AP French Language and Culture

Objectives

This course is designed as a culmination of students’ French studies in high school. At this point, they have already learned the structures necessary to communicate in French. In AP French, students review and refine those grammatical structures while learning new vocabulary to communicate in French on a variety of topics. AP French emphasizes all aspects of language: listening, speaking, reading, writing and culture. This course is designed to prepare students for the AP French Language and Culture examination. AP French Language and Culture is conducted exclusively in French. [CR1]

Program

Most students in our district begin their study of French in middle school, completing the equivalent of French 1 over three years. They then continue their studies in high school taking French 2, 3 and 4 Honors. AP French Language and Culture is the fifth year of French studies for Honors students.

Materials

Student Materials:

Reference materials:


Integration of Technology/Standards:

Career Readiness Practices

   Integration of Technology:

Differentiation/Adaptation Modifications

The curriculum has a strong foundation of differentiated instruction.  Differentiate instruction of modifications for all students, special education, ELL, and gifted and talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures.  These modifications are often made by the classroom teacher as appropriated to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans.  Gifted and talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.


Organization

As this course is equivalent to an intermediate college-level French course, it is conducted in a seminar fashion, whereby the students are expected to participate and help organize the course. In this course, students are introduced to (or review) vocabulary and grammatical structures in context.

Every 2-3 weeks, a new theme is introduced. Within that theme, students work on all aspects of communication: listening, speaking, reading and writing. Activities will include the three modes of communication: interpretive, interpersonal and presentational. In lieu of a test for each theme, students are evaluated based on various writing and speaking assignments, which are graded according to the AP guidelines.

Daily/weekly activities:


Assessment

Course Planner

Personal and Public Identities

21st Century Themes:  Global Awareness, Civic Literacy, Critical Thinking and Problem Solving,

Communication and Collaboration, Information Literacy, Life and Career Skills

Sub Themes:  Alienation  &  Assimilation;  Beliefs  &  Values,  Language  and  Identity, Multiculturalism, Nationalism/Patriotism

Overview: We start by brainstorming stereotypes of various cultures and discussing their origins. From there we incorporate the above sub themes into the discussion.

Learning Objectives:  [CR6d] & [CR7]


CR3a:The course provides opportunities for students to

demonstrate their proficiency in  spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

CR4a: The course provides opportunities for students to

demonstrate  their ability in Interpretive Communication

to understand and synthesize

information from a variety of authentic audio, visual

and audio-visual materials.

CR2b: Instructional materials include a variety of authentic non-literary texts such as newspaper and magazine articles.

CR2c: Instructional materials include a variety of authentic literary texts.

CR5a:The course provides opportunities for students to

demonstrate their proficiency in spoken Presentational Communication in the Intermediate to Pre-Advanced range.

CR3b:The course provides opportunities for students to

demonstrate  their proficiency in written Interpersonal Communication in a variety of situations

in the Intermediate to Pre-Advanced range.

Sample activities:

Vocabulary:

» adjectives of description and nationality

» idiomatic expressions

» French slang

» hobbies/interests/youth activities

Grammar:

» Review present tense forms of regular and irregular verbs.

» regular and irregular adjective forms.

» subjunctive

Listening:

» film clips from La Haine

» excerpts from RFI en français facile

» excerpts from France 2

Students listen to clips, answer analytical questions based on content.  [CR4a]

Read:

» Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals [CR2b]

Excerpts from Une Si Longue Lettre [CR2c]

Interpersonal Speaking:

» HW recording answering questions such as the difference between nationalism and patriotism.

» Role play: meeting friends at a café using French slang.

» Students interview each other for future presentation. [CR3a]

Presentational Speaking:

» Presentation of a classmate for an initial assessment of their speaking.

» Presentation of a specific nationality’s stereotypes, where these ideas come from and what can we do to eliminate them. [CR5a]

Interpersonal Writing:

» Blog answers to discussion questions such as where stereotypes come from.

» Students must write an advice letter to a student’s problem, incorporating subjunctive expressions. [CR3b]


Presentational Writing:

» Students write an autobiography to introduce themselves to me and for an initial assessment of their writing. [CR5b]

» in-class essay.

Families & Communities

Sub Themes: Childhood and Adolescence, Customs and Ceremonies, Family Structures, Friendship and Love

21st Century Themes:  Civic Literacy, Creativity and Innovation, Critical Thinking and

Problem Solving, Communication and Collaboration, ICT Technology, Life and Career

Skills

Overview: We start with a brainstorming of family vocabulary, which leads to the discussion of what constitutes a family. We extend this discussion to include friendship and love.

Learning Objectives:  [CR6e]

Sample activities:

» family

» holidays and celebrations

» emotions

» Review various tenses/moods: passé composé, imparfait, plus-que-parfait, futur, conditionnel, futur antérieur, conditionnel passé.

» Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals.  [CR2b]

» Watch clips from Un Air en Famille and/or La vie est un long fleuve traquille [CR2a] for vocabulary and discussion. Students need to decipher the meaning from a list of words.

» HW recording of their families and family traditions.

» Acting as future parents, students discuss how they would raise a family including answers to how they would discipline their child to when/if they would discuss with their child issues related to sex and intimacy.

» Students choose either a role-play of a family dinner or a family appearing on a talk show. At the end I ask pointed questions to students based on their prepared role.

» Students act out a Dating Game scenario, describing their background and interests.


» Students blog on a variety of family topics such as the generation gap, curfew, le pacs, etc. [CR3b]

» Students write a letter to a family member in the future about what they have done now that they are 30 years older.

» Students write a letter giving advice to an incoming high school student.

» Description of a personal tradition or childhood memory.

» In-class essay.

Contemporary Life

Sub Themes: Education, Leisure and Sports, Holidays and Celebrations, Housing and Shelter, Professions, Travel

21st Century Skills:  Global Awareness, Civic Literacy, Health Literacy, Creativity and Innovation

  Critical Thinking and Problem Solving, Communication and Collaboration, Life and

  Career Skills

Overview: We cover various aspects of students’ daily lives with the goal of being able to describe their personal lives and contrast them with others in the class and people from different cultures. This theme includes a lesson on the French education system contrasted with the American system.

Learning Objectives:  [CR6c]

Sample Activities:

Vocabulary:

» schooling, grade levels

» sports

» hobbies

» housing

» professions

» travel: modes of transport and country names

Grammar:

» relative pronouns

» expressions with avoir, faire and être,

» participe présent

Reading:

» Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals

» Job ads and CVs [CR2b]


Listening:

» film clip from Être et avoir and Entre les Murs

» interview of athlete, for example Zinedine Zidane on Canal+ online

» podcasts detailing specific professions [CR2a]

Interpersonal Speaking:

» HW recording of past travel experiences and if they have been prejudiced against in their travels.

» Students act out job interviews.

Presentational Speaking:

» Students choose from three discussion questions analyzing their education or education in general and report to the class. The rest of the class is responsible for answering discussion questions the speaker created.

» Present research about a francophone country.

» Present research about a sport played in France or francophone country.

Interpersonal Writing:

» Students write postcards from places they have “virtually” visited.

» A cover letter for a job application.

» Blog on topics such as future careers or the 35 hour work week.

Presentational Writing:

» Students describe a sports competition to “appear” in a French newspaper.

» Students will create a brochure attracting people to come to a francophone country.

Global Challenges

Sub Themes:  Economic Issues; Environmental Issues; Health Issues; Human Rights, Peace and War

21st Century Skills:  Global Awareness, Civic Literacy, Health Literacy, Critical Thinking and Problem Sloving

Overview: We start with brainstorming current political issues and discussing their importance. This theme includes a lesson on the French political and health systems contrasted with the American systems.

Learning Objectives:  [CR6a]

Sample Activities:

Vocabulary:

»  government

» political issues

» health issues

» environmental issues

Grammar:

» conditionnel


Reading:

» Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals [CR2b]

» L’Homme qui plantait des arbres [CR2c]

Listening:

» documentary from dailymotion.com of Mai 68 demonstrations

» online debates of political candidates when available

» France 2 news [CR2a]

» RFI en français facile

» Short film: L’Homme qui plantait des arbres

Presentational Speaking:

» Present research to class on a French political party

» Present research previously conducted or on-going involving health issues (e.g. skin grafts, AIDS research, stem cell research)

» class election – students present themselves as candidates for “president” in which they list the most important issues to them and what their solutions might be

Interpersonal Speaking:

» Perform a debate on issues such as gun control; the use of nuclear energy or socialized health care. [CR9]

Interpersonal Writing:

» Students blog on topics such as if it is appropriate to judge the personal life of a candidate or if they have confidence in the president

» Review of a given technology/discovery written as “commentary” on a blog

Presentational Writing:

» Description for a given technology/discovery

Science  & Technology

Sub Themes:  Ethical Questions; Future Technologies; the New Media; Social Impact of Technology

21st Century Themes: Financial, Economic, Business, and Entrepreneurial Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Media Literacy

Overview: We start with a questionnaire on students’ interest and awareness of technology. This theme includes a lesson on French discoveries of which they may be unaware. Then we delve into some of the ethical issues that surround new technologies.

Learning Objectives:  [CR6b]

Sample Activities:

Vocabulary:

» Various technologies

» Media

» Texting/email language

Grammar:


Reading:

» Articles from Le Monde, Le Figaro, Les Clés de l’actualité, Phosphore or other periodicals [CR2b]

Listening  :

» News reports from France 2 and RFI [CR2a]

Interpersonal Speaking:

» Students write responses to editorials in French newspaper

» Students describe photos of actual inventions

» Students will debate controversial topics such as stem cell research or nuclear energy

» Students present a French discovery /breakthrough such as the newest airplanes, facial skin grafts, HIV discovery

» Students present a new “discovery” they created to deal with a current problem

» Students set up mock Twitter site with status updates about what they are doing and comments from other classmates [CR3b]

» Students write a review of a recent discovery.

Beauty & Aesthetics

Sub Themes: Architecture; Ideals of Beauty; Literature; Music; Performing Arts; Visual Arts

Overview: This theme includes a lesson on some of the most famous artists, musicians, films, cuisine, literature in French and francophone culture.

21st Century Skills:  Creativity and Innovation, Communication and Collaboration, Global Awareness

Learning Objectives: [CR6f]

Sample Activities:

Vocabulary:

» fine art, poetry, music

» music

» literature terms; descriptions

» film genres, descriptions of movies

» theatre terms

» food and restaurants

Grammar:

» passive voice and ways to avoid it [CR8]

» comparatives and superlatives


Reading:

» French poetry Labé, LaFontaine, Baudelaire, Rimbaud, Appolinaire [CR2c]

» Roland Barthes’ philosophy of French cuisine

» Film reviews [CR2b]

Listening:

» students perform close listening exercises of contemporary French music (MC Solaar, Louise Attaque, Indochine, Carla Bruni, etc.)

» various film clips: Les Choristes, Les 400 coups, Cyrano de Bergrac, Amélie;

» Watching Les 400 Coups without subtitles. Students analyze the movie as they would a piece of literature. They complete several cloze exercises.

» interview with François Truffaut describing his movies

» Watching previews of recent and up-coming French movies [CR2a]

Interpersonal Speaking:

» Students act out scenes from films with input from class

» Students debate aspects of art such as violence in movies, censorship of art, etc.

[CR9]

Presentational Speaking:

» present research to class on a French composer and artist

» HW recording on their art preferences

» students select a French painting of excerpt of music and analyze it for the class

» students present a French recipe as if they were on a food show explaining how to cook it, where it is from (which region), why they chose it and how it is served [CR7]

» students present a virtual tour of a French museum highlighting favorite works of art

» Interpersonal Writing:

» Students blog about the role of art in their lives and the role of art in a society [CR9]

Presentational Writing:

» students write their own fable à la LaFontaine

» explication de texte of a poem of their choice

» film review of a French movie

CANDIDE by Voltaire [CR2c]

» Students are given a vocabulary and discussion question packet which they must complete for each chapter

» in groups students report on the major events of the novel in a news broadcast format

» students assume a role from the book and explain their character’s progression throughout the book

» role plays


FINAL PROJECTS

(Presentational & Interpersonal Speaking/Presentational Writing)

Students select a topic. They may choose to delve into one we already discussed or one we never studied. They research this topic and each student gives a presentation on his topic of no less than 15 minutes.

They are asked to make the presentation interactive by including discussion questions, visual aids, quizzes, games, etc. I then create an individual writing prompt for the student. This is their final exam for the class. It asks them to demonstrate control over a variety of vocabulary terms and structures in both spoken and written form. Their grade is based on their speaking ability, writing ability and the content of the presentation. Past topics have included a survey of the Nouvelle Vague Films, an explanation of the demonstrations of Mai 68, a background of the HIV discovery, and a history of French pastry.

BOE approved 9/10/14