MASSAPEQUA PUBLIC SCHOOLS

FRENCH 13AP

Summer 2011

COMMITTEE MEMBERSEvelyne Le Goupil

William Anderson, Curriculum Associate

BOARD OF EDUCATIONMaryanne Fisher - PresidentJane Ryan - Vice President

Thomas Caltabiano - SecretaryTimothy Taylor – TrusteeGary Bennett – Trustee

ADMINISTRATIONCharles V. Sulc, Superintendent

Alan C. Adcock, Deputy SuperintendentLucille F. Iconis, Assistant Superintendent for Curriculum and Instruction K-12

Thomas Fasano, Ed.D., Assistant to the Superintendent for Curriculum and InstructionRobert Schilling, Executive Director Assessment, Student Data and Technology ServicesDiana Haanraadts, Interim Assistant to the Superintendent for Curriculum and Instruction

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COURSE DESCRIPTION

French AP: An Advanced Placement course for students who have completed French 4 Accelerated. The course has the aim of developing listening, speaking, reading and writing skills and preparing students for the College Board Achievement Test and the Advanced Placement Exam. Students will be required to take the Advanced Placement Exam in May. There are no senior exemptions.Foremost the use of the target language will be mandatory. The teacher and the students will speak French exclusively from the beginning to the end of class. Students will be able to communicate effectively. They will demonstrate a sophisticated knowledge of the cultural nuances thanks to the AP course. The four skills: listening, speaking, reading and writing will be integrated daily in every lesson and will be provided through a variety of materials to engage students in an active learning of the French speaking people and cultures of the world. The course content will include authentic resources in the form of recordings, films, newspapers and magazines, songs, interviews, news and authentic texts. Training integration of language skills and in synthesizing written and oral materials will be an integral part of the AP French language course.

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TABLE OF CONTENTS

AP French Language and Culture Course Description page 2

Learning Standards, Key ideas and Performance indicators pages 3-5

Content Map w/Essential Questions page 6-7

Resources page 8

Curriculum page 9

LEARNING STANDARDSLANGUAGES OTHER THAN ENGLISH: FRENCH

STANDARD 1 Students will be able to use a language other than English for communication.

Key Idea #1 Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. This course will further reinforce the performance indicators of Checkpoint B, but will also touch upon the performance of indicators of Checkpoint C.

Performance Indicators (Checkpoint B) – Students will…

comprehend messages and short conversations when listening to peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone.

understand the main idea and some discrete information in television, radio, or live presentations

initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals.

select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.

exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances.

use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation.

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Performance Indicators (Checkpoint C) Students will… understand standard speech delivered in most authentic settings. understand the main ideas and significant relevant details of

extended discussions or presentations, and on recorded songs, feature programs on radio and television, movies, and other media designed for the use by native speakers.

draw from a wide range of language forms, vocabulary, idioms, and structures learned in class as well as those acquired through independent exposure to the language.

comprehend subtler details of meaning with some repetition and rephrasing.

engage in extended discussions with native or fluent speakers on a broad range of topics that extend beyond their daily lives and are of general interest to the target cultures.

Key Idea #2Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. This course will further reinforce the performance indicators of Checkpoint B, but will also touch upon the performance indicators of Checkpoint C.

Performance Indicators (Checkpoint B) – Students will…

read and comprehend materials written for native speakers when the topic and language are familiar.

use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures.

read simple materials independently, but may have to guess at meanings of longer or more complex material.

write short notes, uncomplicated personal and business letters, brief journals, and short reports.

write brief analyses of more complex content when given the opportunity for organization and advance preparation, though errors may occur more frequently.

produce written narratives and expressions of opinion about radio and television programs, newspaper and magazine articles, and selected stories, songs, and literature of the target language.

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STANDARD 2Students will develop cross-cultural skills and understanding.

Key Idea Effective communication involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and how well a message is received. This course will further reinforce the performance indicators of Checkpoint B, but will also touch upon the performance indicators of Checkpoint C.

Performance Indicators (Checkpoint B) – Students will… exhibit more comprehensive knowledge of cultural traits and patterns. draw comparisons between societies. recognize that there are important linguistic and cultural variations among groups

that speak the same language. understand how words, body language, rituals, and social interactions influence

communication.

Performance Indicators (Checkpoint C) – Students will… demonstrate sophisticated knowledge of cultural nuances in a target language

culture. model how spoken language, body language, and social interaction influence

communication. use appropriate registers. write in the target language in a manner that articulates similarities and

differences in cultural behaviors.

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CONTENT MAP WITH ESSENTIAL QUESTIONS

To achieve the course’s learning objectives, students will work with a variety of thematic units as described in the chart below.

Unit Title Thematic content

Essential Questions

Unit 1 Global Challenges

-Tolerance-Environment-Health-Human Rights-Food-Peace and War

When are we tolerant or intolerant? What is the biggest problem?Where is the emergency?What are the essential human rights?Why is it still a question nowadays?What are the causes of war?

Unit 2 Science and Technology

-Human being or genius-Inventions and Technology-Technology and effects on society

Did discoveries and science in the XX century improve our life?What motivates us to invent new technology?How does/did rapports between people change with new technology?

Unit 3 Contemporary Life

-Advertising and Marketing- Housing

- Leisure and Sports- Business World

-Rite of Passage- Travel

How do advertising and marketingimprove the quality of our life?Do we judge others according to where they live?Where does the pride of the fans come from?How do we define ourselves through our job?What are the main life benchmarks? Is it worth it to travel?

Unit 4 Personal and Public Identities

-Alienation and Assimilation-Traditional Values-Language and Identity-Nationalism and patriotism

How do we reveal our identity in different situations?How does our society influence our morality?How does a language influence our identity?Where does our nationalism and love for our country come from?

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Unit 5 Families and Communities

-Social rapports-Childhood and Adolescence-Customs- Family-Friendship and Love

What are the different social norms?How does family organize the upbringing of a child?What are our holidays and ceremonies?What are the changes in our family life?Why are friendship and love important in our society?

Unit 6 Beauty and Aesthetic

-Patrimony-Architecture Music, Visual Arts and Beauty-Performing Arts

How do we reach beauty or its idea?How do we recognize beauty?What determine our musical preferences?

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Resources

Textbooks: Allons au dela! Ladd Richard, Pearson 2012 Ap French Preparing for the Language et Culture Examination. Ladd Richard, Pearson 2012 Une fois pour toutes. Hale Sturges II, Pearson 2008 Imaginez. C. Mitschke,Vista 2012 501 French Verbs. C. Kendres Barron’s 1996 News Broadcast on France on line at France 2 fr. RFI exercices en Francais facile News and Interviews on line at TV5.com French newspapers and magazines

Websites TV5.org France 2.fr Yahoo.fr Lelanguage.com Pointdufle.fr Lemonade.fr Lefigaro.fr Lequipe.fr Geoado.com Lafrancebis

UNIT 1: Global ChallengesStandard 1: Communication – Listening and Speaking (Key Idea #1)

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Students will learn how present their opinion and explain how people can think differently.

Students will review how to ask questions. Students will review the use of different tenses according to the different

situations they have to discuss. Students will try to find solutions to major problems we have in our society

nowadays.

Standard 1: Communication – Reading (Key Idea #2) Les bijoux de la Castafiore. Herge Le racisme explique a ma fille. T.B. Jelloun SOS racisme Soyez poli Le recyclage en France Mineurx et bacines. A.M. Bergeron Liberte/Egalite/Fraternite. Magazine Le Point Le ventre de Paris. E. Zola Reves amers. M. Conde Une generation . magazine Le Point Le dormeur du Val. A. Rimbaud Familiale. J. Prevert La leerte de Guy Moquet Medecins sans frontieres. Web page of the association

Standard 1: Communication – Writing (Key Idea #2) Tolerance or Intolerance What jeopardizes our environment? What do you do to be in shape physically and psychologically? How can we teach governments that all men have human rights? What can we do to make sure people eat everyday? What are the different causes of war? Writing essay by imitating T.B. Jalloun Writing a poem about the environment Writing as a critic of a restaurant Writing a letter

Standard 2: Culture Students will learn about the French society and who lives in France nowadays. Students will learn about the immigration policy and problems in France and in

the European Union.

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Students will learn about the role of the French organization “Medecins sans frontiers”.

Grammatical structures Genders/articles/present tense/imperative/passive voice

Technological enhancements Power point SMART Board Interactive lessons

Differentiation of instruction Choice projects, choice homework assignments, and station lesson.

Differentiation of assessment Formative: informal questioning/conversation/oral presentation Summative: quizzes and tests Project-based: see writing

Resource coordinationAu-dela ! Unit 1: Global ChallengesChapter 1: ToleranceChapter 2: EnvironmentChapter 3: HealthChapter 4: Human rightsChapter 5: FoodChapter 6: Peace and war

UNIT 2: Science and Technology

Standard 1: Communication – Listening and Speaking (Key Idea #1) Students will learn how to debate and present the pros and cons of their invention Students will discuss the effect of discoveries and science on our life Students will try to understand what motivate human beings to invent/improve

technology and what role the law has in the use of technology.

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Students will discuss haw technology changes or changed our rapport with one another and how we will know if the use of new technology went too far.

Standard 1: Communication – Reading (Key Idea #2) La lance de l’hyene. B. Diop Un appareil qui retranscrit du texte en braille. Concours Lepine La fin des livres. A. Robida/o. Uzanna La mauvaise surprise Kindle. M. Chattam Acide sulfurique. A. Nothomb Tricher au bac comme un geek. express

Standard 2 : Culture Students will compare the use of technology in France and in the United States. Students will learn about the differences of the use of technology in the two

countries. Grammatical structures

Past tenses (passé recent, passé compose, passé simple, imparfait, plus-que-parfait, passif au passé) Future and Conditional tenses ( futur proche, future, future anterieur, conditionnel present/passé, phrases conditionnelles avec “si”, employ du verbe devoir)

Technological enhancements Power point SMART Board Interactive lesson

Differentiation of instruction Choice projects, choice homework assignments, and station lesson.

Differentiation of assessment Formative: informal questioning/conversation/oral presentation Summative: quizzes and tests Project-based: see writing

Resource coordinationAu-dela! Unit 2: Science and technologyChapter 7: Human being or geniusChapter 8: Inventions and technologyChapter 9: Technology and effects on society

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UNIT 3: Contemporary lifeStandard 1: Communication – Listening and Speaking (Key Idea #1)

Students will be able to explain how quality of life is defined by people and society and how today’s life is influenced by cultural products and their use.

Students will try to understand and explain where the pride of the fans come from for their favorite teams, how leisure and sports may reunite or separate people and what are the positive effects for a child to play a sport with friends.

Standard 1: Communication – Reading (Key Idea #2) 99 Francs. F Beigbeder Apple introduces a way to block advertising in Safari Les petits enfants du siècle. C. Rochefort L’enfance. N. Sarraute Qui sont les SDF? Le chandail. R.Carrier Les pom-pom girls, nouvelle passion francaise? L’Express 2010 Le secret de Maitre Cornille. A. Daudet Voyager au bout du RER. L’Express 2010

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Standard 1: Communication – Writing (Key Idea #2) Choose a product you know well and explain how the advertising campaign tries

to attract different groups of consumers Create and write your own ad of a product you think could be profitable for your

company Think about the house you live in when you are thirty years old and you have a

successful career: describe it in details and explain the circumstances of your choice (location, size, type of architecture etc…)

Create your own humanitarian organization to help homeless people What guides our choices of clothes, hairstyle, looks we want to show the world Describe the type of job you will have after college (humorous or serious tone) Write an email to a friend in which you complain about a chore a parent gave you Write a note to a foreigner describing some specific American events Write a chapter in your journal about a real or imaginary trip

Standard 2 : Culture Students will learn about the architecture in France and the different styles in

the different regions of France. Students will learn about fashion and the French look and differences between

French and American styles. Students will learn about French advertising.

Grammatical structures Subjunctive, respect of tenses, direct and indirect pronouns

Technological enhancements Power point SMART Board Interactive lessons

Differentiation of instruction Choice projects, choice homework assignments, and station lesson.

Differentiation of assessment Formative: informal questioning/conversation/oral presentation Summative: quizzes and tests Project-based: see writing

Resource coordinationAu-dela!Unit 3: Contemporary lifeChapter 10: Advertising and marketingChapter 11: HousingChapter 12: Leisure and sports Chapter !3: Business world

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Chapter 14: Rite of passage

UNIT 4: Personal and public identitiesStandard 1: Communication – Listening and Speaking (Key Idea #1)

Students will be able to explain how identity is linked to circumstances of the cultural life you have and the language you speak and how this identity can change in time, how our society influences our personal morality.

Students will talk about how experiences may change our personal values and how the morality of parents influences their child’s identity.

Students will imagine they are film directors and they are in charge of making a video clip for a song.

Standard 1: Communication – Reading (Key Idea #2) Vincento. G. Roy Beni ou le paradis prive. A. Begag Immigration Aux champs. A.Daudet Schizophrenie linguistique. J Arceneaux Faut-il simplifier l’orthographe? L’Express 2005 La Republique, ses symbols et ses emblems

Standard 1: Communication – Writing (Key Idea #2) Writing and creating a magazine for immigrants. Opinion: do we have to keep some aspects of our own culture while trying to

assimilate to a new culture? Comment an article read in class. Is there schizophrenia in the United States? Writing a poem with two different languages about this linguistic schizophrenia. Compare standard vocabulary words and “cadien” words. Explain the origin. Writing a poem in groups about your country.

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Standard 2: Culture Students will learn why French and American are so different but yet so similar Students will learn the origin and evolution of the French language and the

different languages we can hear in France nowadays

Grammatical structures Possessive adjectives and pronouns and demonstratives, interrogative expressions.

Technological enhancements Power point SMART Board Interactive lessons

Differentiation of instruction Choice projects, choice homework assignments, and station lesson.

Differentiation of assessment Formative: informal questioning/conversation/oral presentation Summative: quizzes and tests Project-based: see writing

Resource coordinationAu-dela!Unit 4: Personal and public identitiesChapter 16: Alienation and assimilationChapter 17: Let’s go back to traditional valuesChapter !8: Language and identityChapter 19: Nationalism and patriotism

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UNIT 5: Families and CommunitiesStandard 1: Communication – Listening and Speaking (Key Idea #1)

Students will talk about what the social economic norms are in social classes, what rules exist in different classes.

Students will discuss the different holidays we celebrate with family and what role they have in our culture, the place family has in our life and what are different types of families in the world.

Students will present their opinion about why love and friendship are so important and how they may be different in foreign cultures.

Students will role play a character who is part of a holiday or tradition and pretend they have to present it to a child.

Standard 1: Communication – Reading (Key Idea #2) La parure . G.de Maupassant Le gone du Chaaba. A.Begag Le petit Nicola. R.Goscinny-JJ. Sempe “Driss” tire de Sherazade. L.Sebbar Manon des sources. M. Pagnol La foire de la Sainte-Catherine Cendrillon. C.Perrau;t Des enfants qui s’adaptent bien. Radio Canada La legende de Tristan et Iseult

Standard 1: Communication – Writing (Key Idea #2) Continue the story about Mme Loisel. Write a description of yourself when you get older and draw your own portrait. Create your own story of “Le Petit Nicolas”. Make a list of stereotypes. Compares charts: American schools compare to French schools. Poster: create a holiday. Email or note to a friend. Add an episode to the story. Compare the love story of “Tristan and Iseult” to other love stories.

Standard 2: Culture Students will learn about what love and friendship is about in France for French

people. Students will learn about the educative system in France.

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Students will learn about the different classes in French society.

Grammatical structures Relative pronouns, negation, prepositions (part I)

Technological enhancements Power point SMART Board Interactive lessons

Differentiation of instruction Choice projects, choice homework assignments, and station lesson.

Differentiation of assessment Formative: informal questioning/conversation/oral presentation Summative: quizzes and tests Project-based: see writing

Resource coordinationAu-dela!Unit 5: Families and communitiesChapter 20: Social rapportsChapter 21: Childhood and adolescenceChapter 22: CustomsChapter 23: FamilyChapter 24: Friendship and love

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UNIT 6: Beauty and AestheticStandard 1: Communication – Listening and Speaking (Key Idea #1)

Students will explain how we can reach the idea of beauty, what is beauty, how our ideal beauty can be expressed in our every day life, what is part of our patrimony.

Students will tell how the recognize beauty and what the criteria is that determine beauty and how beauty enrich our every day life, how music influences it and what we can learn about a culture by listening to its music.

Students will discuss how theater is part of our life and is based on our experiences in life.

Students will compare French rap to American rap, using video clips and will present their own video clip.

Students will pretend interviewing the most important person in the French history.

Students will present a French speaking country and its arts.

Standard 1: Communication – Reading (Key Idea #2) “Ballade des pendus”. F.Villon Mignonne, allons voir si la rose…P. de Ronsard Le corbeau et le Renard. J.de la Fontaine Il pleure dans mon coeur. P.Verlaine La Reunion, perle de l’humanite. Le Figaro Comment Wang-Fo fut sauve. M. Yourcenar Moderato cantabile. M. Duras Marion Cotillard : Piaf reincarnee. Le Figaro La farce du Maitre Pathelin Memorables Miserables. L’Express 2010

Standard 1: Communication – Writing (Key Idea #2) Study of the poem read in class starting with the first word, the images, the

message and the structure of the poem. Create your own fable with animals and a moral. Compose a poem about the fall in a “Verlaine” style. Compare fables. Essay: what is the role of the arts in our society and in our everyday life? Choose two different musical pieces and compare/contrast them. Same writing exercises with two shows, plays, concerts, sport events you have

seen.Standard 2: Culture

Students will learn about the art in France, the influence Louis XIV had on the arts.

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Students will learn about the popular shows, plays, concerts and artists of our century.

Students will learn about what beauty means for the French.

Grammatical structures Adjectives, prepositions (part I), conjunctions, infinitives, participles, indirect

speechTechnological enhancements

Power point SMART Board Interactive lessons

Differentiation of instruction Choice projects, choice homework assignments, and station lesson.

Differentiation of assessment Formative: informal questioning/conversation/oral presentation Summative: quizzes and tests Project-based: see writing

Resource coordinationAu-dela!Unit 6: Beauty and aestheticChapter 25: PatrimonyChapter 26: Architecture , visual arts, beautyChapter 27: MusicChapter 28: Performing arts

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