AP French Language - Wattsburg Student AP2.docx · Web viewOpen to students who have successfully completed French 3, AP French Language and Culture is an advanced composition,

Langue et Culture Française AP® French Language and Culture

Seneca High SchoolFrench Department

Prof: Madame CalabreseTél: 824-3400 ext. 5566Salle: 306

E-mail: [email protected] web: shsfrancais.wikispaces.com

Course Description

Open to students who have successfully completed French 3, AP French Language and Culture is an advanced composition, conversation, and culture course conducted almost exclusively in French. This course emphasizes active communication, and students participate in daily activities aimed at building proficiency in Interpersonal, Presentational, and Interpretive Communication. They talk about their lives and interests, write essays, participate in a class blog, present information to their peers, discuss current events, and conduct debates. They gain exposure to a variety of francophone speakers, authors, and cultures by reading texts from authentic sources, by watching clips from news programs and films, and by listening to songs and radio broadcasts. These experiences not only enable students to study grammar and vocabulary within meaningful contexts, but they also allow students to grow in their appreciation for the diverse francophone cultures and peoples of the world.

Course Objectives

By the end of this course, students should be able to:

- use exclusively French in the classroom;

- demonstrate proficiency in spoken and written Interpersonal Communication in the Intermediate to Pre-Advanced range as outlined by the ACTFL Performance Guidelines

- demonstrate proficiency in spoken and written Presentational Communication in the Intermediate to Pre-Advanced range as outlined by the ACTFL Performance Guidelines

- demonstrate ability in Interpretive Communication through their understanding of written texts from a variety of authentic sources, including newspaper and magazine articles, literary texts, and letters;

- understand French spoken by a variety of native speakers; and

- deepen their understanding of francophone cultures and the perspectives prevalent in those cultures.

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Course Materials

Primary textbooks for grammar review and selected readings

Muyskens, Judy, et al. Bravo! 6th ed. Boston: Heinle Cengage Learning, 2009.

Sturges, Hale, Linda Cregg Nielsen, and Henry Lynn Herbst. Une Fois Pour Toutes. 3rd ed. Boston: Pearson, 2008.

Supplementary texts

Carroll, Raymonde. Evidences invisibles: Américains et Français au quotidien. Paris: Éditions du Seuil, 1987.

Saint-Exupéry, Antoine de. Le Petit Prince. New York: Harcourt, Inc, 1971.

Wylie, Laurence and Jean-François Brière. Les Français. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2001.

Selected poems- Prévert, Jacques. "Page d’écriture."- Prévert, Jacques. "Soyez polis."- Senghor, Léopold Sédar. “Joal.”

Articles from online newspapers and magazines:- www.lemonde.fr- www.lefigaro.fr- www.parismatch.com- www.phosphore.com- www.letudiant.fr- www.lepoint.fr

Additional websites- www.lemondedesarts.com- www.louvre.fr

Audio and visual resources

TV5 Monde (www.tv5.org)- Un coup de pouce pour la planète- 7 jours sur la planète- Technologies, Innovation, et Médias

Selected songs- Yannick Noah. “Frontières.”- Francis Cabrel. “Je t’aimais, je t’aime, je t’aimerai.”- KYO. “Le chemin.”- MC Solaar. “Sauvez le monde.”

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Films and film clips- Le fabuleux destin d’Amélie Poulain.- Etre et avoir.- Entre les murs.- Le château de ma mère.- La vie en rose.

Additional websites- Radio France Internationale (www.rfi.fr)- Le musée du Louvre (www.louvre.fr)

Evaluation and Assessments

Class Participation and use of French: Speaking is fundamental to language learning, and students will receive a daily grade for their participation in class activities. Students will carry out class discussions about the thematic units of study, literature, articles, current events, controversies at school, and their day-to-day lives. Students will also take turns opening the class by presenting a “fait divers” and closing the class by summarizing the most important points of the day. The participation grade will assess students’ use of French during these discussions and the overall effort that students make in speaking and pronunciation. (Level III)

Journal: Students will maintain a linguistic journal in which they use the vocabulary and grammar concepts being studied and note differences between French and English. (Level II)

Quizzes: Students will take quizzes on grammar concepts, on reading assignments, and on the thematic units of study. (Level I)

Compositions, Dialogues, and Projects: Students will complete a variety of informal and formal speaking writing assignments throughout the semester. They will also participate in several group projects and presentations. (Refer to the course outline for details.) (Levels I and II)

Homework: Language learning is a dynamic process that involves repetition and application, and daily assignments will be given to assist in this process. Assignments must be completed before the beginning of the class period. (Level III)

Final Exam: Students will take a written final, a spoken final, and an objective final at the end of the course. (Level I)

Les Notes

Course grade

70% of the course grade – Level I assessments 20% of the course grade – Level II assessments 10% of the grade – Level III assessments

Late Work: You will lose 8% off an assignment for every day late. Late assignments will not be accepted at all after one week from the due date. It is your responsibility to hand in work on time.

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The AP®Exam

While this is an AP-level course, students are not required to take the AP® exam. Students who are interested in taking the exam should see me for additional information.

Academic Honesty

Your academic honesty is critical. All the work that you complete for the class, including homework, must be your own. When you are working with a group, you must be an active participant of that group, sharing responsibilities equally with other group members. Any student caught cheating will earn “0” credit on the assessment.

Extra Help

If you have been absent or are struggling with course material, I strongly encourage you to take advantage of extra help. I am available after school on most days—please talk to me to make arrangements.

Absences

When you are absent, it is your responsibility to get any notes and assignments that you missed. The day you return to school, you must talk to me about the material you missed.

Assignments due on the absence date must be turned in immediately upon return to school.

Make-up Assignments: You will have one day per day absent to complete make-up work from excused absences. Extended illnesses will be treated on an individual basis. It is your responsibility to speak with me about making up all missed assignments.

Make-up Quizzes and Tests: If you are absent on the day of a quiz or test, you must make arrangements with me to take the quiz or test before or after school. All quizzes and tests must be made up within one week of the absence. Exceptions will be made in the case of serious or prolonged illness.

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Classroom Expectations

- Respect: Respect everyone and everything in the classroom. Listen to the teacher and to each other. Show respect for the ideas presented by the teacher and by your peers.

- Preparation: Bring your supplies and completed assignments to class.

- Arrival: Arrive on time and take your assigned seat. Use the restroom and drinking fountain before you come to class. If an activity is posted, begin it immediately.

- Participation: Participate in all classroom activities and assignments. Pay attention, follow all classroom procedures, and do only French work in French class.

- School policies: Follow all school policies outlined in the handbook. Adhere to the school dress code. Cell phones and unauthorized electronic devices will be confiscated.

You are expected to behave in a mature and appropriate manner at all times. However, if you choose not to meet these classroom expectations, the following consequences will take effect:

1. Warning2. Student / teacher conference3. Parent contact and / or referral to the office

For any serious violation of school rules, the student will be sent to the office and automatic disciplinary consequences will be earned.

Classroom Environment

This course is meant to simulate a college-level course. As such, students in the class will be accorded both the respect and the responsibility of college students. In return, students who are unable to respect this environment will be asked to leave.

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Thematic Outline

Faisons Connaissance (Week 1)

Study vocabulary: introductions, description, and parts of an e-mail Study grammar: present participle, negatives, and the passive voice

- Journal entry or e-mail using vocabulary and grammar concepts

Set up class e-mail accounts - Read an introductory e-mail from the teacher- Respond to the e-mail by introducing yourself and explaining your goals for the course

Watch clips from Amélie in which “la voix off” explains what each character likes and dislikes - Discuss the characters presented and how their likes and dislikes make them unique- Respond by posting your idiosyncratic likes and dislikes to the class blog

Listen to “Frontières” by Yannick Noah- Study new vocabulary and complete cloze activities- Analyze and discuss Noah’s message. Compare his song with songs students already know

(ex. “Imagine”)- Discuss how the study of language and culture can help students to cross borders

La vie contemporaine: L’éducation (Weeks 2-3)

Study vocabulary: schools, courses of study, and the educational systemStudy grammar: time expressions, the imperative, and reflexive verbs


Read “Page d’écriture” by Jacques Prévert- Analyze and discuss the imagery used in the poem- Blog post: Compare and contrast the learning experience described in the poem to your

own elementary experiences. React to at least one other post.

Watch clips from Être et avoir- Discuss the advantages and disadvantages of this type of learning environment

Read an article from Phosphore or Letudiant.fr concerning education or job searches- Write a summary of the article- Discuss how the issues highlighted in the article compare to educational issues in the United

States

Watch Entre les murs (in its entirety)- Conduct a formal debate: Should Souleymane be expelled?- Discuss discipline problems in French and American high schools- Create PowerPoint presentations in small groups: Explain one serious discipline problem

and outline possible solutions

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La vie contemporaine: Le monde du travail (Week 4)

Study vocabulary: careers, applying for a job, expressions used in formal lettersStudy grammar: interrogative expressions


Read an article from Phosphore or Letudiant.fr concerning interview skills and employment- Write a formal cover letter in response to an offer of employment- Record mock job interviews with a partner

La quête de soi: Le pluriculturalisme (Weeks 5-7)

Study vocabulary: nationalities, immigration, colonizationStudy grammar: the past tenses and object pronouns


Read “Les immigrants à l’école du français” (excerpt by Isabelle Grégoire in Bravo)- Discussion: What is the Quebecois perspective on immigration? Why does the Quebecois

government do so much to facilitate the integration of immigrants? - Discussion: Compare and contrast American and Quebecois attitudes towards language

Overview of the French colonization of Africa- Group presentations: Each group researches a Francophone country in Africa, prepares a

PowerPoint presentation, and presents to the class

Read “Joal” by Léopold Sédar Senghor- Analyze and discuss the poem- Blog or journal entry: What would you miss most if you had to leave to live in another

country for the rest of your life?

Overview of immigration policies in France- Watch clips from TV5’s "7 jours sur la planète" pertaining to immigration, multiculturalism,

or cultural identityo Complete listening activities, summarize main ideas, and discuss student opinions

- Recall the film Entre les murso Blog post: Comment on the impact of immigration and multiculturalism in the school.

React to at least one other post.

Read, summarize, and discuss an article from Paris Match, Le Figaro, or Le Monde pertaining to immigration, multiculturalism, or cultural identity

- Sample topic: Le port du voile intégral en Franceo Discussion: How does this law reflect the French perspective on public displays of

religion? How does this perspective compare to the American one?o Essay: Summarize the law, analyze the opposing points of view, and explain and defend

your own point of view

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La famille et la communauté: La famille (Weeks 8-9)

Study vocabulary: family, descriptionStudy grammar: possessives, demonstratives, adjectives, and adverbs


Read “La Famille” (in Bravo) and “Structures de la famille” (in Les Français)- Discussion: the importance of the family in French society- Blog post: compare and contrast French and American ideas about family. React to at least

one other post.

Watch clips from Le Château de ma mère- Discussion: How is today’s idea of family different from that in the 19th century?

Essay: How have your family, your community, and your nationality affected your identity? (Link to themes from the unit “La quête de soi.”)

La famille et la communauté: L’amitié et l’amour (Weeks 9-10)

Study vocabulary: friendship and relationshipsStudy grammar: the comparative, the superlative, and relative pronouns


Read excerpts from “Amitié” (in Evidences invisibles: Américains et Français au quotidien)- Compare and contrast French and American ideas about friendship

Read chapter 21 of Le Petit Prince by Antoine de Saint-Exupéry- Analyze and discuss the chapter- Blog post: How to become a true friend. React to at least one other post.

Listen to “Le chemin” by KYO and “Je t’aimais, je t’aime, je t’aimerai” by Francis Cabrel- Complete listening comprehension activities- Discuss the main ideas of each song- Individual presentations: Create an audio-visual presentation about friendship, family, or

love

La science et la technologie: La technologie et ses effets sur la société (Weeks 11-12)

Study vocabulary: technology, the Internet, texting Study grammar: the future and conditional tenses

- Blog entry: Imagine your life without a cell phone. React to at least two other posts.

Formal debate: should cell phones be allowed in schools?- Each team researches the issue, prepares an argument and questions, and participates in

the debate.

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Read an article from ParisMatch, Le Figaro, Le Monde, or LePoint.fr about technology or social networking

- Sample topic: the role of technology during the 2011 revolutions in Egypt and Tunisiao Discussion: How was technology used? How did it facilitate change?

Watch clips from TV5.org’s “Technologies, Innovation, et Médias” section- Complete listening comprehension activities, summarize main ideas, and discuss opinions

Essay: Has social networking changed our relationships with others?

Les défis mondiaux: L’environnement (Weeks 13-14)

Study vocabulary: nature, natural disasters, environmental problemsStudy grammar: the subjunctive, the infinitive, and the present participle


Read “Soyez polis” by Jacques Prévert- Analyze and discuss the poem- Small group presentations: Create and present a visual representation of the poem

Watch clips from TV5.org’s program on sustainable development, “Coup de pouce pour la planète”- Complete listening and reading activities- Summarize main ideas and discuss opinions

Individual research on environmental issues- Choose and research an environmental issue (ex. pollution, deforestation, climate change,

overpopulation, resource depletion, etc.)- Essay: Summarize the problem, explain what is currently being done to alleviate the

problem, and discuss what still needs to be done- Presentation: Present the main points and lead a discussion of the issue

Listen to “Sauvez le monde” by MC Solaar- Study new vocabulary and complete cloze activities- Analyze and discuss Solaar’s message and his use of imagery.- Blog post: If you were a superhero, what would you do to help the world? What powers

would you use? React to at least one other post.

L’esthétique: les arts visuels et la musique (Weeks 15-17)

Study vocabulary: visual art, music, and expressing opinionsStudy grammar: the passive voice and how to avoid it, negative expressions, indefinite expressions


Discussion: What constitutes art?- Read quotations from “Le monde des arts” and definitions from French-French dictionaries

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- Discuss the definitions of art and beauty- Discuss the function of art in our society

Examine the paintings “La mort de Marat” by Jacques-Louis David and “Guernica” by Pablo Picasso- Read about and discuss the historical contexts- Analyze and discuss the paintings- Compare and contrast the paintings in terms of content, style, and impact

Visual tour of Le musée du Louvre (using the various visual and audio-visual resources available on the museum’s website, such as “Œuvres à la loupe”)

- Individual presentations: Choose one particular painting or object and present it to the class, providing historical information and points of interest

Watch the film La vie en rose- Summarize and discuss the film- Analyze the title song, “La vie en rose”- Compare and contrast Piaf’s music to popular music today

Individual student research on a French singer- Choose a French singer or group (ex. Francis Cabrel, Jacques Brel, MC Solaar, Diam’s, Céline

Dion, Christophe Maé, KYO, etc.)- Individual presentations: Create an audio-visual presentation including a biography, a song

for the class, and a critique

Essay: The function of art in society

Examen final (Week 18)

Review course vocabulary and grammar

Take the grammar and vocabulary finalTake the essay finalTake the speaking final

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Translator Policy

There are many foreign language tools currently available online. Some of these tools are useful resources that I would encourage students to consult, and other tools are neither accurate nor appropriate to use. In order to avoid confusion, please refer to the policy below. This policy applies to all work for this class.

Dictionaries

Dictionaries are an excellent resource for students to use when they want to expand their vocabulary or check spelling. A good dictionary provides context for how the word should be used and often provides examples. There are very good dictionaries in the French classroom, and you can also find links to online dictionaries on my website.

Translators

Translators are very different from dictionaries because they attempt to do the work for you. Translators do not understand context, and therefore, there are often many mistakes and incoherencies in what is produced by an online translator. Using a translator to write out entire sentences, paragraphs, or compositions for you constitutes cheating. Instead of using what you have learned in class to do the work yourself, you have used a program to do the work for you.

The use of online translators is obvious because the translators use structures that we have not studied in class and make mistakes that humans typically do not. I will never ask you to write a composition that requires you to understand and use structures that we have not studied in class. In exchange, you are never permitted to use an online translator to complete class assignments.

Please read the statement below and sign to indicate that you understand the policy regarding online translators. Detach and return this portion of the paper by ___________________________

In class, we will look at the difference between an online dictionary and an online translator. If you have any questions or concerns, please to do not hesitate to contact me.

I understand Madame Calabrese’s policy regarding online translators. I agree that I will not use one to complete any assignments for her class. By signing, I acknowledge that if I do use a translator to complete an assignment, I will earn a grade of “0” on the assignment in question as I have not completed the work myself.

_______________________________________ ___________________________ (Student signature) (Date)

_______________________________________ (Parent signature)

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AP French Syllabus: Parent and Student Information Sheets

Return to Madame Calabrese by ______________________________________________

Student Information

Name: ___________________________________________________________________________

Interests: _________________________________________________________________________

__________________________________________________________________________________

Extra-curricular activities / job: ________________________________________________________

__________________________________________________________________________________

What are your personal goals for AP French? _____________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What do you think are your biggest academic strengths? ___________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What do you think is your biggest academic weakness? ____________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Please sign below to indicate that you have read the AP French Language and Culture syllabus and that you understand class policies.

______________________________________ (Student signature) _______________ (Date)

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Parent Information

Dear parent/guardian,

Would you please read the attached syllabus for AP French Language and Culture and complete the survey below? If you have any questions or concerns, please do not hesitate to contact me. Thank you very much!

Sincerely,

Madame CalabreseParent / Guardian name (s) ___________________________________________________________

Do you typically use ProgressBook to check your child’s grades?

In case I need to get in touch with you, how would you prefer to be contacted?

[ ] e-mail ___________________________

[ ] home phone ______________________

[ ] work phone ________________________

[ ] cell phone _________________________

Do you have any questions or concerns about AP French?

Please sign below to indicate that you have read the AP French Language and Culture syllabus and that you understand class policies.

______________________________________ (Parent signature) _______________ (Date)

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Documents

AP French Language - Wattsburg Student AP2.docx · Web viewOpen to students who have successfully completed French 3, AP French Language and Culture is an advanced composition,