Course Planning and Pacing Guide 3

Transcription

AP French Language and Culture
®
Course Planning and Pacing Guide 3
Eliane Kurbegov
Discovery Canyon Campus High School
Colorado Springs, Colorado
© 2011 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board.
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academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students
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reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging
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Welcome to the AP® French Language and Culture Course Planning and Pacing Guides
This guide is one of four Course Planning and Pacing Guides designed for AP® French Language and Culture teachers. Each provides an example of
how to plan instruction for the AP course based on the author’s teaching context (e.g., demographics, schedule, school type, setting).
Each Course Planning and Pacing Guide highlights how the components of the AP French Language and Culture Curriculum Framework — the
learning objectives, course themes, and achievement level descriptions — are addressed in the course. Each guide also provides valuable
suggestions for teaching the course, including the selection of resources, instructional activities, and assessments. The authors have offered insight
into the why and how behind their instructional choices — displayed in boxes on the right side of the page of the individual unit plans — to aid in
planning the AP French Language and Culture course.
The primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the school year. However,
they can also help with syllabus development when used in conjunction with the resources created to support the AP Course Audit: the Syllabus
Development Guide and the four Annotated Syllabi. These resources include samples of evidence and illustrate a variety of strategies for meeting
curricular requirements.
AP French Language and Culture ■ Course Planning and Pacing Guide 3
© 2011 The College Board.
Contents
Instructional Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Overview of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Course Planning and Pacing by Unit
Unit 1: La singularité. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Unit 2: Le multiculturalisme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 3: L’individu et la société. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 4: La vie de famille à travers générations et cultures. . . . . . . . . . . . . . . . . . . 7
Unit 5: La technologie au service de la planète et de l’humanité . . . . . . . . . . . . . . 9
Unit 6: Les adolescents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 7: Les réseaux sociaux. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Unit 8: Les droits de la femme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 9: La poésie et la chanson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Instructional Setting
Discovery Canyon Campus High School
Colorado Springs, Colorado
School
Public high school, part of Academy School District 20, located in northern
Colorado Springs near the Air Force Academy
Student population
The school has an enrollment of approximately 750 students:
• 80 percent Caucasian
• 10 percent Hispanic/Latino
• 5 percent multiracial
• 3 percent Asian American
• 2 percent African American
Instructional time
Our school year begins in mid-August. The course plan is based on 176
instructional days for the general population; this is reduced to approximately
166 days for seniors, as they graduate mid-May. Our classes meet every other
day, so seniors attend 83 class sessions of 90 minutes each.
Student preparation
AP® French Language and Culture is the level 5 course in the French
curriculum. Most students begin language study in sixth grade, completing
French 1 in the sixth, seventh, and eighth grades. The level 5 AP course,
then, is taken mostly by students in the 12th grade. Our high school program
also includes students who were in the French immersion program of the
International Academy in Colorado Springs or who attended elementary and
middle school in bilingual schools in Canada. Thus the AP course has students
of varying ages and at various levels of language proficiency, with a wide
range of academic abilities.
1
Overview of the Course
The AP® French Language and Culture course aims to prepare students for
future college-level course work in French, and to use French in personal and
professional contexts.
and formal registers, and they interpret and present information orally and
in writing. Students are given frequent opportunities to explain and defend
a viewpoint in oral debates and in persuasive essays. They are required to
correspond on a regular basis with pen pals from various Francophone regions
(Africa, Canada, Europe, and the Caribbean), and they make oral presentations
in which they compare cultural products, practices, and perspectives from a
Francophone area to their own culture.
Throughout their high school years, students are exposed to a theme-based
approach to language learning, and in their senior year, all six interdisciplinary
themes (Global Challenges, Science and Technology, Contemporary Life,
Personal and Public Identities, Families and Communities, and Beauty and
Aesthetics) in the AP French Language and Culture Curriculum Framework
are explicitly addressed. Each unit of instruction is introduced by its theme
and several essential questions that serve to inform class discussions and
project work. I do not use a textbook for this course but rather an abundance
of authentic print materials, such as extracts from various novels, poems,
and magazine articles. In addition, I use authentic audio and audiovisual texts
from the Internet, podcasts (to which I subscribe), and audio documents from
Authentik. The content of specific units may vary, depending on the needs and
interests of each AP class, as well as evolving current events.
Grammatical and syntactical structures are mostly reviewed in context during
each lesson; however, students also study and review assigned points of
grammar in the manual Une fois pour toutes on an individual basis as needed
throughout the year.
Since it is important for students to be thoroughly familiar with the format of
the AP Exam, I devote time in December and in May to work on sample exam
questions from the AP French Language and Culture Practice Exam and any
useful test preparation materials that are available.
A scaffolding approach to instruction focused on consistent expansion and
fine-tuning of vocabulary and syntactical and grammatical structures allows
students to build on prior knowledge while improving their proficiency
across the modes of communication and furthering their ability to express
themselves in idiomatic French. Differentiation techniques (e.g., grouping
by level of proficiency, offering a menu of tiered tasks) are used so that
individual students may review and master material as necessary. Each
thematic unit includes a variety of formative assessments aimed at giving
students opportunities to reflect upon difficulties and edit their work based
on feedback from their peers and from me. The formative assessments allow
them to improve their knowledge of the French language and cultures of the
French-speaking world while also improving their awareness and approach
to learning. Throughout the year, students interact in French in the familiar
2
La singularité
Theme:
Estimated Time:
2 weeks
Unit 1:
• La quête de soi
Learning Objectives
Audio, Visual, and Audiovisual Interpretive
Communication
Written and Print Interpretive Communication
Spoken Interpersonal Communication
Materials
Audio
L’Étranger YouTube recording of
Albert Camus reading the first
chapter of his novel
Formative Assessment:
Students listen to Camus narrate the first chapter of L’Étranger. They are asked
to identify main ideas and key words from the audio document. The students
compare notes in groups of three or four, and each group writes and posts its
notes in French on butcher paper. By compiling and comparing information,
students are recycling vocabulary and ideas in a cooperative manner.
Monitoring small-group interactions allows me to assess what students
have understood and provide individual feedback. It also allows me to plan
differentiation for the various levels of proficiency in my class.
Literature
L’Étranger
Students read the first chapter of L’Étranger, write answers to questions, and
then compare their answers with a partner’s. I monitor small-group interactions
and provide feedback as needed. At this stage, I can help individual students
on a one-on-one basis. I also note lexical and grammatical needs to be
addressed in future lessons. Finally, each pair uses their answers to the
questions to summarize the chapter and to explain to the rest of the class how
Meursault appears to be an outsider.
Written Presentational Communication
Essential
Questions: Instructional Activities and Assessments
Print
« Education des enfants :
comment réagir si votre ado veut
un piercing ou un tatouage ? »
Article from Phosphore
Students read the article « Le tatouage » individually and underline key
concepts and key words. I then form groups, and students within each group
agree on key ideas for the article. I monitor the group discussions and address
individual needs. A brief class discussion on how tattoos are expressions of
personal identity follows, and I clarify points that are challenging for students.
Each group then writes questions for the other groups. This is done as a College
Bowl or Jeopardy game and provides me with one more opportunity to monitor
students’ interpretation of text as well as their control of vocabulary and
grammatical structures.
Early in the year, I’m especially interested in
assessing listening and note-taking skills based
on audio documents. My decisions on how to
scaffold their learning are informed by how
well students perform these skills.
The ideas understood from the audio in the
preceding activity are fine-tuned and affirmed
in the corresponding written text used in this
activity.
Whenever groups report to the class, I
facilitate the discussion, comprehension, and
interpretation of the text, as well as students’
communicative skills (vocabulary, structures,
and syntax). I ask questions after each
presentation or complete a graphic organizer,
capturing key points made by students.
Comparing answers helps students develop
analytical skills.
▼ How do people express their unique identity? ▼ What are stereotypes based on?
3
Unit 1:
La singularité
(continued)
Learning Objectives
Essential
Questions: Materials
Print
La Schtroumpfette Bande
dessinée de Culliford
Instructional Activities and Assessments
Instructional Activity:
Students read a few pages of La Schtroumpfette and paraphrase the text in
the comic strip. Then, in pairs or groups, they make a list of stereotypes they
identify in the comic strip.
Summative Assessment:
Student pairs have a 3-minute conversation about one of the print documents
used in this unit. They discuss either one of the Essential Questions for this
unit. These discussions are recorded and scored with a rubric for interpersonal
speaking. Students will thus receive precise feedback on their Spoken
Interpersonal Communication skills.
This assessment addresses the Essential
Questions: How do people express their unique
identity? What are stereotypes based on?
▼ How do people express their unique identity? ▼ What are stereotypes based on?
4
Le multiculturalisme
Theme:
Estimated Time:
2 weeks
Unit 2:
• La quête de soi
Learning Objectives
Materials
Communication
Web
« Le multiculturalisme au
Canada » Video interview
Communication
Audio
« Débat sur l’identité nationale »
Students watch the video interview « Le multiculturalisme au Canada » and
note main ideas and key words. Students compare their notes in groups of
three or four and each group writes and posts its notes on butcher paper. We
Informational materials on
discuss the notes in class and I provide students with feedback about their
immigration to Canada (statistics
observations.
and procedures)
« C’est quoi être français ? »
Written Interpersonal Communication
Essential
Questions: Print
« 77% des Français favorables
à l’apprentissage de la
Marseillaise à l’école »
As it is early in the year, I’m still focusing on
developing note-taking skills based on audio
documents.
Individually, students listen to the audio texts: « Débat sur l’identité
nationale » and « C’est quoi être francais ? » They identify key points,
similarities, and differences in the audio texts. Lists of useful vocabulary are
derived from the activity.
After listening to the audio documents about identity, students work in small
groups to summarize what they have heard and to discuss “the benefits
of multiculturalism” based on what they remember and their notes. Each
group shares its conclusions with the whole class. Vocabulary lists are also
compared.
Students read and interpret the informational material about immigration to
Canada and write an email to the agency asking for clarification.
The emails are assessed using a rubric. Students receive written individual
feedback.
In this activity, I focus on helping students
extract main ideas and key vocabulary from
audio documents. I also prepare them to
synthesize and present a few ideas.
In this summative assessment, I focus on
evaluating the students’ ability to state and
support their opinions in writing. Students
are expected to address at least one of the
Essential Questions from the unit: “What
constitutes a national identity?” or “What are
the benefits of multiculturalism?”
▼ What constitutes a national identity? ▼ What are the benefits of multiculturalism?
5
L’individu et la société
Theme:
Unit 3:
• La famille et la communauté
Learning Objectives
Estimated Time:
5 weeks
Materials
Communication
Audio
L’Etranger read by Albert Camus
(partie 1/3)
Students listen to another audio excerpt from L’Etranger and take notes.
Students answer teacher-created questions about the responsibility of an
individual toward his employer and vice versa, as well as the responsibility of
an individual toward an aging member of the family.
As with all formative assessments, I provide
students with feedback about their language
use to help them improve their skills.
Literature
L’Etranger
Each student reads the passage of L’Étranger in which the presiding judge
talks to Meursault. The students read individually (researching unknown
vocabulary and underlining key ideas as they read) and each student answers
questions in writing. In small groups, students discuss their notes and
responses to the questions. Each group writes a summary of the article, which
is then projected and edited by the entire class.
This formative assessment allows students
to take an active role in editing and providing
feedback to peers. The group editing process
also provides me with information that informs
my decisions on next instructional steps.
Audiovisual
Jean de Florette (Berri)
Students view the movie Jean de Florette in French and note evidence of
prejudice against Jean. In small group discussions they elaborate and explain
the prejudices and the possible sources of those prejudices.
Audiovisual
« L’immigration en France,
Institut national d’études
démographiques. »
Students watch François Héran’s interview. They are given a list of facts that
they check off when they hear them in the interview. I then project the list of
facts stated in the interview so that students can monitor their own ability
to comprehend the interview. While students are comparing my fact sheet
with their own, I work the room, making note of areas that posed a particular
challenge.
Web
« La difficile pratique de la
religion dans les prisons » from
Le Figaro
Students read the article « La difficile pratique de la religion dans les
prisons » as homework. In class, each student writes a 250-word persuasive
essay defending or contesting the following opinion: Les prisonniers aussi ont
des droits. I score the essays according to a rubric for Written Presentational
Communication. Students receive individualized feedback concerning their
written and presentational essays (content, organization, communication,
presentation of arguments, etc.).
Communication
Communication
Essential
Questions: ▼ What are an individual’s responsibilities toward family, community, and society? ▼ What are some rights that
individuals in any society should be able to enjoy?
6
In this activity, I assess students’ ability to
understand main ideas and supporting details
in audiovisual texts. My feedback helps prepare
them for future assessments in interpretive
communication.
This approach allows me to identify any
learning problems immediately, so that I can
address the needs of students who particularly
struggled with the assignment. It also allows
me to identify situations where I may plan to
differentiate instruction.
In the summative assessment, I focus on
evaluating the students’ ability to state
and support their opinions in writing. This
summative assessment addresses the
Essential Questions: What are an individual’s
responsibilities toward family, community, and
society? What are some rights that individuals
in any society should be able to enjoy?
Unit 4:
La vie de famille à travers
générations et cultures
Learning Objectives
Communication
Theme:
• La famille et la communauté
Materials
Audiovisual
La Gloire de mon père (Robert)
Print
Aggrippine
Spoken Presentational Communication
Communication
Communication
Essential
Students view the movie La Gloire de mon père in segments, identifying main
ideas and key words, and noting the family dynamics they observe.
Evaluating and critiquing. After watching La Gloire de mon père, each student
writes a critique in which they address one or both of the unit’s essential
questions. I score each critique according to a rubric for Written Presentational
Communication. Students receive specific and individualized feedback.
Estimated Time:
3 weeks
Each student writes a brief statement explaining the message and the humor
in an Aggrippine comic strip. I facilitate a class discussion by paraphrasing or
clarifying what I hear or by asking students to paraphrase and clarify what they
hear and say. Following the discussion, each student writes a journal entry to
reflect on his or her own family.
Supported by students’ email
exchanges with pen pals in
Francophone countries
Each student makes a two- to three-minute oral presentation using an outline
supported by a PowerPoint slide. The information presented is based on facts
and opinions gathered from email exchanges with pen pals in Francophone
regions. The presentation focuses on similarities and differences in family
traditions. This allows students to address the Essential Question: How is the
concept of family different across cultures?
Audio
L’abominable feuille d’érable de
Roch Carrier
Students listen to Roch Carrier narrate L’abominable feuille d’érable. They note
main ideas and key words. In pairs, they compare their notes and then share
with the whole class.
Audio
« Fiche pédagogique: chanter
en français: un acte de
résistance » RFI
Students listen to the song and do various interactive vocabulary and
comprehension exercises.
Literature
L’abominable feuille d’érable de
Roch Carrier
Students read each segment of L’abominable feuille d’érable after having
heard it. They answer questions and identify unique characteristics of the
child’s culture.
This summative assessment addresses the
unit’s Essential Questions: How does family life
evolve from generation to generation? How is
the concept of family different across cultures?
A differentiated activity for this summative
assessment would be to produce a bande
annonce for the film.
I collect these reflections and provide written
feedback. Students then revise their entries in
class under my supervision.
In this activity, I use a rubric to assess
students’ proficiency in Spoken Presentational
Communication.
In this activity, students are exposed to a
French Canadian accent.
This is an opportunity to remind students of
the struggle of French Canadians to retain their
linguistic and cultural heritage.
▼ How does family life evolve from generation to generation? ▼ How is the concept of family different across
cultures?
7
Unit 4:
La vie de famille à travers
générations et cultures
(continued)
Learning Objectives
Essential
Literature
L’Enfant noir de Camara Laye
(Chapitres 1 et 5)
Students read an excerpt of L’Enfant noir and identify unique characteristics of
the child’s culture.
In groups, students orally identify similarities and differences in the portrayal
of the families of the two children in the texts by Roch Carrier and Camara
Laye. While students are working in groups, I move about the room, asking
probing questions to gauge students’ understanding and ability to compare
cultures.
Students write an essay in which they compare the families and communities
found in both stories.
I focus on helping students identify the relationships between cultural products and perspectives, and cultural practices and perspectives.
This assessment addresses the Essential
Question: How is the concept of family different
across cultures?
▼ How does family life evolve from generation to generation? ▼ How is the concept of family different across
cultures?
8
Unit 5:
La technologie au service de Theme:
la planète et de l’humanité
• La science et la technologie
Learning Objectives
Materials
Communication
Communication
Web
« Les satellites Spot ont 25
ans » Astrium
Students read the article « Les satellites Spot ont 25 ans » and identify the
applications of satellite technology outlined in the article. Pairs or groups of
students post a list of the applications they identified and each student ranks
them from most to least important and keeps notes.
Web
« Environnement - l’espace au
service de notre terre » Astrium
Each student answers questions about the article « Environnement - l’espace
au service de notre terre ». The class discusses the possible answers and
students are encouraged to edit and improve their answers, which are then
collected. I provide students with written feedback on their responses.
Audiovisual
Les satellites au secours des
zones humides, YouTube
This activity focuses on listening, note-taking, and organizing thoughts.
Students view videos Les satellites au secours des zones humides and Le
puzzle climatique. They take notes, identifying main ideas and key words. In
pairs, they compare their notes and then share with the whole class. Each
student writes a reflection that addresses the question Comment peut-on
mettre la technologie au service de l’environnement ?
Le puzzle climatique, YouTube
Euronews
Print
« Le fossé technologique entre
pays doit être comblé pour
réduire la pauvreté » Service
d’Informations des Nations
Unies
Audio
« Le fossé numérique » Radio
Nations-Unies (Afrique)
Essential
Students brainstorm in groups and write down all of the environmental
problems that they can think of.
Estimated Time:
5 weeks
I take this opportunity to review language
related to the environment.
This activity gives me the opportunity to assess
what language and grammatical needs to
address in the next lesson.
This activity focuses on synthesizing information from print and audio sources.
Students read the article and listen to the podcast. They then answer teachermade, true-false questions for both the article and podcast. This allows me
to assess the general level of understanding and clarify misunderstandings. It
also allows me to plan instruction and differentiation in subsequent lessons.
In groups, students then organize and synthesize information from true-false
question activity. I monitor the work and provide feedback.
▼ How can technology serve the environment? ▼ How can technology improve the quality of life?
▼ How can technology reduce the digital divide and benefit developing countries?
9
Unit 5:
La technologie au service de
la planète et de l’humanité
(continued)
Learning Objectives
Materials
Students write a persuasive essay on the topic: Est-ce la responsabilité des
pays développés de combler le fossé numérique qui les séparent des pays
en voie de développement ? This is scored according to a rubric and students
receive specific individual feedback.
Communication
Audio
« Tourisme spatial: les voyages
extraordinaires! » Interview with
Virgin Galactic
Print
« La technologie au service de la
société et des loisirs » (sciences.
blogs.liberation.fr)
Using information from print and audio sources, students debate the question:
Pour ou contre le tourisme spatial ? Using one of the print documents used
in this unit, each student pairs up with a classmate. They have 10 minutes
to prepare for a 5-minute debate. This is recorded and scored according to
a rubric for Spoken Interpersonal Communication. Students receive specific
individualized feedback.
The summative assessment allows students
to address the Essential Question: How can
technology reduce the digital divide and benefit
developing countries?
Students address one or both of the Essential
Questions: How can technology improve the
quality of life? How can technology serve the
environment?
« Le tourisme spatial est la
preuve que les vols habités ne
servent à rien. »
Communication
Essential
Questions: Web
« Sondage : A prix comparable,
acheteriez-vous une voiture
électrique ? »
« Sondage : Si vous aviez le
choix entre acquérir une voiture
100% électrique et une voiture
hybride que choisiriez-vous ? »
Students use all of the information gathered from their research on the theme
Les voitures électriques and from synthesizing information from the audiovisual
and print sources to prepare a proposal to a city for either (A) a Green Mass
Transportation System or (B) a Green Car Rental Service. Student proposals
should be supported by graphs and poll illustrations. The proposals are scored
according to a rubric that includes a component for research. Students receive
individual feedback for all components on the rubric.
This will give students an opportunity to
address one or both of the Essential Questions:
How can technology improve the quality of life?
How can technology serve the environment?
▼ How can technology serve the environment? ▼ How can technology improve the quality of life?
▼ How can technology reduce the digital divide and benefit developing countries?
10
Les adolescents
Theme:
Estimated Time:
2 weeks
Unit 6:
• La vie contemporaine
Learning Objectives
Communication
Materials
Print
Articles from Phosphore
« Témoignages d’adolescents »
« 17 ans, amoureuse »
« Comment on boit à 17 ans »
« Les adolescents ont une
activité physique insuffisante »
In pairs, students organize and analyze information from print sources. They
fill out one column of a graphic organizer (T-chart) with the preoccupations
of adolescents as described in various print documents that focus on social
relationships and activities among French teenagers. Students discuss the
preoccupations in their own culture with those described in the articles.
Audio
«Premier amour »
«Le blog de Valérie »
Students listen to short audio texts. In pairs, they fill out the second column
of their T-chart, focusing on the preoccupations of adolescents, as described
in the audio clips. The students are still focusing on social relationships and
activities among French teenagers. They discuss similarities and differences
found in the articles with their own culture.
Students write an entry for Valerie’s blog. This gives students an opportunity
to address the Essential Question: What are some preoccupations of today’s
adolescents? These postings are uploaded onto the teacher’s website so they
can be shared and commented on by classmates. Blog postings are scored
according to a rubric that includes a component for argumentation. Students
receive specific individual feedback on all components of the rubric.
Communication
Print
Articles from Authentik
« La réussite »
« Modèles de réussite »
« A quoi sert l’éducation ? »
Articles from Phosphore
« La réussite ne passe-t-elle que
par les études ? »
Essential
Web
« Palmarès des lycées 2011 »
« Réforme du lycée »
After writing a personal reflection of what la réussite means for him/her
personally, students share their reflections orally in small groups. They then
read « La réussite ne passe-t-elle que par les études ? »
As students read, they write notes in a T-chart, which they complete with
notes from audio documents on the same topic.
In groups, students analyze the documents « Palmarès des lycées » and
« Réforme du lycée », drawing conclusions regarding French high schools.
The observations from each group are shared orally with the whole class.
In this activity, I’m not only assessing
interpretive communication but also preparing
students to compare cultural perspectives.
I provide feedback to students regarding their
T-charts.
In this activity, I prepare students to express a
viewpoint and to persuade.
In this activity, I prepare students to synthesize
information from written and audio sources
by first asking them to identify main ideas and
viewpoints.
In this activity, I focus on preparing students to
use information from a combination of texts,
charts, and surveys.
▼ What are some preoccupations of today’s adolescents? ▼ What is success for today’s adolescents?
11
Unit 6:
Les adolescents
(continued)
Learning Objectives
Spoken Presentational Communication
Communication
Essential
Students collaborate in the writing of a message to a French pen pal in which
they ask for clarifications regarding the réforme du lycée. Some of my students
will be corresponding with French pen pals. Students who have pen pals in
other Francophone regions will ask their pen pals more generic questions
about their schools. The collaboration process allows me to monitor general
understanding of the format of written communications and adjust instruction
as necessary.
In this activity, I give students the opportunity
to collect information that they can use to
compare their own high school setting with
high school settings in Francophone regions.
Responses from pen pals are summarized and presented orally to the class.
Each student writes a persuasive essay explaining what success means to
him or her. Their essays should include supporting examples and arguments,
and references to ideas expressed in previous activities and materials.
Students are addressing the Essential Question: What is success for today’s
adolescents?
Students could be allowed to choose between
this essay and this alternate topic: Est-ce que
tout doit passer par l’éducation ou les études?
▼ What are some preoccupations of today’s adolescents? ▼ What is success for today’s adolescents?
12
Les réseaux sociaux
Theme:
Estimated Time:
2 weeks
Unit 7:
• La vie contemporaine
Learning Objectives
Materials
Students reflect upon their personal use of social networks by answering the
question: Faites-vous partie d’un réseau social tel que Facebook ou Twitter ?
Pourquoi ou pourquoi pas ?
Communication
Audiovisual
« Qu’est-ce qu’un réseau
social ? » YouTube: MobuzzFR
In pairs, students fill out one column of a graphic organizer (T-chart) with key
ideas and vocabulary from the YouTube video « Qu’est-ce qu’un réseau
social ? » Results are posted, shared, and discussed.
Web
« Nielsen: le succès mondial des
réseaux sociaux défie les
médias » Article from Le Figaro
Organizing and analyzing information from print source. The same pairs of
students fill out the second column of a graphic organizer (T-chart) with key
ideas and vocabulary from the article « Nielsen: le succès mondial des réseaux
sociaux défie les médias ». Results are posted, shared, and discussed.
Communication
Audiovisual
« Les réseaux sociaux ont-ils tué
les blogs ? » YouTube
Individually, students fill out one column of a graphic organizer (T-chart) with
key ideas and vocabulary from the YouTube video « Les réseaux sociaux ont-il
tué les blogs ? » Results are shared and compared within a small group.
Web
« Réseaux sociaux: quels risques
pour les internautes ? » Article
from Le Point
Individually, students fill out the second column of a T-chart with key ideas and
vocabulary from the Le Point article « Réseaux sociaux: quels risques pour les
internautes ? » Results are shared and compared within a small group.
Essential
Questions: This activity gives me the opportunity to
introduce and practice new vocabulary related
to the theme of this unit.
I am now preparing students to interpret and
create communication on their own.
Students write letters to the editor expressing their opinions of the article
previously read. I review the letters and provide suggestions for improvement
for both content and structure. Students then revise their letters. The revised
letters are then distributed to other students who compose responses. I edit
the responses as well. The students then revise their responses and the
responses go to the intended recipients.
In this activity, I’m giving students a context for
what will be discussed in this unit.
Web
« Évolution des réseaux sociaux
professionnels » Extract of
a speech at a professional
convention
Students read an extract of a speech on the topic of social networks in the
professional world. They then write emails to the speaker, thanking him
for sharing his expertise and expressing interest in joining the professional
network. Each letter is scored according to a rubric that includes assessment of
its register, opening, and closing.
This will give students an opportunity to
address the Essential Questions: What are
the advantages and disadvantages of social
networks? What are emerging applications of
social networks?
▼ What are the advantages and disadvantages of social networks?
▼ What are emerging applications of social networks?
13
Les droits de la femme
Theme:
Estimated Time:
4 weeks
Unit 8:
• Les défis mondiaux
Learning Objectives
Materials
Literature
Une si longue lettre de Mariama
Bâ (Chapitres 12 et 13)
Students read selected chapters of the novel Une si longue lettre. Individually,
they answer questions in writing to guide them in their reading.
I’m assessing students’ comprehension of
literary texts and providing feedback.
In small groups, students compare the choices two women made in the novel
when faced with the same issue.
Students analyze choices and identify
viewpoints and perspectives.
Students write an essay in which they defend the position of one of the
women in the novel.
Audiovisual
« La burqa » Authentik audio
Students listen to an audio text about la burqa and note key ideas and
vocabulary. They share with a group and post results from their discussions.
Web
« Le respect de toutes les
religions » Article from Le Figaro
Students synthesize information from audio and print sources and then answer
true-false questions concerning the audio about la burqa and the article « Le
respect de toutes les religions ».
Communication
Audiovisual
« La burqa en France : paroles de
musulmans » Video interviews
from Elle
Students listen to two interviews in which opposing viewpoints on the ban of
the burqa in France are expressed. Students identify the various viewpoints
and supporting arguments.
Literature
L’École des femmes de Molière
(Acte III, scène 2)
Students read a scene from L’Ecole des femmes. They summarize Arnolphe’s
commandments to Agnès.
Communication
Audiovisual
La femme s’émancipe et les
changements de la famille
While watching the video La femme s’émancipe et les changements de la
famille, students take notes on the main idea and supporting details.
Communication
Audiovisual
« Claudie Haigneré » YouTube
Students view the interview. By selecting from a list of statements about the
content of the interview written by the teacher, they then identify the ideas
that are expressed by the French astronaut Claudie Haigneré.
Communication
Communication
Essential
Questions: I’m looking at how well students can formulate
persuasive arguments. This assessment
addresses both Essential Questions for this
unit: How has the role of women in society
evolved in the last few centuries? How do
women’s rights still need to be improved?
In this activity, I assess the students’
understanding of what Arnolphe wants from a
wife.
▼ How has the role of women in society evolved in the last few centuries?
▼ How do women’s rights still need to be improved?
14
Unit 8:
Les droits de la femme
(continued)
Learning Objectives
Materials
Print
« Femmes scientifiques:
confirmation d’une
discrimination »
Students read the short article « Tu seras ingénieure, ma fille » , as well as the
report « Femmes scientifiques: confirmation d’une discrimination ».
« Tu seras ingénieure, ma
fille: promouvoir les carrières
scientifiques »
Essential
Questions: Summative Assessment:
Students form pairs to have a 3- to 5-minute conversation about the evolving
role of women in society. These conversations are recorded and scored
according to a rubric for Spoken Interpersonal Communication.
As a springboard for further discussion, I
emphasize Claudie Haigneré’s encouragement
to young women to consider scientific careers.
This assessment gives students an opportunity
to address the Essential Questions: How has
the role of women in society evolved in the last
few centuries? How do women’s rights still
need to be improved?
▼ How has the role of women in society evolved in the last few centuries?
▼ How do women’s rights still need to be improved?
15
La poésie et la chanson
Theme:
Estimated Time:
4 weeks
Unit 9:
• L’esthétique
Learning Objectives
Materials
Students read La cigale et la fourmi. In pairs, they list and discuss each
animal’s characteristics. Each student then writes a comparison between the
cigale’s way of life and that of the fourmi.
Audiovisual
YouTube videos
Students watch two YouTube videos on the same fable, one read by a French
Canadian and another read by a Haïtien.
Communication
Literature
La cigale et la fourmi de La
Fontaine
In small groups, students rewrite the fable in contemporary French prose. I
collect their work and make suggestions for improvements. Students rewrite
and we talk about specific samples. This allows students to receive feedback
and improve their individual work. It also allows students to get new ideas
from the samples.
Communication
Communication
Communication
Essential
Questions: Audiovisual
Mon pays de Gilles Vigneault
(Canada)
Students view the video of Vigneault’s Mon pays. A class discussion ensues
about how the poem reflects a unique Québécois perspective on homeland and
history.
Audio
« Réveille » de Zachary Richard
(Canada)
Students listen to Zachary Richard’s song « Réveille ». They discuss the
ideas expressed in the song and express their personal opinion of the song’s
message and music.
In the discussion, I ask students to draw
inferences regarding traditional work versus
artistic work and the universal nature of the
fable’s theme. In their written comparison,
students must provide supporting details from
the text.
In this activity, I have students focus on
differences in pronunciations and intonations in
Québécois and Haïtien.
In this activity ,I’m preparing students to
reference print text and express ideas in their
own words.
I also provide an overview of the history of
Québec to facilitate understanding.
Students are paired up and record a 2- to 3-minute conversation in which
they talk about which Canadian poems they prefer and explain why. These
recordings are scored according to the Spoken Interpersonal Communication
rubric, and students receive individual feedback on how to improve.
▼ How does art reflect a society’s or a period’s singularities?
▼ How does art enrich people’s lives?
16
Unit 9:
La poésie et la chanson
(continued)
Learning Objectives
Materials
Literature
« Prière d’un petit enfant nègre »
de Guy Tirolien (Caraïbes)
After a brief introduction of the poem « Prière d’un petit enfant nègre » by
the teacher, students read the poem and then answer questions assessing
comprehension of the message. A class discussion ensues about the poem’s
reflection of its author’s unique perspective on the colonial past of his
homeland.
Literature
« Mon pays que voici »
d’Anthony Phelps (Haïti)
In pairs, students answer questions about the poem « Mon pays que voici ».
The students discuss how the poem reflects a unique Haitian perspective on
their homeland and history.
Essential
Groups of students write questions about « Mon pays que voici ». The teacher
ensures they do not overlap, and the class then plays a College Bowl or
Jeopardy type of game.
Using the Haitian and Canadian poems they have discussed, students write an
essay on the topic: How can art reflect culture?
Activities in this unit have prepared students
to demonstrate an understanding of cultural
features in specific Francophone countries.
This assessment gives students the opportunity
to address one or both Essential Questions:
How does art reflect a society’s or a period’s
singularities? How does art enrich people’s
lives?
▼ How does art reflect a society’s or a period’s singularities?
▼ How does art enrich people’s lives?
17
Resources
General Resources
« L’Etranger lu par Albert Camus 1 sur 3. »
http://www.youtube.com/watch?v=J3uNCk6Kjj4
Authentik en français (periodical), Authentik (a campus company of Trinity University,
Dublin, Ireland), website: http://www.authentik.ie
Unit 3 Resources
Le Figaro (periodical). Group Figaro, website: http://www.lefigaro.fr/
Jean de Florette. Directed by Claude Berri. USA: Orion, 1986. DVD.
Phosophore (periodical). Bayard Presse, website: http://www.phosphore.com/
Camus, Albert. L’Étranger. France : Editions Gallimard, 1957.
Radio-Canada, website: http://www.radio-canada.ca/
Radio des Nations Unies, website: http://www.unmultimedia.org/radio/french/
« La difficile pratique de la religion dans les prisons. » Le Figaro. 11 April 2011.
http://www.lefigaro.fr/actualite-france/2011/04/14/01016-20110414ARTFIG00691-ladifficile-pratique-des-religions-en-prison.php
Students of the World (pen pals for students), website:
http://www.studentsoftheworld.info/
YouTube, website: http://youtube.com/
Unit 1 Resources
« L’immigration en France, Institut national d’études démographiques. » Institut national
d’études démographiques (INED), 2007.
http://www.ined.fr/fr/tout_savoir_population/videos/immigration_en_france/
Camus, Albert. L’Étranger. France : Editions Gallimard, 1957.
Unit 4 Resources
Radio France Internationale, website: http://www.rfi.fr/
Culliford, Pierre. La Schtroumpfette. Belgium : Pocket B.D. Publications, 1992.
Brétécher, Claire. Aggrippine. New York: Oxford University Press, 2000.
« Education des enfants : comment réagir si votre ado veut un piercing ou un
tatouage ? » Phosphore.
http://www.vosquestionsdeparents.fr/dossier/945/psychologie-de-lenfant-pourquoi-lesados-marquent-ils-leur-corps/page/2
Carrier, Roch. Le chandail ou l’abominable feuille d’érable, Par tout le monde
francophone. New York: Addison Wesley Longman, 1996.
« Fiche pédagogique: chanter en français: un acte de résistance. » RFI.
http://www.rfi.fr/lffr/articles/115/article_3086.asp
Laye, Camara. L’Enfant noir. France: Presses Pocket, 1987.
La Gloire de mon père. Directed by Yves Robert. France: Gaumont, 1990. DVD.
Unit 2 Resources
Unit 5 Resources
« Canada Le multiculturalisme. »
http://www.youtube.com/watch?v=f4_25GfDevo&feature=related
« C’est quoi être français ? » Authentik en français. Vol. 32 No 3, Printemps 2010.
« Bon vol en 2011 Le Père Noël existe. »
http://podcasts-cnes.fr/category/podcasts-audio/mais-quen-pensent-les-etoiles/
Citoyenneté et Immigration Canada. Various publications on immigration to Canada
posted to the website:
http://www.cic.gc.ca/francais/ressources/publications/index.asp#immigrer
« Environnement - l’espace au service de notre terre. »
http://www.astrium.eads.net/fr/keys-to-understand/environnement-l-espace-auservice-de-notre-terre-.html
« Débat sur l’identité nationale. » Authentik en français. Vol. 32 No 3, Printemps 2010.
« Multiculturalisme au canada. » http://www.youtube.com/watch?v=E5DArXkIEQk
« La technologie au service de la société et des loisirs. »
http://sciences.blogs.liberation.fr
« 77% des Français favorables à l’apprentissage de la Marseillaise à l’école. » Authentik
Inter, Vol.1 No3, Printemps 2010.
« Le fossé numérique. » (Radio Nations-Unies)
http://www.unmultimedia.org/radio/french/detail/107834.html
18
Resources
(continued)
« Le fossé technologique entre pays doit être comblé pour réduire la pauvreté. »
http://www.un.org/apps/newsFr/storyF.asp?NewsID=14485&Cr=CNUCED&Cr1=
« Les adolescents ont une activité physique insuffisante. » Phosphore 339 (Septembre
2009).
« Le puzzle climatique. »
http://www.youtube.com/watch?v=6Brd3sF7fPQ&feature=related
Unit 7 Additional Resources
« Les satellites au secours des zones humides. »
http://www.youtube.com/watch?v=m_R2PuCTJIE&list=SL
« Évolution des réseaux sociaux professionnels. » Excerpt from a presentation at APEC
convention. 9 June 2010.
http://phortail.org/webntic/Evolution-des-reseaux-sociaux-professionnels.html
« Les satellites Spot ont 25 ans. » http://www.astrium.eads.net/node.php?articleid=6590
« Le tourisme spatial est la preuve que les vols habités ne servent à rien. »
http://www.linternaute.com/science/espace/interviews/06/serge-brunier/chat-sergebrunier.shtml
« Les réseaux sociaux ont-ils tué les blogs ? »
http://www.youtube.com/watch?v=Vl27waGYkX8
« Nielsen: le succès mondial des réseaux sociaux défie les médias. » Le Figaro. 10
March 2009. http://blog.lefigaro.fr/medias/2009/03/nielsen.html
« Le tourisme spatial : une menace climatique. »
http://sciences.blogs.liberation.fr/home/2010/10/le-tourisme-spatial-une-menaceclimatique.html#tp
« Qu’est-ce qu’un réseau social ? » http://www.youtube.com/watch?v=tZ86VobkJeI
« Réseaux sociaux: quels risques pour les internautes ? » Le Point.fr. 29 August 2008.
http://www.lepoint.fr/actualites-societe/reseaux-sociaux-quels-risques-pour-lesinternautes/1597/0/269912
« Sondage: A prix comparable, acheteriez-vous une voiture électrique ? »
http://objectifterre.over-blog.org/article-36124177.html
« Sondage : Si vous aviez le choix entre acquérir une voiture 100% électrique et une
voiture hybride que choisiriez-vous ? »
http://www.electron-economy.org/article-34642961.html
« Tourisme spatial : les voyages extraordinaires ! »
http://www.cieletespaceradio.fr/tourisme_spatial___les_voyages_
extraordinaires__.490.RENC_001
Bâ, Mariama. Une si longue lettre. Dakar, Abidjan, Lome : Les Nouvelles Editions
Africaines, 1996.
« Femmes scientifiques: confirmation d’une discrimination » Commission Européenne.
26 April 2004.
http://www.sfpnet.fr/fichiers_communs/commissions/SFP-Femmes/fichiers/helsinki.
pdf
« A quoi sert l’éducation ? » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13
« La burqa, une prison ambulante. » Authentik en francais, Vol.32 NO1 (Automne 2009).
« Comment on boit à 17 ans. » Phosphore 339 (Septembre 2009).
« La burqa. » Authentik en francais, Vol.32 NO1-CD (Automne 2009).
« 17 ans, amoureuse. » Phosphore 339 (Septembre 2009).
« La burqa en France : paroles de musulmans. » Elle.
http://www.elle.fr/elle/Societe/Videos-Societe/Actu/VIDEO-La-burqa-en-France-parolesde-musulmans
« La réussite. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13
« La réussite ne passe-t-elle que par les études ? » Phosphore 339 (Septembre 2009).
« La femme s’émancipe et les changements de la famille. » Institut national d’études
démographiques (INED). 1992.
http://www.ined.fr/en/everything_about_population/videos/video_3/
« Le blog de Valérie. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13
« Modèles de réussite. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13
« Palmarès des lycées 2011. » http://www.lexpress.fr/palmares/lycees/
Molière. L’École des femmes. France: Hachette, 1994.
« Premier amour. » Authentik Inter, Hiver 2009, Vol.1 NO2, 10–13
« Paris Universités - Claudie Haigneré. » Tedx.
http://www.youtube.com/watch?v=9DoK2piUTT4
« Réforme du lycée. » http://www.education.gouv.fr/pid23519/la-reforme-lycee.html
« Témoignages d’adolescents. » Phosphore 339 (Septembre 2009).
19
Resources
(continued)
« Tu seras ingénieure, ma fille: promouvoir les carrières scientifiques. » Terrafemina. 24
January 2011.
http://www.terrafemina.com/vie-privee/famille/articles/2158-tu-seras-ingenieure-mafille--promouvoir-les-carrieres-scientifiques.html
Unit 9 Resources
de La Fontaine, Jean. «La cigale et la fourmi. »
http://eppee.ouvaton.org/IMG/pdf/la_cigale_et_la_fourmi.pdf
« Mon pays. » Gilles Vigneault. http://www.youtube.com/watch?v=CH_R6D7mU7M
« Mon pays que voici. » Anthony Phelps. 1996.
http://www.lehman.cuny.edu/ile.en.ile/paroles/phelps_monpays.html
« Prière d’un petit enfant nègre. » Guy Tirolien.
http://www.intofrench.org/cd/Monsieur_Ibrahim_et_les_Fleurs_du_Coran/poemes_pdf/
Priere_dun_petit_enfant_negre.pdf
« Réveille. » Zachary Richard. http://www.youtube.com/watch?v=vC7i9KoWrV4
20

Course Planning and Pacing Guide 3

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