AP French Syllabus
- Theme 1: Global Challenges (Les défis mondiaux): This theme is at the forefront of many global conversations, as governments discuss threats to the environment and its future.
- Theme 2: Science and Technology (La science et la technologie): This theme is relevant to how far humankind has progressed through the ages.
- Theme 3: Contemporary Life (La vie contemporaine): This theme can lead to a discussion of current problems as well as advantages and disadvantages of contemporary life.
- Theme 4: Personal and Public Identities (La quête de soi): This theme can open up ideas about the quest for the self and is important in understanding who we are and what our identity means.
- Theme 5: Families and Communities (La famille et la communauté): This theme is great for discussing and comparing family structures and communities around the world or through the centuries.
- Theme 6: Beauty and Aesthetics (L’esthétique): This theme allows students to discuss all kinds of art forms and the ideal of beauty.
AP French Syllabus
Ginger Wilder
http://dodgecitydemonapfrench.weebly.com
Our School: Our students complete French levels 1, 2 and 3 before taking AP French. Each class is completed in a semester. Our students take four classes per semester. For this AP French course each theme lasts only three weeks (21 hours for each theme).
Student Expectations and Objectives:
This course is an immersion experience requiring the use of French almost exclusively. French is spoken almost exclusively between the students and the teacher, and students speak to other students almost exclusively in French. (CR1)
In class authentic materials intended for native French speakers will be used. A few examples (but not limited to) are the following: The Stranger by Albert Camus, One Thing in a French Day Podcast, Little Nicholas, France-Amerique articles, and Aux Arbres Citoyens. (CR2a, b, c) Other materials and their uses are outlined and labeled in the Course Planner below.
Students will demonstrate their proficiency in spoken and written interpersonal communication. A few examples (but not limited to) are the following: Students will act out good parenting and demonstrate the opposite. Later they will discuss the differences. Students will Skype with a Parisian colleague living in France named Alice Jehan. Students will have a weekly correspondence with a French high school pen pal and document correspondence on their AP French website blog. Students will compare immigration laws in the US and France on their AP French website blog. (CR3a, b)
Also in class students will demonstrate the ability to understand and synthesize information from a variety of authentic French resources. A few examples are the following: Students will take a virtual tour of the Louvre and discuss what they learned with classmates. Students will write essays about French inventions chosen from a list of ten. Students will critique the documentary Demain (2016). Students will watch and discuss webcasts from CERN. Students will write an essay comparing The Necklace to an American short story. Students will contribute a weekly essay to the current events blog on their AP French website. Each activity will include building vocabulary exercises, answering questions and writing essays to compare and contrast themes. (CR4a, b)
Students will demonstrate their ability to speak French to an intended audience by preparing brochures and presentations on various topics including (but not limited to) The Stranger by Albert Camus, examining the differences between Cajun communities in America and French communities in France, presenting The Necklace to a French 2 class, and making presentations about French inventions. (CR5a,b)
Students will be able to speak, write and make presentations about the following AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Students will address the Global Challenges theme by creating a skit of a newsroom talk show and debating the following topics: discrimination, climate change, immigration and politics. Students will analyze the movie Le Havre (2016). Students will address Science and Technology by describing images from nature and discussing CERN, particle physics and the way this technology has shifted to Europe away from the US. Students will address the Contemporary Life theme by creating a brochure inviting others to visit a francophone country. The brochure includes activities for youth, families, and retirees. Students will address the Personal and Public Identities theme by presenting an essay comparing the main characters in Moderato Cantabile and The Stranger. Students will discuss the following questions: how do the characters see themselves? How do they see others seeing them? Students will address the Families and Communities theme by writing and presenting a short children’s book on what “a safe home” means to the student. Also, using notes on Pere Goriot students will compare the generational conflicts in Pere Goriot and Little Nicholas (2009). And finally students will address the Beauty and Aesthetics theme by acting out scenes posing as fashion critics. Students identity several ways fashion impacts beauty and body image. (CR6a,b,c,d,e,f)
Students will demonstrate an understanding of the products and practices which fosters an understanding of the cultural perspectives of the French. A few examples (but not limited to) are as follows: Students will discuss how art and New Wave Cinema has/does impact the customs and identity of France. Students will make a presentation about French art discussing how art in France presently and historically has impacted the customs and identity of France. Students will discuss France’s science and technology identity through CERN. How has this technology shifted away from the US? (CR7)
Students will demonstrate their ability to make linguistic and cultural comparisons by comparing and contrasting French and American idioms. Students will compare the different public illnesses in America and France after reading Les Malades Imaginaires by Guy Sorman. (CR8)
Students will use the target language in real-life settings by having ongoing face time with French high school pen pals and keeping a blog of their correspondence.
(CR9)
Materials:
501 French Verbs Christopher Kendris
Barron's 1996 AP French Preparing for the Language Examination (2nd Edition) Richard Ladd and Colette Girard Scott Foresman Addison Wesley
France Amerique articles from 2015, 2016 and 2017
Moderato Cantabile by Marguerite Duras
The Stranger by Albert Camus
Bonsoir Lune by Margaret Wise Brown
The Poor Boy's Toy by Charles Baudelaire
The Little Prince by Antoine de St. Exupery
Little Nicholas (2009)
Father Goriot by Balzac
Menilmontant Charles Trenet
Hector and the Search for Happiness by Francois Lelord
One Thing in a French Day podcasts
French newspaper internet sites
Racism Explained to My Daughter by Tahar Ben Jelloun
Le Havre (2011)
Discourse on Inequality by Rousseau
Aux Arbres Citoyens Yannick Noah
La Planete Bleue (2001)
Flowers by Arthur Rimbaud
Particle Fever (2013)
The Ladies' Paradise by Emile Zola
The Necklace by Guy de Maupassant
The 400 Blows (1959)
Demain (2016)
La Belle et La Bete (1946)
Le Havre (2011)
Course Planner
Personal and Public Identities Unit 1
(3 Weeks) Objectives: Students will be able to write and speak about the following topics: What makes up identity? How are you different from your neighbor? How is America different from France? How do you compare two cultures? (CR8) How do you make sense of the difference between how you perceive yourself and how others perceive you? (As a person, as an American?) How have perceptions of America changed? (CR6d)
Vocabulary- Adjectives, Vocabulary Lists from articles and novel excerpts, shared vocabulary lists from the Contemporary Life theme
Grammar- Verb tenses, emphasis on future and past tense, comparatives and superlatives
Reading- Les Malades Imaginaires by Guy Sorman. (France and America’s public and private illnesses) (CR6d) (CR8)
Liberte, Fraternite, Gastronomie by Roland Flamini (Gastronomy as personal and public identity in France)
Excerpts from Moderato Cantabile (personal view of self vs. public opinion)
Excerpts from The Stranger (personal view of self vs. public opinion)
Listening- Students will listen to the song Je Ne Regrette Rien, (CR2) One Thing in a French Day, (CR2a) scenes from The Way and Triplets of Belleville
Interpersonal Speaking- Students interview each other asking questions about their Identity Blog. (CR6d)
Presentational Speaking- Students present “notes turned essay” from excerpts read in class comparing France and America (CR5a) as well as French and American idiomatic expressions. (CR8) Students will act out scenes from The Stranger. (CR5a)
Interpersonal Writing- Students write a blog about self-identity and American identity on dodgecitydemonapfrench.weebly.com. Who am I as an American? How am I American? (CR5b) Students will write to their French high school student pen pal and type up the correspondence on the AP French blog. (CR9)
Presentational Writing- Students present an essay comparing the main characters in Moderato Cantabile and The Stranger. How do the characters see themselves? How do they see others seeing them? (CR6d)
Families and Communities Unit 2
(3 Weeks) Objectives: Student will be able to speak and write about the following topics: What is home? Why do we miss home when we leave and why do we want to return for visits? What is family? What does a safe and happy childhood look like? What is good parenting? What makes up community? (CR6e)
Vocabulary – family and friend vocabulary, holiday vocabulary, emotions, house and community vocabulary, childhood and parenting vocabulary
Grammar – verb tenses: present, past, future, plus-que-parfait, conditionnel
Reading - Bonsoir Lune, Excerpts from The Little Prince, Baudelaire’s The Poor Boy’s Toy, Excerpts from Balzac’s Père Goriot
Listening – Little Nicholas, (CR2a) podcasts about family from One Thing in a French Day, (CR2a) Charles Trenet’s song Menilmontant (CR2)
Interpersonal Speaking – Create parts and act out a family dinner with classmates. Demonstrate good parenting and demonstrate the opposite. Discuss the differences afterwards. (CR3a)
Presentational Speaking – After examining and discussing the differences between Cajun communities in America and French communities in France, students will give an individual presentation of their research. France-Amerique articles. (CR5a)
Interpersonal Writing – Students will blog about what safety in family dynamics looks like. What does good parenting look like? (CR3b) Students will blog in their AP French current events post. (CR4b)
Presentational Writing – Write and present a short children’s book on what “a safe home” means to the student. Using notes on Père Goriot and Little Nicholas students present an essay on generational conflicts. (CR6e)
Global Challenges Unit 3
Objectives: Students will be able to write and speak about the following topics: immigration laws, political parties, racism, immigration, and discrimination. Has discrimination changed since the age of Rousseau? Have you ever experienced prejudice firsthand? (CR6a)
Vocabulary – politics vocabulary, climate change, racism, immigration, and discrimination vocabulary
Grammar – comparatives, verb tenses future and past
Reading – Racism Explained to My Daughter by Tahar Ben Jelloun, Discourse on Inequality by Rousseau
Listening – Le Havre (2011) (CR6a) Demain (2016) (CR6b) Aux Arbres Citoyens Yannick Noah, Après L’Automne Kallash (some lyrics omitted) (CR2)
Interpersonal Speaking – Students will create and present a skit of a newsroom talk show and debate the following issues: discrimination, climate change, immigration and politics. (CR6a) Students will participate in a Skype session with Alice Jehan, a Parisian colleague in France. (CR3a)
Presentational Speaking – Students will present a short project explaining the different political parties in France. Students will be music critics and compare two French songs. (CR4a)
Interpersonal Writing – Students will compare immigration laws in the US and France on their AP French website blog. (CR6a) Students will add an essay to their weekly current events blog. (CR3b) Students will add content to their weekly pen pal correspondence documented on the AP blog. (CR9)
Presentational Writing – Students will write essays about French inventions chosen from a list of ten. (CR4b)
Beauty and Aesthetics Unit 4
(3 Weeks) Objectives: Students will be able to write and speak about the following topics: What is beauty? What is art? What is the role of art in a culture? Compare American and French art. What is fashion? Compare American and French fashion. Who are the most famous French designers? What is style? What is your personal style? What is New Wave cinema and how is it art? (CR6f) How does/has art and New Wave cinema impacted customs and identity in France? (CR7)
Vocabulary – fashion, art, and beauty vocabulary
Grammar – comparatives and superlatives, review adverb placement
Reading - Le Canotier (The Strawboater Hat) by Guenola Pellen, (CR2b) Excerpts from The Ladies’ Paradise by Zola, various articles from Le Monde and France-Amerique, The Necklace by Guy de Maupassant
Listening – Students will take a virtual tour of the Louvre. (CR4a) Students will view scenes from The 400 Blows (1959) and La Belle et La Bete (1946) (CR2a)
Interpersonal Speaking – Students will act out scenes posing as fashion critics and later as movie critics. Students identify several ways fashion impacts beauty and body image. (CR6f)
Presentational Speaking – Students will choose an art movement in France and present it to the class. How does art in France presently and historically impact the customs and identity of France? (CR7) Students will act out scenes from The Necklace for a French 1 and 2 class. (CR5a)
Interpersonal Writing – Students will write a fashion blog describing the current collection of one or two French designers comparing them to their personal style. (CR3b) Students will present their blogs about current French designers to a French 2 class. (CR4a)
Presentational Writing – Students will analyze the films The 400 Blows (1959) or La Belle et La Bete (1946) or choose to compare The Necklace to an American short story. (CR4a)
Science and Technology Unit 5
(3 Weeks) Objectives: Students will be able to speak and write on the following topics: What is nature? What is the difference between chemistry and biology? How are the French leading the world in particle physics and other inventions? (CR7) Who was Lavoisier? How is perfume made and what is the history of the perfume and cosmetic industry in France? What is the current economic status of these industries? (CR6b)
Vocabulary – science, nature, biology, chemistry, perfume, and cosmetics vocabulary
Grammar – consistent verb tense usage in essays
Reading – Flowers by Arthur Rimbaud, online French articles about CERN and French inventions, online articles about the life of Lavoisier
Listening – La Planete Bleue (2001) (CR2a) Particle Fever (2013) One Thing in a French Day podcasts (CR2a)
Interpersonal Speaking – Students will describe images from nature. Students will discuss CERN webcasts (CR4a), particle physics and the way this technology has shifted to Europe away from the US. (CR6b)
Presentational Speaking – Students will have a choice of ten French inventions. They will give a presentation in class on three. Students may use posters or Power Points. (CR5a) Students must give historical and contemporary perspectives of these inventions. (CR6b)
Interpersonal Writing – Students will blog about the French cosmetics and perfume industry (include history, science and personal preference) and leave comments for fellow students. Weekly Pen Pal correspondence and current events (CR4b) will be documented on the AP blog. (CR3b)
Presentational Writing - Students will write a compare/contrast essay on their favorite aspect of biology and chemistry. (CR4b) Students may also review the documentary Demain. (CR4a)
Contemporary Life Unit 6
Objectives: Students will write and speak in French about the following questions: Why is soccer important to the French? What is popular music like in France? How is this music different or similar to American music? What popular places should one visit in France? In the francophone world? In the US? What is climate change and how are the French approaching this topic? How will I be prepared to present myself to a future employer? (CR6c)
Vocabulary – sports vocabulary, professions, travel, music style vocabulary, climate change vocabulary
Grammar – verb tenses, relative pronouns
Reading – online French newspaper articles about climate change, soccer and other sports, articles from France-Amerique, Excerpts from Hector and the Search for Happiness by Francois Lelord
Listening – Demain (2016) (CR2a) Excerpts from current French rap (CR2)
Interpersonal Speaking – Students will act out job interviews. Students will include questions about how education impacts career choices. (CR6c)
Presentational Speaking – Students will present a critique of current French songs and compare them to their favorite music. (CR4a) Students will act out scenes from Hector and the Search for Happiness. (CR5a)
Interpersonal Writing – Students will compare sports in the US to sports in France on their AP website blog. Students will add an essay to their current events AP blog. (CR4b)
Presentational Writing – Students will prepare a brochure inviting others to visit a francophone country. The brochure includes activities for youth, families and retirees. (CR6c)
Ginger Wilder
http://dodgecitydemonapfrench.weebly.com
Our School: Our students complete French levels 1, 2 and 3 before taking AP French. Each class is completed in a semester. Our students take four classes per semester. For this AP French course each theme lasts only three weeks (21 hours for each theme).
Student Expectations and Objectives:
This course is an immersion experience requiring the use of French almost exclusively. French is spoken almost exclusively between the students and the teacher, and students speak to other students almost exclusively in French. (CR1)
In class authentic materials intended for native French speakers will be used. A few examples (but not limited to) are the following: The Stranger by Albert Camus, One Thing in a French Day Podcast, Little Nicholas, France-Amerique articles, and Aux Arbres Citoyens. (CR2a, b, c) Other materials and their uses are outlined and labeled in the Course Planner below.
Students will demonstrate their proficiency in spoken and written interpersonal communication. A few examples (but not limited to) are the following: Students will act out good parenting and demonstrate the opposite. Later they will discuss the differences. Students will Skype with a Parisian colleague living in France named Alice Jehan. Students will have a weekly correspondence with a French high school pen pal and document correspondence on their AP French website blog. Students will compare immigration laws in the US and France on their AP French website blog. (CR3a, b)
Also in class students will demonstrate the ability to understand and synthesize information from a variety of authentic French resources. A few examples are the following: Students will take a virtual tour of the Louvre and discuss what they learned with classmates. Students will write essays about French inventions chosen from a list of ten. Students will critique the documentary Demain (2016). Students will watch and discuss webcasts from CERN. Students will write an essay comparing The Necklace to an American short story. Students will contribute a weekly essay to the current events blog on their AP French website. Each activity will include building vocabulary exercises, answering questions and writing essays to compare and contrast themes. (CR4a, b)
Students will demonstrate their ability to speak French to an intended audience by preparing brochures and presentations on various topics including (but not limited to) The Stranger by Albert Camus, examining the differences between Cajun communities in America and French communities in France, presenting The Necklace to a French 2 class, and making presentations about French inventions. (CR5a,b)
Students will be able to speak, write and make presentations about the following AP themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Students will address the Global Challenges theme by creating a skit of a newsroom talk show and debating the following topics: discrimination, climate change, immigration and politics. Students will analyze the movie Le Havre (2016). Students will address Science and Technology by describing images from nature and discussing CERN, particle physics and the way this technology has shifted to Europe away from the US. Students will address the Contemporary Life theme by creating a brochure inviting others to visit a francophone country. The brochure includes activities for youth, families, and retirees. Students will address the Personal and Public Identities theme by presenting an essay comparing the main characters in Moderato Cantabile and The Stranger. Students will discuss the following questions: how do the characters see themselves? How do they see others seeing them? Students will address the Families and Communities theme by writing and presenting a short children’s book on what “a safe home” means to the student. Also, using notes on Pere Goriot students will compare the generational conflicts in Pere Goriot and Little Nicholas (2009). And finally students will address the Beauty and Aesthetics theme by acting out scenes posing as fashion critics. Students identity several ways fashion impacts beauty and body image. (CR6a,b,c,d,e,f)
Students will demonstrate an understanding of the products and practices which fosters an understanding of the cultural perspectives of the French. A few examples (but not limited to) are as follows: Students will discuss how art and New Wave Cinema has/does impact the customs and identity of France. Students will make a presentation about French art discussing how art in France presently and historically has impacted the customs and identity of France. Students will discuss France’s science and technology identity through CERN. How has this technology shifted away from the US? (CR7)
Students will demonstrate their ability to make linguistic and cultural comparisons by comparing and contrasting French and American idioms. Students will compare the different public illnesses in America and France after reading Les Malades Imaginaires by Guy Sorman. (CR8)
Students will use the target language in real-life settings by having ongoing face time with French high school pen pals and keeping a blog of their correspondence.
(CR9)
Materials:
501 French Verbs Christopher Kendris
Barron's 1996 AP French Preparing for the Language Examination (2nd Edition) Richard Ladd and Colette Girard Scott Foresman Addison Wesley
France Amerique articles from 2015, 2016 and 2017
Moderato Cantabile by Marguerite Duras
The Stranger by Albert Camus
Bonsoir Lune by Margaret Wise Brown
The Poor Boy's Toy by Charles Baudelaire
The Little Prince by Antoine de St. Exupery
Little Nicholas (2009)
Father Goriot by Balzac
Menilmontant Charles Trenet
Hector and the Search for Happiness by Francois Lelord
One Thing in a French Day podcasts
French newspaper internet sites
Racism Explained to My Daughter by Tahar Ben Jelloun
Le Havre (2011)
Discourse on Inequality by Rousseau
Aux Arbres Citoyens Yannick Noah
La Planete Bleue (2001)
Flowers by Arthur Rimbaud
Particle Fever (2013)
The Ladies' Paradise by Emile Zola
The Necklace by Guy de Maupassant
The 400 Blows (1959)
Demain (2016)
La Belle et La Bete (1946)
Le Havre (2011)
Course Planner
Personal and Public Identities Unit 1
(3 Weeks) Objectives: Students will be able to write and speak about the following topics: What makes up identity? How are you different from your neighbor? How is America different from France? How do you compare two cultures? (CR8) How do you make sense of the difference between how you perceive yourself and how others perceive you? (As a person, as an American?) How have perceptions of America changed? (CR6d)
Vocabulary- Adjectives, Vocabulary Lists from articles and novel excerpts, shared vocabulary lists from the Contemporary Life theme
Grammar- Verb tenses, emphasis on future and past tense, comparatives and superlatives
Reading- Les Malades Imaginaires by Guy Sorman. (France and America’s public and private illnesses) (CR6d) (CR8)
Liberte, Fraternite, Gastronomie by Roland Flamini (Gastronomy as personal and public identity in France)
Excerpts from Moderato Cantabile (personal view of self vs. public opinion)
Excerpts from The Stranger (personal view of self vs. public opinion)
Listening- Students will listen to the song Je Ne Regrette Rien, (CR2) One Thing in a French Day, (CR2a) scenes from The Way and Triplets of Belleville
Interpersonal Speaking- Students interview each other asking questions about their Identity Blog. (CR6d)
Presentational Speaking- Students present “notes turned essay” from excerpts read in class comparing France and America (CR5a) as well as French and American idiomatic expressions. (CR8) Students will act out scenes from The Stranger. (CR5a)
Interpersonal Writing- Students write a blog about self-identity and American identity on dodgecitydemonapfrench.weebly.com. Who am I as an American? How am I American? (CR5b) Students will write to their French high school student pen pal and type up the correspondence on the AP French blog. (CR9)
Presentational Writing- Students present an essay comparing the main characters in Moderato Cantabile and The Stranger. How do the characters see themselves? How do they see others seeing them? (CR6d)
Families and Communities Unit 2
(3 Weeks) Objectives: Student will be able to speak and write about the following topics: What is home? Why do we miss home when we leave and why do we want to return for visits? What is family? What does a safe and happy childhood look like? What is good parenting? What makes up community? (CR6e)
Vocabulary – family and friend vocabulary, holiday vocabulary, emotions, house and community vocabulary, childhood and parenting vocabulary
Grammar – verb tenses: present, past, future, plus-que-parfait, conditionnel
Reading - Bonsoir Lune, Excerpts from The Little Prince, Baudelaire’s The Poor Boy’s Toy, Excerpts from Balzac’s Père Goriot
Listening – Little Nicholas, (CR2a) podcasts about family from One Thing in a French Day, (CR2a) Charles Trenet’s song Menilmontant (CR2)
Interpersonal Speaking – Create parts and act out a family dinner with classmates. Demonstrate good parenting and demonstrate the opposite. Discuss the differences afterwards. (CR3a)
Presentational Speaking – After examining and discussing the differences between Cajun communities in America and French communities in France, students will give an individual presentation of their research. France-Amerique articles. (CR5a)
Interpersonal Writing – Students will blog about what safety in family dynamics looks like. What does good parenting look like? (CR3b) Students will blog in their AP French current events post. (CR4b)
Presentational Writing – Write and present a short children’s book on what “a safe home” means to the student. Using notes on Père Goriot and Little Nicholas students present an essay on generational conflicts. (CR6e)
Global Challenges Unit 3
Objectives: Students will be able to write and speak about the following topics: immigration laws, political parties, racism, immigration, and discrimination. Has discrimination changed since the age of Rousseau? Have you ever experienced prejudice firsthand? (CR6a)
Vocabulary – politics vocabulary, climate change, racism, immigration, and discrimination vocabulary
Grammar – comparatives, verb tenses future and past
Reading – Racism Explained to My Daughter by Tahar Ben Jelloun, Discourse on Inequality by Rousseau
Listening – Le Havre (2011) (CR6a) Demain (2016) (CR6b) Aux Arbres Citoyens Yannick Noah, Après L’Automne Kallash (some lyrics omitted) (CR2)
Interpersonal Speaking – Students will create and present a skit of a newsroom talk show and debate the following issues: discrimination, climate change, immigration and politics. (CR6a) Students will participate in a Skype session with Alice Jehan, a Parisian colleague in France. (CR3a)
Presentational Speaking – Students will present a short project explaining the different political parties in France. Students will be music critics and compare two French songs. (CR4a)
Interpersonal Writing – Students will compare immigration laws in the US and France on their AP French website blog. (CR6a) Students will add an essay to their weekly current events blog. (CR3b) Students will add content to their weekly pen pal correspondence documented on the AP blog. (CR9)
Presentational Writing – Students will write essays about French inventions chosen from a list of ten. (CR4b)
Beauty and Aesthetics Unit 4
(3 Weeks) Objectives: Students will be able to write and speak about the following topics: What is beauty? What is art? What is the role of art in a culture? Compare American and French art. What is fashion? Compare American and French fashion. Who are the most famous French designers? What is style? What is your personal style? What is New Wave cinema and how is it art? (CR6f) How does/has art and New Wave cinema impacted customs and identity in France? (CR7)
Vocabulary – fashion, art, and beauty vocabulary
Grammar – comparatives and superlatives, review adverb placement
Reading - Le Canotier (The Strawboater Hat) by Guenola Pellen, (CR2b) Excerpts from The Ladies’ Paradise by Zola, various articles from Le Monde and France-Amerique, The Necklace by Guy de Maupassant
Listening – Students will take a virtual tour of the Louvre. (CR4a) Students will view scenes from The 400 Blows (1959) and La Belle et La Bete (1946) (CR2a)
Interpersonal Speaking – Students will act out scenes posing as fashion critics and later as movie critics. Students identify several ways fashion impacts beauty and body image. (CR6f)
Presentational Speaking – Students will choose an art movement in France and present it to the class. How does art in France presently and historically impact the customs and identity of France? (CR7) Students will act out scenes from The Necklace for a French 1 and 2 class. (CR5a)
Interpersonal Writing – Students will write a fashion blog describing the current collection of one or two French designers comparing them to their personal style. (CR3b) Students will present their blogs about current French designers to a French 2 class. (CR4a)
Presentational Writing – Students will analyze the films The 400 Blows (1959) or La Belle et La Bete (1946) or choose to compare The Necklace to an American short story. (CR4a)
Science and Technology Unit 5
(3 Weeks) Objectives: Students will be able to speak and write on the following topics: What is nature? What is the difference between chemistry and biology? How are the French leading the world in particle physics and other inventions? (CR7) Who was Lavoisier? How is perfume made and what is the history of the perfume and cosmetic industry in France? What is the current economic status of these industries? (CR6b)
Vocabulary – science, nature, biology, chemistry, perfume, and cosmetics vocabulary
Grammar – consistent verb tense usage in essays
Reading – Flowers by Arthur Rimbaud, online French articles about CERN and French inventions, online articles about the life of Lavoisier
Listening – La Planete Bleue (2001) (CR2a) Particle Fever (2013) One Thing in a French Day podcasts (CR2a)
Interpersonal Speaking – Students will describe images from nature. Students will discuss CERN webcasts (CR4a), particle physics and the way this technology has shifted to Europe away from the US. (CR6b)
Presentational Speaking – Students will have a choice of ten French inventions. They will give a presentation in class on three. Students may use posters or Power Points. (CR5a) Students must give historical and contemporary perspectives of these inventions. (CR6b)
Interpersonal Writing – Students will blog about the French cosmetics and perfume industry (include history, science and personal preference) and leave comments for fellow students. Weekly Pen Pal correspondence and current events (CR4b) will be documented on the AP blog. (CR3b)
Presentational Writing - Students will write a compare/contrast essay on their favorite aspect of biology and chemistry. (CR4b) Students may also review the documentary Demain. (CR4a)
Contemporary Life Unit 6
Objectives: Students will write and speak in French about the following questions: Why is soccer important to the French? What is popular music like in France? How is this music different or similar to American music? What popular places should one visit in France? In the francophone world? In the US? What is climate change and how are the French approaching this topic? How will I be prepared to present myself to a future employer? (CR6c)
Vocabulary – sports vocabulary, professions, travel, music style vocabulary, climate change vocabulary
Grammar – verb tenses, relative pronouns
Reading – online French newspaper articles about climate change, soccer and other sports, articles from France-Amerique, Excerpts from Hector and the Search for Happiness by Francois Lelord
Listening – Demain (2016) (CR2a) Excerpts from current French rap (CR2)
Interpersonal Speaking – Students will act out job interviews. Students will include questions about how education impacts career choices. (CR6c)
Presentational Speaking – Students will present a critique of current French songs and compare them to their favorite music. (CR4a) Students will act out scenes from Hector and the Search for Happiness. (CR5a)
Interpersonal Writing – Students will compare sports in the US to sports in France on their AP website blog. Students will add an essay to their current events AP blog. (CR4b)
Presentational Writing – Students will prepare a brochure inviting others to visit a francophone country. The brochure includes activities for youth, families and retirees. (CR6c)