the requirement that students use French almost exclusively in class. AP language learning is a rigorous program that provides a degree of challenge equivalent to a third year university class. Students enrolled in this course will communicate in the following modes, as stated in the guidelines for 21st century learning:</p><p>Three Modes of Communication:</p><p>Interpersonal Mode: Two-way oral or written communication which is spontaneous and unrehearsed, and characterized by active negotiation of meaning among individuals involved.</p><p>Interpretive Mode: Comprehension of written, oral, and/or visual communication, including embedded cultural perspectives, without the ability to negotiate meaning with the creator of the message. </p><p>Presentational Mode: Spoken or written communication prepared for an audience and rehearsed, revised or edited before presentation. General Course Goals The World Language Department has adopted the five goal areas of the ACTFL (American Council on the Teaching of Foreign Languages), also known as the five C’s of foreign language education.  Communication (face-to-face, in writing or through the reading of literature)  Cultures (gain knowledge and understanding of the cultural contexts in which language occurs)  Connections (to other bodies of knowledge in the target language)  Comparisons (and contrasts, to provide a multi-faceted view of the world)  Communities (participation with language in a variety of contexts, both in and beyond the classroom, and in culturally appropriate ways) These goals are tied to national and state standards, which have various progress indicators across the continuum of foreign language learning. At the end of the course, the students will be able to demonstrate their proficiency across the three communicative modes of communication (presentational, interpersonal, and interpretive):  Ability to comprehend formal and informal spoken French to the extent of being able to ask pertinent and thought- provoking questions about a speech, presentation, or news broadcast (from authentic sites). (Interpretive/interpersonal)  Master the ability to compose a well-organized, coherent essay using upper-level grammar structures correctly, integrating both the reading and listening skills from the given prompt. These essays may be descriptive, narrative, analytical or persuasive, all exceeding 200 words (based on AP essay criteria). The AP composition rubric is used for grading. (Interpretive, presentational)  Master the art of the spoken language, not only for conversation, but to express ideas and to debate and defend various points of view when challenged and to make a coherent oral presentation with few, if any, notes. (Interpretive, interpersonal, presentational)  Ability to identify and summarize main ideas from a variety of authentic written texts/ videos / radio broadcasts (literature, on-line authentic newspapers, magazines, authentic audio/video sources) and to analyze and discuss French and Francophone literature, including poetry. (Interpretive, interpersonal) Themes . Global Challenges / Le Défis Mondiaux . Science and Technology / La Science et la Technologie . Contemporary Life / La Vie Contemporaine . Personal and Public Identities / La Quête de Soi . Families and Communities / La Famille et la Communauté . Beauty and Aesthetics / L’Esthétique Texts and supplementary materials  AP French Preparing for the Language and Culture Examination Richard Ladd. Pearson 2012  Quant à moi (4th Edition) Jeannette D. Bragger and Donald B. Rice. Heinle Cengage  Allons au-delà (La Langue ET Les Cultures du Monde Francophone Richard Ladd. Pearson 2012  Une fois pour touts (2nd Edition) Une révision des structures essentielles de la langue française. Longman Magazines/newspapers:  Phosphore  Ça m’intéresse  France-Amérique  Science et Vie  Le Figaro Science et Avenir  L’Express  L’Étudiant  Le Monde  Le Parisien  Le Point Radio and Television Segments: (news, advice, travel tips, reviews, weather cast) Listening sources:  Online Accompanied listening activities (AP French Preparing for the Language and Culture Examination Richard Ladd. Pearson 2012)  Accompanied listening activities (Quant à moi (4th Edition) Jeannette D. Bragger and Donald B. Rice. Heinle 2010)  Songs selected according to themes, sub-themes, and language structure being studied  News for current issues and vocabulary  Online articles based on themes and sub-themes  Documentaries on France and the francophone world  Movies, Teacher, Students, Guests  BBC French, TV5 Monde  RFI, Radio Canada, France 2, France 24 Instructional Design:  Students engage in speaking, reading, writing and listening comprehension activities in French regularly in this class.  Speaking activities include daily participation, regular classroom presentations on cultural topics (presented orally), role playing/ dialogues based upon class readings, recorded responses, debates, comparisons to the student’s own culture as well as making cultural comparisons between and within Francophone cultures, and responses to comprehension questions. Students will also attend culturally appropriate events hosted by the Alliance Française (when available). Students will also employ Skype to participate in real-time chats in French with students from a sister school in Senegal, West Africa.  Reading activities, with a focus on vocabulary development and summarizing main points, includes authentic articles from the Internet intended for a francophone audience, literary readings from a variety of sources including Réseau and Imaginez. Students demonstrate comprehension in a variety of ways: acting out scenes, answering comprehension questions, “think-pair-share” activities, group and pair discussion, rebuttals to the reading’s main point, etc.  Writing activities include quizzes and tests, letters to the editor, advertisements, announcements, reflective journal entries which are often shared with classmates, comparisons of listening and print materials, timed writings on a variety of topics, e- mails, manifestos, thank you letters, how-to manuals, etc.  Listening comprehension activities include authentic podcasts on the Internet, short videos on You Tube, news broadcasts from different areas of the French-speaking world, listening activities included with Réseau as well as Imaginez, songs and films. </p><p>Assessments These assessments cover all the above major themes and the learning skills. Contexts:  Tests and quizzes (essay/multiple choice): assess listening/ reading comprehension/analytical ability/ grammar/ vocabulary/ culture/ listening/ speaking  Speech samples - recorded in language lab/debates/discussions/oral presentations: assesses speaking ability (some mirror AP test items)  Evaluation of essays/writing samples using appropriate AP rubrics. (Integration of all four skills: based on authentic readings and listening items, followed by debate or discussion)  There will be a great emphasis on the AP exam itself during the 3rd and 4th quarters. During this time, students will practice available versions of the AP French Language and Culture Examination, and self-evaluate. Beauty and Aesthetics Essential Questions  How are perceptions of beauty and creativity established?  How do ideals of beauty and aesthetics influence daily life?  How do the arts both challenge and reflect cultural perspectives? </p><p>Study vocabulary associated with art and artists.</p><p>Interpretive  Listen to podcast  Watch Internet clips: “Sept Jours sur La Planète”  Listen to songs w/social significance  Read magazines or selections from print and non-print media (Internet Actuel)  Read descriptive poems, poems about beauty: Mignonne, Allons Voir si la Rose, Ballade des Pendus, Il Pleure dans mon Cœur,  View various forms of art  Visit a virtual art gallery (Musée d’Orsay) and tour the exhibits in French </p><p>Interpersonal  Discuss reactions to various works of art La chambre à Arles  Make the classroom an art gallery and discuss the artwork with peers  Discuss the topic of beauty and what makes a person beautiful or what is beauty  Discuss the student-made work of art that they created based on the French Classical musical composition  Role play a conversation between Van Gogh and Gauguin </p><p>Presentational  You are a critic. Write a critique or a review about a selected piece of art.  Write an essay describing the importance of the arts in schools  Present a song and write a short biography for a contemporary magazine of the singer or group. Explain how his/her era and circumstances influenced his/her music  Research periods of French art and present the period, along with the major artists to the class. Include one homemade sample of the style of artwork along with an explanation.</p><p>Grammar Skills  Compare/Contrast (Comparative/Superlative structures)  Express opinions and beliefs (Subjunctive)  Use more complex sentence structures (Pronouns) Families and Communities Essential Questions  What constitutes a family in different societies?  How do individuals contribute to the well-being of communities?  How do the roles that families and communities assume differ in societies around the world? </p><p>Study vocabulary associated with family and relationships.</p><p>Interpretive modes:  Listen to podcast about family and community  Watch an Internet clip “Sept Jours sur La Planète”  Read and discuss articles from Internet Actuel  Listen to songs w/social significance  Read magazines or selections from print and non-print media </p><p>Interpersonal:  Write letter(s) to host family about arrival plans and autobiographical information and/or write letter(s) to their own families describing the host family and cultural experiences.  Role play (pairs, groups)  Fill out marriage certificate  Dear Abby letter  Skype students in Senegal, West Africa, discussing what constitutes a family.</p><p>Presentational:  Survival guide of adolescents in US and France  Interview student from Senegal, West Africa about his family and present a comparison of student’s own family against the interview.</p><p>Grammar Skills:  Use proper letter writing formats/structures and registers  Give suggestions and advice (Subjunctive)  Compare/Contrast (Comparative/Superlative structures)  Wishes/Wants/Beliefs/Needs (Subjunctive)  Give commands and orders (Subjunctive and Imperative)  Use advanced negatives (Ne…plus, ne…jamais, ne…personne)  Use a variety of tenses (Present, Past and Future) Global Challenges Essential Questions  What environmental, political and social issues pose challenges to societies throughout the world?  What are the origins of those issues?  What are possible solutions to those challenges? </p><p>Study vocabulary associated with politics and social classes.</p><p>Interpretive  Listen to podcast  Watch an Internet clip “Sept Jours sur La Planète”  Listen to songs w/social significance: Aux Arbres Citoyens (Noah)  Read magazines or selections from print and non-print media: EDF-NUCLEAIRE, L’Homme, le plus grand ennemi de la planète, L’Effet de Serre, Recyclage et protection de l’Environnement (Internet Actuel)  Read and analyze the poems L’homme qui te ressemble, La prière d’un enfant nègre, À ma mère  Read and analyze L’Homme qui plantait des arbres </p><p>Interpersonal  Discuss the poems L’homme qui te ressemble, La prière d’un enfant nègre, À ma mère  Complete a survey through “Survey Monkey” about their beliefs and values  Skype with students in Senegal, West Africa asking them what their major challenges are-compare with our own list</p><p>Presentational  Write a letter to the Editor of a newspaper to persuade or convince on a topic of social significance  Create a video clip/PowerPoint presenting information about these issues from various perspectives</p><p>Grammar Skills  Use proper letter writing formats/structures and registers  Express personal ideas/wishes/beliefs (Indicative and Subjunctive)  Relate past experiences (Passé Composé and Imparfait)  Compare and Contrast (Comparative and Superlative structures)  Discuss hypothetical situations (Si clauses, Quand clauses, Conditional) Contemporary Life 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? Interpretive  Listen to podcast  Listen to the news on Radio France International  Watch an Internet clip “Sept Jours sur La Planète”  Listen to songs w/social significance  Read magazines or selections from print and non-print media Internet Actuel  Read and analyze the texts Les loisirs utiles, Haîti soif de liberté, Destination: dunes L’afrique de l’ouest, 99 Francs Interpersonal  Compare and contrast holidays, celebrations and rites of passage throughout the world  Have a phone conversation with a partner discussing plans for “Parents Day” where you will incorporate similarities and differences of French holidays and festivals  Discuss the text Les loisirs utiles and choose a topic mentioned and discuss the pros and cons of this topic with your partner  Discuss your plans for vacation with a partner  Interview teacher from school in Senegal, West Africa, asking questions about contemporary life Presentational  Select and research a francophone country comparing aspects of cultural themes in that country to the student’s own country.  Create a publicity campaign promoting a festival or cultural event Grammar Skills  Discuss hypothetical situations (Si clauses, Quand clauses, Sequence of tenses, Conditional)  Discuss things you will do and might do (Future, Conditional)  Compare and Contrast (Comparative and Superlative)  Give commands and suggestions (Imperative and Subjunctive) Personal and Public Identities 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? Study vocabulary associated with immigration, race, and physical traits. Interpretive  Listen to podcast  Watch an Internet clip relating to the history of immigration in France  “Sept Jours sur La Planète”  Analyze clips from movies: La Haine, Entre les Murs, Paris, je t’aime  Listen to songs w/social significance- Diam, MC Solaar, Zebda and discuss racial tolerance  Read magazines or selections from print and non-print media Interpersonal  Interview session via Skype with students from other cultures  Interview each other  Discuss group identities at school and in the community  Discuss the pros and cons of assimilation after immigration and the riots in France Presentational  Write a diary/journal detailing your experiences abroad fitting in/assimilating to a new school setting  Summarize an article from a French newspaper/news program related to immigration  Write a persuasive speech and organize a strike/protest (grève)  Create posters and picket signs for SOS Racisme Grammar Skills  Use interrogatives for interviews (Interrogative words)  Give commands and suggestions (Imperatives and Subjunctive)  Express emotions and feelings (Subjunctive)  Explain how people get along with one another (Reflexive verbs with reciprocal)  Discuss hypothetical situations (Si clauses, Quand clauses, Conditional)  Use more complex sentence structures (Relative Pronouns, Conjunctions, and Transition Words) Science & Technology 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 do ethics play in scientific advancement? </p><p>Study vocabulary related to technology and research.</p><p>Interpretive  Listen to podcast  Read Nicolas Sarkozy’s Facebook status updates  Watch an Internet clip “Sept Jours sur La Planète”  Listen to songs w/social significance  Read magazines or selections from print and non-print media  Read and analyze the text La nétiquette  Read and analyze the text Une planète soeur Interpersonal  Discuss and react to the text La netiquette  Discuss and react to the text Une planète soeur  Discuss how social interaction has changed as a result of technology: the integration of Facebook into the lives of youth across the world  Discuss how technology has changed during their lifetime  Predict and discuss how technology will change during the next 25 years Presentational  Create a Wiki in French and present your page to the class  Exchange self-made podcasts of what technology you use daily with the students in Senegal, West Africa. Compare and contrast.  Create a diary explaining your use of technology over a 24-hour period of time. Explain how the technology enhanced or impeded your productivity throughout the day. Present this information to the class  Write a letter to your future self (year 2050) Grammar Skills  Describe what you have done in the past (Passé Composé and Imparfait)  Discuss hypothetical situations (Si clauses, Quand clauses, Sequence of tenses, Conditional)  Describe future scenarios (Future)</p>