LCPS

French VH/AP Curriculum A GuideWorld Languages and Cultures

LCPS

2013-2014

French VH/AP Curriculum A – SY 2013-2014

AP / FRENCH V HONORS – OVERVIEW OF ACTFL NATIONAL STANDARDS FOR THE 21ST CENTURYCOMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES

INTERPERSONAL MODE: Express and support opinions, and elicit those of others. Exchange personal reactions to spoken and written information related

to francophone cultures. Exchange information from sources such as newspapers, magazines,

broadcasts, and Web sites. Use a full range of vocabulary, structures, and past, present, and

future time frames. Exchange ideas clearly, based on Level V material. Use paraphrasing, circumlocution, and other creative means to

express and comprehend ideas.

INTERPRETIVE MODE: Identify various literary elements, such as plot, theme, setting, and

characters, in spoken and written texts. Understand subtleties of meaning, such as intent, humor, and tone, in

a variety of culturally authentic materials, such as radio and television segments or literary passages.

Understand and respond appropriately to instructions presented in informational materials, such as instructions for completing a customs declaration or creating a Web page.

PRESENTATIONAL MODE: Deliver presentations containing well-developed ideas on a variety of

topics, using familiar vocabulary and structures and with minimal errors in spelling, punctuation, and pronunciation.

Use style, language, and tone appropriate to the audience and the purpose of the presentation.

Produce well-organized presentations, using appropriate visual aids and/or technological support.

Use appropriate verbal and nonverbal presentational techniques.

CULTURES: Discuss how topics such as the

European Union and people of French heritage in the United States illustrate the viewpoints, patterns of behavior, and products of the cultures.

Engage in authentic or simulated situations that demonstrate understanding of culturally appropriate practices.

CONNECTIONS: Use French to discuss examples of the

French language and francophone culture(s) found in other subject areas, focusing on a variety of topics such as political systems and world literature.

Use French to relate topics discussed in other subject areas to those discussed in French class, such as authors and artists from francophone countries or political and historical events that involve francophone countries.

Use French-language resources to continue expanding knowledge related to other subject areas.

COMPARISONS: Discuss the role of culture in the

development of relationships between the United States and francophone countries.

Analyze how members of francophone cultures perceive the United States.

Examine local, regional, and national differences in the cultures of francophone countries and the culture(s) of the United States.

Examine local, regional, and national differences in sound systems, pronunciation, vocabulary, and usage in francophone countries and in the United States.

Compare linguistic elements of French and English, such as time, tense, and mood, and understand how each language uses different grammatical structures to express these relationships, such as depuis + present tense and passé composé vs. imparfait.

COMMUNITIES: Analyze in French information

obtained through media, entertainment, and technology.

Use French-language resources, such as individuals and organizations in the community or accessible through the Internet, to enhance cultural understanding.

THEME: GLOBAL CHALLENGES TOPIC: TOLERANCE

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

French VH/AP Curriculum A – SY 2013-2014

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning the tolerance Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme tolerance in Francophone countries to their own personal academic experiences..

Students will compare and contrast tolerance of the Francophone world with their own communities.

Tolerance Vocabulary Grammaire / Structure en

Contexte   : o Le genre des nomso Les articles définis,

indéfinis, partitifso Le présent o L’impératif o Le passif

USEFUL VOCABULARY Tolerance Vocabulary

RECYCLED/ONGOING TOPICS/STRUCTURES

1. Grammaire / Structure en Contexte   : 1. Le genre des noms

French VH/AP Curriculum A – SY 2013-2014

2. Les articles définis, indéfinis, partitifs3. Le présent 4. L’impératif 5. Le passif

RESOURCES/ ACTIVITIES Liens électroniques2. Alerte à L’antisémitisme en France:

http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_antisemitism;templateStyle=frnews_antisemitism

3. Le racisme dans mon quartier4. http://zdc.free.fr/htm/travele/racisme/race.htm

FILM:« Entre les murs » (2008)

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents view « Entre les murs » and answer comprehension and application/analytical questions based on the film in pairs / groups.

Students discuss the questions and their responses in pairs/groups and present their viewpoints to the class in a dialogue/debate setting. They also compare and contrast present-day multiculturalism in their own community versus the school featured in the film.

Students film their own alternate ending to the film in their respective groups / pairs.

AP French: Preparing for the French Language and Culture Exam: 5. Interpretive Communication, Print Text: Sélection 1: pp. 4-5 – La paix et la guerre / Les droits

de l’être humain / La tolerance6. Interpretive Communication, Audio Text: Sélection 20: pp. 147 – Le magrébain

THEME: GLOBAL CHALLENGES TOPIC: ENVIRONMENT

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

French VH/AP Curriculum A – SY 2013-2014

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning the environment. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of the environment in Francophone countries to their own personal academic experiences.

Students will compare and contrast the environment of the Francophone world with their own communities.

Grammaire / Structure en Contexte   :

o Le passé récento Le passé composéo L’accord du participe

passé avec les temps composés

o Le passé simple Environment vocabulary

USEFUL VOCABULARY Environment VocabularyRECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Le passé récento Le passé composéo L’accord du participe passé avec les temps composés

French VH/AP Curriculum A – SY 2013-2014

o Le passé simpleRESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Intermédiare

“L’énergie” -- Repères Economiques pp. 94-95 “L’industrie agro-alimentaire et le monde rural” -- Repères Economiques pp. 90-91Liens électroniques Encore de beaux jours pour le nucléaire http://www.bbc.co.uk/languages/french/news/environment/nuclear_power_france.shtml Mini-marées noires http://www.bbc.co.uk/languages/french/news/environment/oil_spill.shtml Parier sur l’énergie nucléaire http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_nuclear;templateStyle=frnews_nuclear Le recyclage en France http://www.consoglobe.com/recyclage-france-croule-dechets-1686-cg Replanter les arbres du Palace de Versailles http://www.bbc.co.uk/languages/french/news/environment/versailles.shtml Le développement durable http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sustaindev;templateStyle=frnews_sustaindev De l’électricité grâce à la mère nature http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_green_energy;templateStyle=frnews_green_energy Prendre la vache folle par les cornes http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_bse;templateStyle=frnews_bse Zazie : « Je suis un homme » http://www.youtube.com/watch?v=anp4zcjFrAE&safety_mode=true&persist_safety_mode=1 Mickey 3D : « Respire » http://www.youtube.com/watch?v=IEexx5BR5eY&safety_mode=true&persist_safety_mode=1 Christophe Maé : « C’est ma terre » http://www.youtube.com/watch?v=MgMjWccKqwU&safety_mode=true&persist_safety_mode=1

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read Replanter les arbres du Palace de Versailles (see above) and respond to content / analysis questions based on the reading.

Students compose an e-mail to request becoming part of the restoration project at Versailles to the director of the program.

Students create a brochure or publicity-related presentation to propose an environmental project in their own community.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Text: Sélection 19: pp. 40-41 – L’environnement2. Interpretive Communication, Print and Audio Texts: Sélection 5: pp. 94-95 – L’environnement3. Interpretive Communication, Print and Audio Texts: Sélection 19: pp. 122-123 – L’environnement4. Interpretive Communication, Audio Texts: Sélection 14: p. 141 – L’environnement5. Interpretive Communication, Audio Texts: Sélection 21: p. 148 -- L’environnement6. Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé7. Interpersonal Writing, E-mail Reply: Courriel No. 10: p. 173 – L’environnement

THEME: GLOBAL CHALLENGES TOPIC: HEALTH

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

French VH/AP Curriculum A – SY 2013-2014

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning health issues in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of health issues in Francophone countries to their own personal academic experiences.

Students will compare and contrast health issues of the Francophone world with their own communities.

Health vocabulary Grammaire / Structure

en Contexte   : o L’imparfaito Le plus-que-

parfaito Le passif au

passé

USEFUL VOCABULARY Health vocabulary

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o L’imparfaito Le plus-que-parfaito Le passif au passé

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant

French VH/AP Curriculum A – SY 2013-2014

“Le système de santé” – L’Organisation Sociale pp. 124-127 Civilisation Progressive du Français, Niveau Intermédiare

“Se soigner à tout prix” -- Repères Quotidiens pp. 172-173 “Se soigner auterment” -- Repères Quotidiens pp. 174-175Liens électroniques1. La Sécurité et La Médicinehttp://web.cortland.edu/flteach/civ/secu/secu.htm 2. Ecastacy: Savoir plus, risquer moinshttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_ecstasy;templateStyle=frnews_ecstasy 3. Réapprendre la vie, sans alcoolhttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_france.shtml 4. L’alcoolisme fémininhttp://www.bbc.co.uk/languages/french/news/lifestyle/alcohol_uk.shtml 5. Les vertus cachées du sucrehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_sugar;templateStyle=frnews_sugar 6. Le téléphone mobile, un danger pour la santé http://www.bbc.co.uk/languages/french/news/health/mobile_phones_france.shtml 7. L’obésité : Le débathttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_obesity;templateStyle=frnews_obesity 8. Fumer tue!http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_cigarettes;templateStyle=frnews_cigarettes 9. Les fumeurs à l’hôpitalhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_smoking_hospital 10. Maigrir: Pour qui et pourquoi?http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_diet;templateStyle=frnews_diet 11. Etat des lieux sur l’IVGhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_abortion;templateStyle=frnews_abortion 12. L’anorexie: une pathologie en progressionhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_anorexia;templateStyle=frnews_anorexia 13. Les embryons au laboratoirehttp://www.bbc.co.uk/languages/french/news/science/bioethics_france.shtml 14. L’information au compte-gouttes http://www.bbc.co.uk/languages/french/news/science/medicine_france.shtml 15. Euthanasie: L’exaltation de la viehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_euthanasia;templateStyle=frnews_euthanasia 16. La bioéthique en Europehttp://www.bbc.co.uk/languages/french/news/science/bioethics.shtml

French VH/AP Curriculum A – SY 2013-2014

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read Fumer tue! and compose a summary of the article for a teaser for a news program to highlight the main points of the article.

Students perform a debate concerning the rights of the individual to smoke in public places.

Students write a persuasive essay citing the viewpoints found in several researched articles in the target language and personal experiences related to smoking in public and then pick a side to defend.

AP French: Preparing for the French Language and Culture Exam: Interpretive Communication, Audio Texts: Sélection 33: p. 160 – La santé Interpretive Communication, Audio Texts: Sélection 29: p. 156 – L’environnement / La santé Interpersonal Writing, E-mail Reply: Courriel No. 2: p. 165 – La santé Presentational Writing, Persuasive Essay: Sélection 5: pp. 186-187 – La santé

French VH/AP Curriculum A – SY 2013-2014

THEME: SCIENCE AND TECHNOLOGY TOPIC: TECHNOLOGY AND ITS EFFECT ON SOCIETY/MORAL CHALLENGES

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning technology and its effect on societies of the Francophone world and beyond. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme technology and its effect on societies of the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast technology and its effect on societies within the Francophone world and beyond with their own communities.

Science and technology vocabulary

Grammaire / Structure en Contexte   :

o Le futur procheo Le futur o Le futur antérieuro Le conditionnel

présento Le conditionnel

passé

USEFUL VOCABULARY Science and technology vocabulary

French VH/AP Curriculum A – SY 2013-2014

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Le futur procheo Le futur o Le futur antérieuro Le conditionnel présento Le conditionnel passé

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “Les médias” – Le Temps Libre pp. 90-93

Civilisation Progressive du Français, Niveau Intermédiare “La communication” – Repères Économiques pp. 96-97

Liens électroniques Les pirates de la carte à puce http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_credit_cards;templateStyle=frnews_credit_cards Auriane, la fée de l’Internet http://www.bbc.co.uk/languages/french/news/lifestyle/women_france.shtml Les animaux à louer sur l’Internet http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_animals;templateStyle=frnews_animals 4. La fin du miracle.com

http://www.bbc.co.uk/languages/french/news/economy/internet_france.shtml Les textos : Le nouveau langage du pouce http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_text_messages;templateStyle=frnews_text_messages La musique au bout du portable http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_mobilemusic;templateStyle=frnews_mobilemusic Le jeu sera-t-il l’avenir du portable ? http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_mobile_games;templateStyle=frnews_mobile_games Un appareil qui retranscrit du texte en braille consacré au Concours Lépine http://www.lemonde.fr/societe/article/2010/05/09/un-appareil-qui-retranscrit-du-texte-en-braille-consacre-

au-concours-lepine_1348727_3224.html La mauvaise surprise Kindle http://www.parismatch.com/Culture-Match/Livres/Actu/La-mauvaise-surprise-Kindle.-Par-Maxime-

Chattam-144903/ Pris en Flag’ de Fraude par SMS

French VH/AP Curriculum A – SY 2013-2014

http://lci.tf1.fr/france/societe/2009-06/fraude-par-sms-prise-en-flag-4888953.html Et si vous jardiniez avec votre iPhone ? http://www.rtl.fr/actualites/vie-pratique/article/et-si-vous-jardiniez-avec-votre-iphone-7663316504 Olivier Miller : « Génération Virtuelle » http://www.youtube.com/watch?v=P1OmrdxMxqQ&safety_mode=true&persist_safety_mode=1

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read Les textos : Le nouveau langage du pouce, La musique au bout du portable, Le jeu sera-t-il l’avenir du portable ? and answer questions related to the activity.

Students compose a dialogue between two individuals using French-styled informal language in texting format and then redraft it in everyday, conversational speech. Students then discuss the advantages and disadvantages of cell phones in the modern world.

Students write a persuasive essay citing the viewpoints found in several researched articles in the target language and personal experiences related to cell phone usage in the modern world and what will or could happen to society as a result of their dominance.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 4: p. 10 – La technologie2. Interpretive Communication, Print Texts: Sélection 23: p. 48 – La technologie3. Interpretive Communication, Print Texts: Sélection 29: p. 60 – La technologie4. Interpretive Communication, Print and Audio Texts, Sélection 13, p. 110 – La technologie5. Interpretive Communication, Audio Texts: Sélection 4: p. 131 – La science6. Interpretive Communication, Audio Texts: Sélection 25: p. 152 – La technologie7. Interpersonal Writing, E-mail Reply: Courriel No. 7: p. 170 – La technologie8. Presentational Writing, Persuasive Essay: Sélection 7: pp. 190-191 – La technologie9. Presentational Writing, Persuasive Essay: Sélection 8: pp. 192-193 – La science10.Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie

French VH/AP Curriculum A – SY 2013-2014

THEME: CONTEMPORARY LIFE TOPIC: PUBLICITY AND MARKETING

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning publicity and marketing in the Francophone world and beyond. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of publicity and marketing in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast publicity and marketing in the Francophone world and beyond with their own communities.

Publicity and marketing vocabulary

Grammaire / Structure en Contexte   :

o Les phrases conditionnelles

o L’emploi du verbe devoir

French VH/AP Curriculum A – SY 2013-2014

USEFUL VOCABULARY Publicity and Marketing vocabulary

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Les phrases conditionnelleso L’emploi du verbe devoir

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “Les médias” – Le Temp Libre pp. 90-93

Civilisation Progressive du Français, Niveau Intermédiare “Une économie qui s’exporte” – Repères Économiques pp. 84-85 “Une puissance commerciale” – Repères Économiques pp. 86-87

Liens électroniques Apple introduit le blocage des publicités dans Safari http://www.lemonde.fr/technologies/article/2010/06/09/apple-introduit-le-blocage-des-publicites-dans-

safari_1369901_651865.html Quelle image de la femme la publicité nous renvoie-t-elle ? http://www.bbc.co.uk/languages/french/news/media/women_advertising_france.shtml

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read Quelle image de la femme la publicité nous renvoie-t-elle ? and take structured, organized summarization notes regarding the main points discussed in the article.

Students work in male/female teams to discuss issues regarding sexism and publicity in modern media to design a list of rules and regulations for what should and should not be shown on the air and the potential consequences of such regulations.

Students film a commercial advertising products of their own creation that support the celebration of the male / female viewpoints regarding ideal ways in which to present the product and maintain respect for personal identity.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 13: p. 28 – Le marketing2. Interpretive Communication, Print Texts: Sélection 27: p. 56– Le marketing social3. Interpretive Communication, Print Texts: Sélection 40: p. 82 – La publicité4. Interpretive Communication, Print and Audio Texts, Sélection 8 p. 100– La publicité5. Interpretive Communication, Print and Audio Texts, Sélection 18, p. 120 – La publicité6. Interpersonal Writing, E-mail Reply: Courriel No. 1: p. 164 – Le marketing7. Interpersonal Speaking, Conversation: Sélection 3: p.202 – La technologie

French VH/AP Curriculum A – SY 2013-2014

THEME: CONTEMPORARY LIFETOPIC: HOUSING

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning housing in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme housing in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes housing in the Francophone world and beyond with their own communities.

Housing vocabulary Grammaire / Structure en

Contexte   : o Le subjonctifo La concordance des

temps au subjonctifo Comment éviter le

subjonctif

French VH/AP Curriculum A – SY 2013-2014

USEFUL VOCABULARY Housing vocabulary

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Le subjonctifo La concordance des temps au subjonctifo Comment éviter le subjonctif

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Intermédiare “Collectif ou individuel” – Repères Quotidiens pp. 154-155 “L’espace de la maison” – Repères Quotidiens pp. 156-157 “Les épuipements ” – Repères Quotidiens pp. 158-159

Liens électroniques L’habitat http://web.cortland.edu/flteach/civ/habitat/habita1.htm L’habitat intérieur http://web.cortland.edu/flteach/civ/habitat2/habita2.htm Les sans-abri http://www.vanin.be/cms_master/images_sub/Arcades/ia/IA-AR2511SansAbri.htm A la « Péniche », l’esprit de Coluche toujours au service des sans-abri http://www.rtl.fr/actualites/article/a-la-peniche-l-esprit-de-coluche-toujours-au-service-des-sans-abri-5932795089 Qui sont les « SDF » ? http://www.lien-social.com/spip.php?article27&id_groupe=3

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read A la « Péniche », l’esprit de Coluche toujours au service des sans-abri and Qui sont les SDF ? and respond to content / application questions regarding the reading.

Students work in teams to discuss previous experiences in their own communities with those who are homeless or out of a job in the modern world. They compose an e-mail to send to their local government to propose what must be done / might be done / they would like to see done in regards to ways to help alleviate the pressure for those without employment and living on the streets.

Students create and present a persuasive ad campaign in video or picture format to celebrate a political candidate for a local government office who has the protection of the homeless as a major portion of his/her platform.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 2: p. 6 – Le logement2. Interpretive Communication, Print Texts: Sélection 35: p. 72 – Le logement3. Interpretive Communication, Audio Texts, Sélection 8 p. 100– La publicité

French VH/AP Curriculum A – SY 2013-2014

THEME: CONTEMPORARY LIFETOPIC: LEISURE ACTIVITIES AND SPORTS

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning leisure activities and sports in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of leisure activities and sports in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards leisure activities and sports in the Francophone world and beyond with their own communities.

Leisure activities vocabulary Sports vocabulary Grammaire / Structure en

Contexte   : o L’infinitif et les

propositions infinitiveso Le participe présent et

le gérondifo Le discours indirect

French VH/AP Curriculum A – SY 2013-2014

USEFUL VOCABULARY Leisure activity vocabularySports vocabulary

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o L’infinitif et les propositions infinitiveso Le participe présent et le gérondifo Le discours indirect

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “Les loisirs ” – Le Temps Libre pp. 82-87Civilisation Progressive du Français, Niveau Intermédiare “Les pratiques culturelles” – Repères Culturelles pp. 140-143 Liens électroniques Histoire de la pétanque http://www.petanque710.com/histoire-s-de-la-petanque.html La bagatuelle la plus sérieuse du monde http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_football_supporters;templateStyle=frnews_football_supporters La défaite de Paris aux Jeux Olympiques 2012 http://www.bbc.co.uk/languages/french/news/entertainment/paris2012.shtml

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read Histoire de la pétanque and respond to content / application questions regarding the reading.

Students create an interview sequence between a reporter and a famous sports player / athlete as a dialogue composition.

Students create a sport or French language game of their own and present the rules/regulations to the class prior to demonstrating it with their classmates.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 12: p. 26 – Les sports –la pétanque2. Interpretive Communication, Print Texts: Sélection 40: p. 82 – Les sports –le vélo3. Interpretive Communication, Audio Texts, Sélection 11: p. 138 – Les sports – le marathon4. Interpersonal Speaking, Conversation: Sélection 4: p.203 – Les sports – le hockey

French VH/AP Curriculum A – SY 2013-2014

THEME: PERSONAL AND PUBLIC IDENTITIESTOPIC: LANGUAGE AND IDENTITY

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning language and identify in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of language and identity in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards language and identity in the Francophone world and beyond with their own communities.

Language and identity vocabulary

Grammaire / Structure en Contexte   :

o Les pronoms compléments

o Les pronoms accentués

French VH/AP Curriculum A – SY 2013-2014

USEFUL VOCABULARY Language and identity vocabulary

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Les pronoms complémentso Les pronoms accentués

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “La francophonie” – La France dans le Monde pp. 52-53 “La France Multiculturelle” – Les Évolutions Récentes -- pp. 140-143Civilisation Progressive du Français, Niveau Intermédiare “La francophonie” – Repères Politiques pp. 78-83 “Les religions du <<livre>>” – Repères Quotidiens pp. 176-179Liens électroniques Qu’est-ce que l’aguichage et le poste-à-poste ? http://lci.tf1.fr/france/societe/qu-est-ce-que-l-l-aguichage-ou-le-poste-a-poste-5917569.html Les langues par le biais de jeux http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_languages;templateStyle=frnews_languages Roule, roule, mais vas-y cool ! http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_swearing;templateStyle=frnews_swearing Ras-le-bol ? Quel galère ! http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_expressions;templateStyle=frnews_expressions Le bréton à Paris http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_breton;templateStyle=frnews_breton Faut-il simplifier l’orthographe ? http://www.lexpress.fr/actualite/societe/faut-il-simplifier-l-orthographe_486271.html

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read Roule, roule, mais vas-y cool ! and Ras-le bol ? Quel galère ! and respond to content / application questions regarding the reading.

Students compose an e-mail from their own point of view to the principal regarding the communication among students in their school setting and whether or not students should be penalized for inappropriate language.

Students write a persuasive essay citing previously researched resources regarding their viewpoint on the usage of formal vs. informal language in Francophone cultures versus their native culture / society.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 9: p. 20 – La langue et l’identité2. Interpretive Communication, Print Texts: Sélection 25: p. 52 –le français au Canada3. Interpretive Communication, Print Texts: Sélection 38: p. 78 – L’Etranger de Camus4. Interpretive Communication, Print and Audio Texts, Sélection 9, p. 102 – Le francophone et

l’anglais5. Interpretive Communication, Audio Texts, Sélection 1, p. 128– L’amour du Québec et de la langue

française6. Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais

French VH/AP Curriculum A – SY 2013-2014

7. Presentational Writing, Persuasive Essay: Sélection 3: pp. 182-183 – L’identité

French VH/AP Curriculum A – SY 2013-2014

THEME: PERSONAL AND PUBLIC IDENTITIES TOPIC: PATRIOTISM AND NATIONALISM

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning patriotism and nationalism in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of patriotism and nationalism in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards patriotism and nationalism in the Francophone world and beyond with their own communities.

Patriotism and nationlism vocabulary

Grammaire / Structure en Contexte   :

o Les possessifs o Les démonstratifs

USEFUL VOCABULARY Patriotism and nationlism vocabulary

French VH/AP Curriculum A – SY 2013-2014

RECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Les possessifs o Les démonstratifs

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “Les Échanges Politiques” – La France dans le Monde pp. 48-49Liens électroniques L’état http://web.cortland.edu/flteach/civ/etat/etat.htm Le mythe de Jean Moulin http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_moulin;templateStyle=frnews_moulin Les enfants du Pays : « Douce France » http://www.youtube.com/watch?v=gWyimZwdWoA&safety_mode=true&persist_safety_mode=1 Faudel : « Mon pays » http://www.youtube.com/watch?v=BGhxQb56__4&safety_mode=true&persist_safety_mode=1 Les symboles http://web.cortland.edu/flteach/civ/symbol/symbol.htm

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to and watch the songs for “Mon Pays,” “Douce France” and subsequently read “Les symboles.” Students then work in teams to summarize in five to ten sentences regarding the main themes of each of the presented excerpts / readings / videos / songs.

Students are grouped into teams to compose a song celebrating their own country / personal identity. They may use current pop songs for melodies or create one of their own as long as the lyrics are original and apply their own personal beliefs collectively or individually.

Students perform their songs for the class. Observing students choose a song and write a critique of the lyrics/song/performance for a music media outlet (i.e. newspaper, TV program) citing support for their points of view.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 22: p. 46 – Le patriotisme aux États-Unis2. Interpersonal Writing, E-mail Reply: Courriel No. 8: p. 171 – Des cours d’anglais

French VH/AP Curriculum A – SY 2013-2014

THEME: FAMILY AND COMMUNITY TOPIC: FAMILY

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning family in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of family in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards family in the Francophone world and beyond with their own communities.

Family vocabulary Grammaire / Structure en

Contexte   : o Les adverbes

interrogatifso Les adjectifs

interrogatifso Les pronoms

interrogatifso Les interrogations

exceptionnelles

French VH/AP Curriculum A – SY 2013-2014

USEFUL VOCABULARY Family vocabularyRECYCLED/ONGOING TOPICS/STRUCTURES

Grammaire / Structure en Contexte   : o Les adverbes interrogatifso Les adjectifs interrogatifso Les pronoms interrogatifso Les interrogations exceptionnelles

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “Familles” – L’organisation sociale pp. 106-111Civilisation Progressive du Français, Niveau Intermédiare “En famille” – Repères Sociaux pp. 104-109 Liens électroniques La vie familiale http://web.cortland.edu/flteach/civ/famill/famill.htm Le vin : Une affaire de famille http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_landowners;templateStyle=frnews_landowners L’adoption : La fin de l’accouchement anonyme http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_adoption;templateStyle=frnews_adoption J’ai eu des bleus partout http://www.bbc.co.uk/languages/french/news/society/violence.shtml Le rôle des grands-parents http://www.france-info.com/chroniques-tout-comprendre-2011-02-17-le-role-des-grands-parents-516286-81-333.html

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read “Le role des grands-parents” and create a ten item interactive / question and answer quiz for a classmate based on the article. Students then take the quizzes of their classmates after the teacher assesses the content of their creations.

Students work in pairs to create a dialogue between an elderly individual (grandparent) and his / her grandson(daughter) placed in a thematic area of their choice, but also relating viewpoints regarding the treatment of elderly people in Francophone cultures versus their own communities.

Students research a particular Francophone country and discuss differences and similarities between the treatment and level of respect for elderly people to write a persuasive essay defending their viewpoint on the theme.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 5: p.12 – La famille2. Interpretive Communication, Print Texts: Sélection 17: p. 36 –Des contes de fées3. Interpretive Communication, Print Texts: Sélection 34: p. 70 – La famille au Moyen Age4. Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille5. Interpretive Communication, Audio Texts: Sélection 30: p. 129 –La famille

French VH/AP Curriculum A – SY 2013-2014

THEME: FAMILY AND COMMUNITY TOPIC: FRIENDSHIP AND LOVE

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning friendship and love in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of friendship and love in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards friendship and love in the Francophone world and beyond with their own communities.

Friendship and love vocabulary

Grammaire / Structure en Contexte   :

o Les pronoms relatifs simples

o Les pronoms relatifs où, dont, quoi, et l’emploi de lequel

o L’emploi des pronoms démonstratifs avec les pronoms relatifs

USEFUL VOCABULARY Friendship and love vocabularyRECYCLED/ONGOING Grammaire / Structure en Contexte   :

French VH/AP Curriculum A – SY 2013-2014

TOPICS/STRUCTURES o Les pronoms relatifs simpleso Les pronoms relatifs où, dont, quoi, et l’emploi de lequelo L’emploi des pronoms démonstratifs avec les pronoms relatifs

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Débutant “Familles” – L’organisation sociale pp. 106-111Civilisation Progressive du Français, Niveau Intermédiare “En famille” – Repères Sociaux pp. 104-109 Liens électroniques Les nouveaux droits de complaisance http://www.bbc.co.uk/languages/french/news/lifestyle/marriage_france.shtml Le divorce en France http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?

quiz=frnews_divorce_france;templateStyle=frnews_divorce_france

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read “Le divorce en France” and summarize the article’s main points for discussion.

Students create a love story between two star-crossed individuals who then face the challenges presented in everyday life as their relationship progresses.

Students create Facebook pages for their characters from their story, presenting them to their classmates and what characteristics of their backgrounds make them unique individuals and how they connected in their relationship. Observing students pose questions about the characters and their pages and whether or not they might be able to “friend” other classmates’ characters to become part of their pages.

AP French: Preparing for the French Language and Culture Exam: 1. Interpretive Communication, Print Texts: Sélection 18: p.38 – L’amitié et l’amour2. Interpretive Communication, Audio Texts: Sélection 2: p. 129 –La famille

French VH/AP Curriculum A – SY 2013-2014

THEME: BEAUTY AND AESTHETICS TOPIC: CONTEMPORARY FRANCE

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

1. Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions2. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics3. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

1. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied2. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

1. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language2. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

1. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own2. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

1. Standard 5.1: Students use the language both within and beyond the school setting2. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning contemporary France in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of contemporary France in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards contemporary France in the Francophone world and beyond with their own communities.

Grammaire / Structure en Contexte   :

o Les adverbes négatifs : ne...pas / ne…point / ne…pas du tout

o Les pronoms négatifs : ne…personne / ne…rien

o L’adjectif négatif : aucun(e)

o La conjonction négative : ne…ni…ni

o Les négations multipleso Les négations

indépendanteso Les expressions

restrictiveso Les expressions non

French VH/AP Curriculum A – SY 2013-2014

restrictives USEFUL VOCABULARY Contemporary France vocabularyRECYCLED/ONGOING TOPICS/STRUCTURES

3. Grammaire / Structure en Contexte   : 1. Les adverbes négatifs : ne...pas / ne…point / ne…pas du tout2. Les pronoms négatifs : ne…personne / ne…rien3. L’adjectif négatif : aucun(e)4. La conjonction négative : ne…ni…ni5. Les négations multiples6. Les négations indépendantes7. Les expressions restrictives8. Les expressions non restrictives

RESOURCES/ ACTIVITIES Liens électroniques1. Où se trouve La France des racines ?http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_north_south;templateStyle=frnews_north_south 2. La Réunion : Perle de l’humanitéhttp://www.lefigaro.fr/culture/2010/08/03/03004-20100803ARTFIG00359-la-reunion-perle-de-l-humanite.php 3. Maigret, un detective exceptionnel http://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_maigret;templateStyle=frnews_maigret

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read “Où se trouve la France des racines?” and cite comparisons / contrasts with the origins of their native countries.

Students compose an e-mail to their principal proposing a multicultural celebration and what could be presented and should not be presented at the event to unify the school as a whole.

Students write an article on the ideal, fictitious multicultural celebration at their schools and what did and did not / should / should not happen at the event and any future similar events.

AP French: Preparing for the French Language and Culture Exam: 4. Interpretive Communication, Print Texts: Sélection 7: p.16 – L’amour et du pain5. Interpretive Communication, Print Texts: Sélection 26: p. 54– Patrimoine mondial6. Interpretive Communication, Print Texts: Sélection 32: p. 66– Le petit prince7. Interpretive Communication, Print and Audio Texts, Sélection 16, p. 116 – La vie8. Interpretive Communication, Audio Texts, Sélection 3, p. 130 – les bandes dessinées9. Interpretive Communication, Audio Texts, Sélection 8, p. 135 – Camus10.Interpretive Communication, Audio Texts, Sélection 17, p. 144 – Jeanne d’Arc

French VH/AP Curriculum A – SY 2013-2014

THEME: BEAUTY AND AESTHETICS TOPIC: MUSIC

Recommended No. of Lessons: 10 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

ACTFL National Standards for Foreign Language Learning:

11. Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions12. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics13. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

14. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied15. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

16. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language17. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

18. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own19. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

20. Standard 5.1: Students use the language both within and beyond the school setting

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Students will interpret texts aurally, visually, and orally in the target language concerning music in the Francophone world. Students will perform interpersonal conversations with their classmates and instructor concerning this theme. They will also create original presentations in expository, persuasive, comparison/contrast, cause and effect, and descriptive modes regarding the theme and its subthemes.

Students will make connections to their other curricular studies by relating the theme of music in the Francophone world and beyond to their own personal academic experiences.

Students will compare and contrast attitudes towards music in the Francophone world and beyond with their own communities.

Music vocabulary Grammaire / Structure en

Contexte   : o Les adjectifso Les adverbeso Les comparatifs et les

superlatifso Les prépositions o Les conjonctions

French VH/AP Curriculum A – SY 2013-2014

USEFUL VOCABULARY Music vocabularyRECYCLED/ONGOING TOPICS/STRUCTURES

21. Grammaire / Structure en Contexte   : 1. Les adjectifs2. Les adverbes3. Les comparatifs et les superlatifs4. Les prépositions 5. Les conjonctions

RESOURCES/ ACTIVITIES Civilisation Progressive du Français, Niveau Intermédiare“La culture vivante” – Repères Culturelles pp. 130-137“Les grands courants artistiques” – Repères Culturelles pp. 122-129

Liens électroniques1. Accorder l’accordéon : Une histoire d’amourhttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_accordion;templateStyle=frnews_accordion 2. Marion Cotillard : Piaf réincarnée http://www.lefigaro.fr/culture/20070214.FIG000000186_marion_cotillard_piaf_reincarnee.html 3. Le reggae Gainsbarrehttp://www.bbc.co.uk/apps/ifl/languages/french/news/quizengine?quiz=frnews_remix;templateStyle=frnews_remix

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the AP ® French Language and Culture rubrics from College Board created explicitly for interpersonal and presentational tasks to perform the assessment procedures for all similar tasks at this level.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read “Le reggae Gainsbarre” and answer questions related to the cultural significance of the genre of music in the Francophone world.

Students create a dialogue sequence between a journalist and a fictitious/real Francophone musical performer with a partner / group.

Students present their dialogues / skits to their classes while observing students cite what would be the best / worst part about listening to the performer’s music and how it may fit better with certain listeners / cultures.

AP French: Preparing for the French Language and Culture Exam: 22.Interpretive Communication, Print Texts: Sélection 10: p.22 – La musique acadienne23.Interpretive Communication, Audio Texts: Sélection 32: p. 159 –Une cantatrice d’opéra