Curriculum

Syllabus for the AP French Language and Culture Course

Mrs. Healy - Plymouth Regional High School

2019-2020

Class Overview and Objectives:

This course will be conducted entirely in French, and students will be expected to communicate in French for the entirety of the class. The class is designed around six basic learning themes which mirror the AP French Language and Culture Exam. Students will develop an awareness of the products, practices, perspectives, and challenges of the francophone world. Students who achieve a score of 3,4, or 5 on the exam may be eligible to receive college credit for their scores, as the score on the exam is designed to reflect an equivalent number of semesters of college French.

This course is designed to prepare students to communicate proficiently through the three modes of communication (Interpersonal, Interpretive and Presentational) as defined in the “Standards for Foreign Language Learning in the 21st Century”. For this reason, the course will be conducted entirely in French. Course work will provide students with opportunities to achieve the Course Overarching Premise: “When communicating, students in the AP French Language and Culture course will demonstrate an understanding of francophone cultures, incorporate interdisciplinary topics (connections), and make comparisons between their native language and French and between cultures (comparisons), and use the target language in real-life settings (communities).”

Course materials will include the primary textbook Thèmes, which includes access to the online super site. Students will use the super site for a majority of their audio and speaking tasks. We will also use selected themes from the T’Es Branché text, APprenons, films, songs, literary texts, and other authentic materials and resources from francophone websites and publications. Students who choose to take the AP option of the course will be expected to take the AP French Language and Culture exam at the end of this course.

Teaching Strategies

Our class is conducted entirely in French. Students will demonstrate their proficiency in spoken interpersonal communication through class discussions of readings and films; through oral interviews with one another; through “conversations dirigées”; through conversations with one another, and through speaking with other French-speakers outside of the classroom.

Students will demonstrate their proficiency in written interpersonal communication through emails, interactive blogs and letter writing.

Students will demonstrate their ability in interpretive communication through the viewing and discussion of films, through podcasts which include interviews, instructions and presentations and music. Students will also compare and contrast a written story with a related video. We will also be watching and analyzing short films, courts métrages. Thèmes offers the following short-subject films, one per theme: On s’embrasse?; “Découverte: Solar Impulse; Le Petit Cyrano; and Rien à dire.

Students’ ability to synthesize information will be demonstrated by answering comprehension questions, by discussion of their personal reactions, and through formal essays which may require incorporating new vocabulary.

Students will demonstrate their proficiency in spoken presentational communication through oral presentations and skits. Students will demonstrate their proficiency in written presentational communications through formal essays that synthesize authentic listening and reading sources such as those from the Thèmes textbook.

Students will demonstrate an understanding of the products, practices and perspectives of francophone cultures through research on the customs and culture of a selected francophone country. Findings will be presented to the class and students will be asked to compare their own culture to the culture in question. Students will be asked to find information on their own for the completion of this task.

While activities vary from week to week, certain assignments and assessments will be scheduled regularly. These may include thematic vocabulary quizzes and grammar assessments as per student needs. Summatives will allow students to answer the Essential Questions used to open each theme via integrated performance assessments which may be scored using the appropriate exam Scoring Guideline and which will give students ample practice with tasks like formal emails, persuasive essays, impromptu interpersonal speaking, and cultural comparison presentations. Individual teacher rubrics may be utilised as well for many of the tasks.

Students will be graded based on a point system. Different assignments will be worth different points based on their complexity and length.

Course Format and Policies

Throughout the course, the following six themes will be addressed via lessons on sub-themes/topics: 1) Families and Communities, 2) Science and Technology, 3) Beauty and

Aesthetics, 4) Contemporary Life, 5) Global Challenges, and 6) Personal and Public Identities. Activities may include journaling, interactive exercises such as interviews with one another using new vocabulary, oral and written presentations, compositions, emails, listening activities, watching movies, etc. Course work will allow students to absorb information in the target language about target cultures in order to explore and respond to essential questions of each theme. Students will access the online site for practice activities and homework activities as well.

Along with the syllabus and specific assessments, students will be asked to do an oral presentation on a regular basis based on watching an episode from tv5monde, and will need to choose a song for the class to listen to and work on plugging in missing audio pieces.

Unité 1 La Famille et la communauté-August-mid-October

Note that for each unit and sub-theme, there will be interpretive reading questions and audio work that goes along with the readings.

In this unit, students will develop their communication skills around the themes of the community and the family, and focus on the sub themes of “childhood and adolescence”, “relationships”, “social customs” and “the family unit”.

Essential questions: À part les cours traditionnels à l’école, quels genres d’expériences contribuent à l’éducation d’un enfant?

Quelles sont les caractéristiques générales d’une famille?

Content and Assessment:

Weekly assessment: Vocabulary quiz (teacher generated)-Vocabulary from “my vocabulary (default from Thèmes book). Students will be expected to expand the “my vocabulary” section as the year goes on.

Grammar quizzes-following the Thèmes appendices and additional teacher supplements. Quizzes will be generated throughout the units.

This will be consistent for all units.

Sub-theme: Childhood and adolescence

1. “L’institut Diambars: Première structure de sports études.” (Thèmes pp 6-7) Article about the Institut Diambars at Saly beach near Dakar, Senegal. This institute trains young soccer players and also guarantees them a quality education.

a. Summative assessment: Interpersonal writing. Students write an email to the Institut Diambars as if they are a young Senegalese soccer player. In the email they present their qualifications and apply to be accepted in the Institute. (Thèmes, p. 8, exercise 4)

2. Reading: “Les MJC”-T’és branché 3

Summative Assessment: Interpersonal speaking. Work with another person or group of people to develop an MJC in your community. Use the themes and ideas presented in the reading as a guideline. Use activities that are culturally relevant to youth of your area. Be certain to include a “projet de bénévolat”.

3. “Une Jeunesse solidaire.” (Thèmes pp 10-11) Excerpt from an article about volunteering among young people, This article was written based on a study about commitment/ engagement among young people. In the study, it becomes clear that young people are engaging more and more in volunteer work, in part to develop professional skills, but also for its intrinsic satisfaction.

a. Summative assessment: Presentational speaking/ Cultural comparison (Thèmes, p. 13 exercice 7): Quelle est l’attitude des gens envers l’engagement social et le bénévolat? Préparez une présentation orale dans laquelle vous répondez à cette question en comparant l’attitude générale de votre communauté et celle d’un pays ou d’une région francophone. Vous pouvez faire référence à ce que vous avez étudié, vécu, ou observé.

4. “Entre les murs”-Interview du réalisateur (Thèmes-p. 14). Audio interview from TV-5 Monde-Cannes avec directeur Laurent Cantet. The interview describes the importance of education in France and its mission today.

Summative assessment-Presentational writing (Thèmes p. 15, exercise 4)-Essai de réflexion et de synthèse. De quelle manière les activités scolaires et extrascolaires (comme les arts, le sport ou le bénévolat contribuent-ils au bien-être d’un jeune?

Subtheme: les coutumes

La Cérémonie du thé (Thèmes-p. 51)

Summative writing-Interpersonal writing-Students generate an e-mail to the “Forum sur les coutumes marocaines” to find out more information about typical customs of North Africa and Morocco.

Le Carnaval-Thèmes p. 57

Summative Assessment-Presentational speaking-comparaison culturelle-Thèmes p. 57

Subtheme: La famille

Readings-L’enfance en France, La famille, Les familles en Afrique-T’és branché 3

Summative Assessment: Interpretive reading questions comparing and contrasting the three articles

Le mariage: fête civile et fête religieuse-T’és branché 3 p. 59

Summative Assessment: presentational speaking-compare and contrast marriage traditions of France, Maghreb and the United States.

Summative assessment: Research/presentational writing and speaking-AP-LEVEL STUDENTS ONLY WILL BE REQUIRED TO DO THIS SECTION!

Adopt a francophone country at the beginning of the year. At the end of each unit will do a presentation of an aspect of that country.

Unité 1-(Thèmes-p. 59, exercise 2)-Cherchez des statistiques sur les differents types de familles d’un autre pays francophone. Vous écrivrez une à deux paragraphes en comparant la situation dans ce pays avec celle en France.

Interpretive Audio-Chanson-Tourne d’automne-les Cowboys Fringants

Assessments: Fill in missing pieces to the song (audio assessment)

Interpretive reading-MC Questions on song-Students will read lyrics and then answer questions related to the song. This will be done after hearing the audio.

Fin d’unité

At the end of the unit, students will watch a short film clip connected to unit 1.

“On s’embrasse” (Thèmes p. 60-62). In this short film directed by Pierre Olivier, a young woman has an important meeting. She arrives early and goes into a café to pass the time. While there, she notices a man sitting alone at a table and asks him for a favor.

Assessment-role play (interpersonal writing/speaking)-un script pour une scène de rupture. Vous écrivrez le script, ensuite, vous jouerez la scène pour la classe.

Examen d’unité-modified from the exam provided on supersite.

Unité 2-Science et Technology-Mid-October-November

Sub-themes: Discoveries and Inventions, Future Technologies

***We will look at ecology and the environment later on with the global challenges unit.

Essential Questions:

Quelles conditions favorisent ou empêchent la découverte de nouvelles inventions?

Quelles sont les technologies d’avenir et pourquoi doit-on les développer?

Sub-theme: Discoveries and inventions

1. “Un jeune Camerounais invente le Cardiopad.” Thèmes pp 80-82. This article is about Arthur Zang, a young Cameroonian computer engineer who has invented an extraordinary medical device: a medical tablet.

a. Summative assessment: Presentational Speaking (Thèmes, p. 83 ex. 4):

D’après l’article, Arthur Zang produit une machine mobile qui permettra de faire des échographies à distance. Faites une présentation orale pour répondre aux questions et exprimer votre opinion sur ce projet.

● Pourquoi cette invention vous semble-t-elle utile en Afrique?

● Quel(s) problème(s) vise-t-elle à résoudre?

● Quels obstacles Arthur Zang doit-il surmonter avant de commercialiser son invention?

2. Excerpt from Jules Verne De la terre à la lune. Thèmes pp. 84-86. In this excerpt, the Parisian character Michel Ardan tries to convince Barbicane, president of the Gun-Club of Baltimore, as well as his rival, Captain Nicholl, to embark together on an adventure into space. In this excerpt there is a detailed description of the technology needed for the three men to travel to the moon.

a. Formative assessment: Interpersonal speaking/ Cultural comparison. NASA et CNES. (Thèmes, p. 87, ex. 5). Speaking in French, students work in small groups to do research about NASA and CNES, using guiding questions provided by the textbook as a basis for their research and conversation.

b. Summative assessment: Interpersonal Writing (Thèmes, p. 88, ex. 9):

Email à NASA: NASA prépare un projet de colonisation de Mars et cherche des volontaires. Ecrivez un email au directeur de la mission dans lequel vous présentez votre candidature. Dans votre e-mail, expliquez: les raisons pour lesquelles vous voulez habiter Mars, vos attributs personnels qui font de vous un excellent candidat, ce que vous pourriez apporter à la mission. N’oubliez pas d’utiliser les formules de politesse et un registre formel dans votre e-mail.

3. Audio: “A quoi ressemblera la voiture du futur?” Thèmes pp 89-90. This debate about the car of the future comes from the program “Les décodeurs de l’éco” from BFMTV, a 24-hour French new station. The host, Fabrice Lundy, discusses pollution, alternative energy, and the ideal car with a transportation specialist and representatives of different automakers.

a. Summative assessment: Presentational Writing (Thèmes p. 90 ex. 3). Using the readings and audio from this sub-theme, write an essay in which you explore these questions, or others that you consider important:

■ A travers quelles étapes une idée passe-t-elle avant de se transformer en invention?

■ Comment les inventions répondent-elles aux besoins de la société?

■ Quels sont les challenges auxquels une invention fait face avant de voir le jour ou d’être commercialisée?

Sub-theme: Future technologies

1. Interpersonal speaking: Conversation dirigée. Thèmes: contexte 6, p. 119.

2. “Les secteurs responsables.” (Thèmes p. 119) This graph, taken from Science et avenir (avril 2012, n^o 782) shows the percentage of CO₂ emissions in France produced by different economic sectors.

a. Formative assessment: Interpersonal speaking. Students work together to analyze the graph and answer the questions.

➢ Court métrage 2: Découverte: Le Solar impulse (Thèmes pp. 120-122). In this report we discover a Swiss solar plane that might someday revolutionize aeronautics.

○ One sample activity for use after viewing the film (Thèmes p. 122 ex. 4)

AP Students only: Une autre invention. Faites des recherches sur Internet pour trouver des informations sur un inventeur francophone célèbre et sur une de ses inventions (récente ou non). Préparez une présentation dans laquelle vous présenter cet inventeur et son invention. Expliquez clairement les circonstances de la création de cette invention et précisez ses caractéristiques. Il faut utiliser le même pays dont vous avez fait la première présentation de recherche.

Unit 3 - Beauty and Aesthetics (December/January)

For the Beauty and Aesthetic theme, I have chosen the sub-theme of Literature as my main focus. In order to broaden the theme,

I want the students to be able to answer the following questions by the end of this theme:

● A quoi sert la littérature dans le monde contemporain?

● Quelles influences une oeuvre littéraire peut-elle avoir sur l’individu et la société?

● Quels sont les grands mouvements d’art et peinture et comment est-ce qu’ils réfléchissent la société de l’époque?

In order to explore these questions, we will be using these main resources:

Sub-theme: Literature

1. “Ma langue grand-maternelle.” (Thèmes p. 153-155) Interview from Le Figaro littéraire with Andreï Makine, a French-language writer of Russian origin. In this interview, Makine speaks about literature, language, and differences that exist between Russian and French.

a. Summative assessment: Interpersonal Writing (Thèmes p. 156 ex. 7). Students write an email to Andreï Makine based on the interview they have read: Choisissez deux idées importantes de l’interview et écrivez un courriel à Andreï Makine dans lequel vous lui demandez plus d’explication sur ces points. N’oubliez pas de vous présenter au début et de le remercier à la fin de votre message. Utilisez un registre soutenu pour écrire à cet auteur que vous ne connaissez pas.

2. Victor Hugo, Les Misérables (excerpt). (Thèmes pp 157-159). This excerpt is taken from the beginning of Les Misérables. It gives us a detailed portrait of the main character, Jean Valjean.

a. Summative assessment: Presentational speaking (Thèmes p. 161 ex. 6).

Les livres tels que Les Misérables, dans lesquels des héros innocents souffrent à cause d’injustices sociales ou personnelles, sont très populaires parce qu’ils touchent le public. Pensez à un roman similaire que vous avez lu et qui fait aussi une critique sociale. Préparez un exposé dans lequel vous répondez aux questions:

1. Quel est le titre de ce roman? Qui l’a écrit et à quelle époque?

2. Quel est le sujet du roman? Comment reflète-t-il la culture de son époque?

3. Pourquoi avez-vous lu ce roman? Pour un cours, ou bien pour votre propre plaisir?

4. Pourquoi est-ce que ce roman vous a particulièrement touché(e)?

5. Quels sont les thèmes que ce roman a en commun avec Les Misérables?

3. Audio: Interview avec Maryse Condé (Thèmes p 162). In this interview, drawn from the weekly program from TV5Monde entitled “7 jours sur la planète,” the French writer born in Guadeloupe Maryse Condé speaks of identity, of the evolution of her characters, and of that which she believes all human beings have in common.

Summative Assessment: Interpretive audio-teacher generated for the piece.

Summative Assessment: Inférer et Synthétiser-(Interpersonal speaking) (P. 163, act. 2)

4. Reading-Resumé de Tituba, sorcière noire de Salem

Summative Assessment: Interpretive reading questions (multiple choice) based on the article

➢ Summative assessment for the sub-theme of Literature: Presentational writing (Thèmes p. 163 ex. 4):

○ Analyse: Les trois écrivains que vous avez découverts au cours de ce contexte écrivent pour des raisons différentes. Ecrivez un essai dans lequel vous répondez à la question: Pourquoi les auteurs écrivent-il, ou à quoi ça sert d’écrire?

Sub-theme: les mouvements d’art et la peinture

Leçon A-T’És Branché 3

1. Lecture 1-blog-Un jour au musée des beaux-arts

Summative Assessment: Interpretive reading-Questions corresponding to blog-p. 382

Interpretive audio-Quel beau tableau!-p. 383

Interpersonal speaking-p. 383 act. 5-Students ask and respond to their own interpretations of art.

2. Lecture-Rencontres culturelles-Quelques grands maîtres de la peinture française

Summative Assessment: presentational writing-(p. 286)-Use the questions from activity 6 as a guideline to write a six-paragraph essay, including an introduction and a conclusion, in which students provide a comparison of the four artists presented, being sure to indicate the movement that they represent and their major work(s).

3. Lectures de l’impressionnisme, le néo-impressionnisme, l’expressionnisme/le fauvisme.

Interpretive audio-students will listen and respond to questions about each period of art

4. Lecture-l’Afrique de l’ouest.

Summative Assessment-presentational writing-compare and contrast traditional West-African art and contemporary West-African art. Explain the major influences and give specific examples of works to support

Summative Assessment: Interpersonal speaking-Students create a conversation in which they interview another student who is a vegetarian eating meat for the first time. They need to make reference to the letter written from Nayah

➢ Court métrage 3: Le Petit Cyrano (Thèmes pp. 182-184). In this film, written and directed by Thibault Mombellet, we encounter a theater director who falls in love with the actress playing Roxane in the production of Cyrano de Bergerac which he is directing.

○ One sample activity for use after viewing the film (Thèmes p. 184 ex. 4)-Présentation orale-Un critique de la pièce en suivant les éléments du texte)

Fin d’unité (AP option only)-presentational speaking-Choose a work of art from the country of your choice. Describe the work (esthetically), the painter/artist, movement, and what influences led to its creation.

Unit exam-combined from Thèmes and T’És Branché 3

Students will also watch and summarize a film called “The Impressionists”, if time is available.

Thème 4-la vie contemporaine (February/early March)

For this unit, I will focus on two sub-themes education and the work world, leisure and sports,

Essential questions for the unit:

-Comment les sociétés et les individus définissent-ils la qualité de vie?

-En quoi la vie contemporaine est-elle influencée par les perspectives, les pratiques et les produits culturels?

1. Lecture 1.2-École Nationale du Cirque du Maroc

Summative Assessment: Interpretive reading-(Thèmes Activity 1, p. 196) (Audio-teacher-generated)

Summative Assessment: Interpersonal speaking (Thèmes Activity 3-p. 196)=réactions au texte avec un partenaire

Summative Assessment: Interpersonal writing (Thèmes, Activity 7, p. 197)=un courriel pour convaincre l’administration d’établir une école de cirque chez vous

2. Audio-Vacances de Noël

Summative Assessment: Interpretive Audio (Thèmes, Activity 2, p. 198)

Presentational writing (Thèmes-Activity 2, p. 199)-Personal reflections on audio

2. Lecture 2.1-Recette: Gumbo au poulet et à l’andouille

Summative Assessment: Présentation orale (presentational speaking) (Thèmes, Activity 5, p. 205)-Students will describe a dish that they have prepared according to the guidelines. Students should choose a dish from their specific country.

Summative Assessment: Essai persuasif (Thèmes, Activity 9, p. 205)-Y-a-t-il une gastronomie américaine?

3. Lecture 2.2-Le chandail de hockey-Roch Carrier

Summative Assessment: Interpretive Reading (Thèmes, Activity 1, p. 209)

Interpersonal speaking (Thèmes Activity 2, p. 209)

Interpersonal writing (Thèmes 209, Activity 4) un courriel au service pour acheter un chandail

Film: The Rocket-The Story of Maurice Richard

Summative Assessment- Essai de synthésis (AP only)-presentational writing-Use elements from the film and the reading of le chandail de hockey to synthesize ideas reflecting the importance of hockey to the culture of Québec.

Summative Assessment-multi-skills (Thèmes unit exam-modified)

Unité 5-Les défis mondiaux (March/early April)

The focus of this unit will be on two general sub-themes, which function hand-in-hand: the environment and global warming.

Questions essentielles: Quels sont les problèmes les plus sérieux qui affectent notre environnement?

Qu’est-ce qu’on fait pour résoudre les problèmes?

Comment l’environnement affecte notre vie?

1. Poème-Jacques Prévert-Soyez polis ((p. 27-Allons au-delà)

Summative Assessment: Interpretive (audio)-Act. A-(Allons au-delà p. 25)

Presentational writing-Un poème-”Les déchets que tu as jetés” (Allons au-delà p. 25)

2. Lecture-Le recyclage en France: on croule sous les déchets (p. 27-Allons au-delà)

Summative Assessment: Interpretive reading: (p. 28-29 Allons au-delà)

Interpersonal speaking: Guided conversation (teacher created)-Un club d’écolo à votre lycée-Students will fill in the gaps of the guided conversation between two students looking to develop a recycling club at their school.

3. Lecture-Économie Verte: Le pnue juge qu’il faut accroître le recyclage des métaux

Summative Assessment:Comparaison culturelle (Activité 3 p. 270 Thèmes)-présentation orale

4. Audio-Maroc-le Royaum Solaire (Thèmes-p. 271)

Summative Assessment: interpretive: (Activité 1 Thèmes, p. 272)

5. Vidéo: La Glace et le Ciel-film de Luke Jacquet

Summative Assessment: Après avoir vu La Glace et le ciel, préparez une présentation en comparant au moins trois changements notés entre les premiers voyages et les derniers voyages à l’Antarctique

6. Vidéos (2) L’homme qui plantait des arbres (youtube) et “Interview réalisée avec un homme bleu”.

Summative Assessment: Presentational writing (comparisons)-Compare the two articles describing the importance of water as to how it relates to the story and the interview.

7. (AP Only)-presentational speaking-choisissez un des problèmes les plus sérieuses de votre pays au sujet de l’environnement, quels sont les résultats nocifs causés par ce problème, et qu’est-ce qu’on fait pour réduire ses effets nocifs.

Examen modifié à la fin de l’unité (from Thèmes supersite)

Unit 6 – Personal and Public Identities (April-end of year)

For the Personal and Public Identities theme, I have chosen the sub-theme of Alienation and Assimilation as my main focus. In order to broaden the theme, I also spend a few days on the sub-theme of Beliefs and Values. During the final week of the unit, AP students will explore a topic of diversity related to their chosen country, and they then present the results of the investigation to the class.

I want the students to be able to answer the following questions by the end of this theme:

● Quels sont les effets du racisme et de l’aliénation sur la société et les individus?

● Comment peut-on fusionner des groupes d’individus aux identités culturelles diverses et plurielles en une unité social cohésive?

In order to explore these questions, we will be using these main resources:

Sub-theme: Alienation and assimilation

Summative Assessment for the sub-theme: Interpersonal Writing (Thèmes p. 311 ex. 4). Students write an email giving advice to a person coming to their community from abroad as to how that person can best adapt.

Conseils. Quels conseils pourriez-vous donner à une personne d’origine étrangère voulant s’établir dans votre pays mais ayant des difficultés à s’adapter à la culture et au style de vie? Quelles sont les meilleures stratégies pour apprendre la langue et s’intégrer culturellement? Connaissez-vous des endroits où cette personne pourrait aller et où on essaierait de l’accueillir et de l’orienter? Ecrivez-lui un e-mail pour lui donner des conseils et l’aider à s’adapter à sa nouvelle vie.

1. “L’homme qui te ressemble,” René Philombe (Thèmes pp 311-312). This poem is by René Philombe, the nom de plume of Philippe Louis Obédé, a Cameroonian writer, journalist, poet, novelist, and playwright. It is one of the most famous of his poems, calling on people to go beyond what separates us and to emphasize tolerance and generosity.

a. Summative Assessment: Presentational Writing. Essai comparatif (Thèmes p. 314 ex. 7)

Essai comparatif. Choisissez une des deux citations ci-dessous et comparez-la au poème de René Philombe. Ecrivez un essai en expliquant ce que cette citation veut dire, puis précisez si son message est similaire, opposé, ou complémentaire à celui du poème. Enfin, justifiez pourquoi vous l’avez choisie et si elle vous plaît ou pas.

● Françoise Héritier: “En premier lieu, il nous faut bien comprendre qu’être différent ne veut pas dire inégal. Le contraire de différent est semblable, même. Le contraire d’inégal est égal et non pas semblable. En voyant dans la différence la marque d’une inégalité, nous faisons faire un pas de côté à la langue sans nous interroger. Nous avons changé de registre, philosophiquement parlant, car la différence n’implique pas l’inégalité.”

● Albert Jacquard: “La solidarité existe-t-elle encore ou bien sommes-nous en perpétuelle confrontation les uns envers les autres? Alors que les différences nous inquiètent, pourquoi ne pas les transformer en force pour nous mener plus loin dans nos échanges, le plus naturellement possible et partager notre authenticité en toute modestie!”

2. “Le Racisme expliqué à ma fille,” Tahar Ben Jelloun - excerpt. (Thèmes pp 315-317). Ben Jelloun had the idea of writing this text while participating with his daughter in a demonstration about immigration. The basis for this text is the idea that racism can be combatted by education, especially the education of children. This text thus principally addresses children and young people. It is written in dialog format.

a. Summative assessment: Interpersonal Writing. Thèmes p 319 ex. 6

Des conseils. Choisissez un événement ou un incident de caractère raciste de l’actualité ou du passé récent et écrivez une lettre à votre journal quotidien pour exprimer votre opinion. Evoquez ces points dans votre e-mail:

● la description de l’événement

● votre réaction

● votre analyse des raisons pour lesquelles l’incident a eu lieu

● des suggestions pour éviter de tels incidents à l’avenir

3. Audio: “Le racisme: Mode d’emploi.” Thèmes p. 320. This recording is excerpted from RFI/ Radio France Internationale’s program Livre France, which presents a new book written about current French politics each Sunday. In this excerpt, journalist Sylvie Koffi interviews activist Rokhaya Diallo about her book Racisme: mode d’emploi, a work that analyses the history of racist thought in France.

a. Summative assessment: Presentational Speaking. (AP only) Thèmes p 321 ex. 4. (In my class, students base their oral reports on the francophone country they adopted at the beginning of the year.)

Minorités. Faites des recherches sur une minorité dans un pays francophone et préparez une présentation orale sur le sujet. Décrivez les gens qui la composent, le lieu où ils vivent et ce qui les distingue du reste de la population. Mentionnez aussi les problèmes d’assimilation ou d’intégration que ces gens peuvent avoir ou les discriminations auxquelles ils doivent faire face. Vous pouvez vous renseigner sur les exemples suivants ou sur tout autre groupe qui vous semble intéressant:

● des minorités régionales qui ont une langue traditionnelle différente du français, comme les Bretons ou les Basques pour la France

● des groupes issus de l’histoire coloniale, comme les pieds-noirs en France

● des immigrés récents, par exemple venant du Maghreb, de l’Europe de l’Est ou de l’Afrique subsaharienne

● des minorités religieuses

● des groupes sociaux qui sont controntés à des problèmes de discrimination, comme les femmes ou les jeunes

Sub-theme: Beliefs and Values

1. Interpersonal speaking: Conversation dirigée. Thèmes: contexte 5, p. 361.

2. “Les moins de 35 ans.” (Thèmes p. 361 ex. 1) Radio France performed a survey about young people’s values. This table shows the top three values for young people in Switzerland, France, Canada, and Belgium.

a. Formative assessment: Interpersonal speaking. Students work together to analyze the table and answer the questions.

➢ Court métrage 6: Rien à dire (Thèmes pp. 363-365). Directed by Vincent Pérez, this short film tells the story of Charles, a taciturn young man. He does not enjoy getting involved in conversations, whether with friends or strangers. His friends actually worry about his silence. However, he has an impressive talent that no one has known about until now...

○ One sample activity for use after viewing the film (Thèmes p. 365 ex. 4)

Assessment: presentational speaking (Thèmes-p. 365-activity 3)-Students discuss their opinions about one of the 2 different quotes listed.

All students will be given a final exam for the course whether or not they decide to take the AP exam as per school policy.

Course Materials

Primary textbook:

Delfosse, Geneviève, Kurbegov, Eliane, Draggett, Parthenal, Thèmes: AP French Language and Culture, Vista Higher Learning, 2015.

Secondary textbook sources:

Kurbegov, Elaine, Weiss, Edward, AP French Language and Culture, Barron’s, 2016

Ladd, Richard, Allons au-delà, Pearson, 2012

T’es branché 3, EMC Publishing, 2014

Sturges, Hale, Cregg Nielson, Linda, Lynn Herbst, Hebry, Une fois pour toutes, Troisième édtion, Pearson, 2009

Zwanger, Elizabeth, Goings, Britanny, Rench, Elizabeth, Selden Griffin, Brittany, Français APprenons 2nd Edition, Wayside Publishing, 2015

Additional sources:

Videos: The Rocket (Maurice Richard)

La glace et le ciel-un film de Luke Jacquet

L’homme qui plantait des arbres-Youtube adaptation of work by Jean Giano

Additional videos will be used from Youtube, téle5monde, and other sources as needed.

Audio includes songs from Les Cowboys Fringants, Charles Aznavour, Stromae, and other selected artists. Other online resources for audio include podcastfrancaisfacile.com, RFI, and other sources as needed.

Students will consult sources such as Le Monde, Le Journal (Montréal) and other online reading resources.

DIVERSITY STATEMENT

Strategies to increase and maintain enrollment and success of diverse and at-risk students in Advanced Placement French Language & Culture

The College Board Equity and Access Policy:

“The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.”

An Advanced Placement language course should be open to all willing students. In order to give all students access to AP-level quality instruction, we will begin with vertical teaming from level 1 through AP (including articulation between middle-school and high-school programs) to ensure that students are learning the skills and content they need to be successful. A variety of techniques that increase student engagement, mainly via authentic sources, should be central to the entire French language and culture program.