Grade 9 th 12 th, 1 Credit Elective Course Prerequisite: French IV High School AP French Curriculum Course Description: The purpose is to develop proficiency in the French language. Students have already acquired a basic knowledge of the language and culture of French speaking peoples and have developed a reasonable proficiency in listening comprehension, speaking, reading and writing. This course stresses vocabulary, oral skills, composition and grammar, and requires students to use French for active communication. In order to promote language proficiency, this class is conducted primarily in the target language. Students work toward building a larger reading, speaking and listening vocabulary through use of materials representative of the Frenchspeaking culture. Extensive training in the organization and writing of compositions is an integral part of AP French.
Scope and Sequence: Timeframe Unit Instructional Topics 6 Weeks L Esthetique Topic 1: Architecture Topic 2: Contributions to World Artistic Heritage Topic 3: Ideals of Beauty Topic 4: Literature Topic 5: Music Topic 6: Performing Arts Topic 7: Visual Arts 6 Weeks Les Defis Mondiaus Topic 1: Diversity Issues Topic 2: Economic Issues Topic 3: Environmental Issues Topic 4: Health Issues Topic 5: Human Rights Topic 6: Nutrition and food Safety Topic 7: Peace and War 6 Weeks La science et la technologie Topic 1: Current Research Topics Topic 2: Discoveries and Inventions Topic 3: Ethical Questions Topic 4: Future Technologies Topic 5: Intellectual Property Topic 6: The New Media Topic 7: Social Impact of Technology Board Approved: January 14, 2016 P a g e 2
Unit 1: L Esthétique Subject: AP French Grade: 10-12 Name of Unit: L Esthétique Length of Unit: 6 Weeks Overview of Unit: Students will study areas of literature, architecture, music, performing arts, visual arts and other ideals of beauty. Priority Standards for unit: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. Apply the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Students understand and interpret written and spoken language on a variety of topics. Identify and interpret the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Supporting Standards for unit: Students show evidence of becoming lifelong learners by using the target language for personal enjoyment and enrichment. Board Approved: January 14, 2016 P a g e 3
Access or acquire cultural information through community sources. Read, listen, or watch authentic materials or media for personal enjoyment. Students demonstrate understanding of the practices and perspectives of the cultures studied. Interact with culturally appropriate patterns of behavior in familiar situations. Describe the historical significance of activities and celebrations in the culture studied. Investigate and explain how previous cultures influenced the modern culture studied. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (ISTE 1 - Creativity and Innovation). Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (ISTE 2 - Communication and Collaboration). Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research and Information Fluency). Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results. Board Approved: January 14, 2016 P a g e 4
Unwrapped Skills Unwrapped Concepts (Students need to be able to Bloom s Taxonomy (Students need to know) do) Levels Webb's DOK competencies previously introduced Demonstrate Remember 1 opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Exchange Evaluate 3 opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Support Evaluate 3 aspects of a field of study and/or employment opportunities. Discuss Analyze 3 competencies previously introduced. Demonstrate Remember 1 the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply Apply 2 knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Apply Apply 1 the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Identify Understand 1 the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. interpret Analyze 2 a written summary of the plot and characters in Prepare Create 2 Board Approved: January 14, 2016 P a g e 5
selected pieces of literature (fiction or nonfiction) written in the target language. a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Prepare Create 3 Board Approved: January 14, 2016 P a g e 6
Essential Questions: 1. How are perceptions of beauty and creativity established? 2. How do ideals of beauty and aesthetics influence daily life? 3. How do the arts both challenge and reflect cultural perspectives? Enduring Understanding/Big Ideas: 1. Beauty is perceived by the view of the individual, what one thinks is beauty could be different from another. Creativity can be established through many different mediums. 2. Beauty and aesthetics influence our perception in mainstream culture, music, literature, art. 3. Because of the differences in viewpoints on what beauty is, different cultures see beauty in different ways. Cultural practices affect what we perceive as beauty. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Vocabulary related to: architecture ideals of beauty literature music performing arts visual arts world artistic heritage Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural readings and texts, etc. Board Approved: January 14, 2016 P a g e 7
Topic 1: Architecture Engaging Experience 1 Title: Modern Architecture Suggested Length of Time: 1 Day Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Supporting: Students demonstrate understanding of the practices and perspectives of the cultures studied. Interact with culturally appropriate patterns of behavior in familiar situations. Describe the historical significance of activities and celebrations in the culture studied. Investigate and explain how previous cultures influenced the modern culture studied. Detailed Description/Instructions: Students will look at two types of architecture found in France-modern and classic. (Example- Opera Bastille and Paris Garnier Opera House) and make a compare and contrast Venn diagram on the architectural design. Students will then discuss the similarities and differences and give their opinion on which style they prefer. Bloom s Levels: Analyze, Evaluate Webb s DOK: 3, 4 Rubric: To be created Board Approved: January 14, 2016 P a g e 8
Topic 2: Contributions to World Artistic Heritage Engaging Experience 1 Title: Contribution of a Francophone Artist Suggested Length of Time: 2-3 Days Standards Addressed Priority: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Supporting: Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research and Information Fluency). Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results. Detailed Description/Instructions: Students will research a famous Francophone artist and present the importance and contribution of this artist to the world. Students will need to provide samples of the artist s work. Students will also give their opinion of one piece of artwork. Bloom s Levels: Understand, Evaluate Webb s DOK: 2, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 9
Topic 3: Ideals of Beauty Engaging Experience 1 Title: Stereotypes in France Suggested Length of Time: 1 Day Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Supporting: Detailed Description/Instructions: Students will discuss common stereotypes that Americans think of the French. They will then read an article about these stereotypes (Example: http://lci.tf1.fr/monde/amerique/les-10-prejuges-americains-sur-les-francais-7598291.html and make a comparison of what is true and what is perceived. Bloom s Levels: Understand, Evaluate Webb s DOK: 2, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 10
Topic 4: Literature Engaging Experience 1 Title: L etranger by Albert Camus Suggested Length of Time: 2-3 Days Standards Addressed Priority: Students understand and interpret written and spoken language on a variety of topics. Identify and interpret the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Supporting: Detailed Description/Instructions: Students will read a piece of authentic French literature (chapter of L Etranger by Albert Camus, for example) and the students will work with a partner on the role-play based on a hypothetical discussion related to the chapter. These role plays provide additional opportunities for interpersonal communication, as well as help the students to synthesize the material from the chapter. Bloom s Levels: Understand, Analyze Webb s DOK: 1, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 11
Topic 5: Music Engaging Experience 1 Title: Everybody loves Stromae! Suggested Length of Time: 2-3 Days Standards Addressed Priority: Students understand and interpret written and spoken language on a variety of topics. Identify and interpret the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. Apply the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Supporting: Students show evidence of becoming lifelong learners by using the target language for personal enjoyment and enrichment. Access or acquire cultural information through community sources. Detailed Description/Instructions: Students will study the newest hit in Europe, Stromae! They will look at his history and how his struggles in life have affected him. Students will pick a song by Stromae as a class. Begin by playing the video (found on YouTube and itunes) so that the students can see Stromae singing the song. As they listen, they ll fill in a graphic organizer with their thoughts and reactions to the song. Then pass out the lyrics and have students discuss the vocabulary, key verses and theme of the song. Lastly, they ll write additional verses for the song. Bloom s Levels: Understand; Webb s DOK: 1; Rubric: To be created Board Approved: January 14, 2016 P a g e 12
Topic 6: Performing Arts Engaging Experience 1 Title: Re-enactment of a Story Suggested Length of Time: 3-4 Days Standards Addressed Priority: Students understand and interpret written and spoken language on a variety of topics. Identify and interpret the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Supporting: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (ISTE 1 - Creativity and Innovation). Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (ISTE 2 - Communication and Collaboration). Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Detailed Description/Instructions: Students will research and find a story from a francophone country (this could be a children s story, fairytale, movie, play, etc ) and students will reenact the main event of the story in a skit format. Bloom s Levels: Understand Webb s DOK: 1 Rubric: To be created Board Approved: January 14, 2016 P a g e 13
Topic 7: Visual Arts Engaging Experience 1 Title: Work of Art in a new way Suggested Length of Time: 2-3 Days Standards Addressed Priority: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Supporting: Detailed Description/Instructions: After studying different mediums of visual arts, students will pick one to recreate in a different style, explaining the differences between the two. Bloom s Levels: Remember, Create Webb s DOK: 1, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 14
Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will create a presentation in French expressing their ideas of beauty in their lives and what role it plays in society. They can do this through any form of presentation- a blog post, a poem, song, or skit with a group. They will cite specific examples in their lives where this beauty is represented. Rubric for Engaging Scenario: To be created Board Approved: January 14, 2016 P a g e 15
Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time 1 Modern Architecture 2 Contribution of a Francophone Artist 3 Stereotypes in France 4 L etranger by Albert Camus Students will look at two types of architecture found in France-modern and classic. (Example- Opera Bastille and Paris Garnier Opera House) and make a compare and contrast Venn Diagram on the architectural design. Students will then discuss the similarities and differences and give their opinion on which style they prefer. Students will research a famous Francophone artist and present the importance and contribution of this artist to the world. Students will need to provide samples of the artist s work. Students will also give their opinion of one piece of artwork. Students will discuss common stereotypes that Americans think of the French. They will then read an article about these stereotypes (Example: http://lci.tf1.fr/monde/amerique/les- 10-prejuges-americains-sur-les-francais- 7598291.html and make a comparison of what is true and what is perceived. Students will read a piece of authentic French literature (chapter of L Etranger by Albert Camus, for example) and the students will work with a partner on the role-play based on a hypothetical discussion related to the chapter. These role plays provide additional opportunities for interpersonal communication, as well as help the students to synthesize the material from the chapter. 1 Day 2-3 Days 1 Day 2-3 Days Board Approved: January 14, 2016 P a g e 16
5 Everybody loves Stromae! 6 Re-enactment of a Story 7 Work of Art in a new way Students will study the newest hit in Europe, Stromae! They will look at his history and how his struggles in life have affected him. Students will pick a song by Stromae as a class. Begin by playing the video (found on YouTube and itunes) so that the students can see Stromae singing the song. As they listen, they ll fill in a graphic organizer with their thoughts and reactions to the song. Then pass out the lyrics and have students discuss the vocabulary, key verses and theme of th Students will research and find a story from a francophone country (this could be a children s story, fairytale, movie, play, etc ) and students will reenact the main event of the story in a skit format. After studying different medias of visual arts, students will pick one to recreate in a different style, explaining the differences between the two. 2-3 Days 3-4 Days 2-3 Days Board Approved: January 14, 2016 P a g e 17
Unit 2: Les Défis Mondiaux Subject: AP French Grade: 10-12 Name of Unit: Les Defis Mondiaux Length of Unit: 6 Weeks Overview of Unit: Students will describe the French and American governmental systems. Students will debate current events and controversial issues. Students will describe their own health and others including life-threatening health issues and how it s viewed by different countries. Priority Standards for unit: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. Apply the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Students understand and interpret written and spoken language on a variety of topics. Identify and interpret the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture. Board Approved: January 14, 2016 P a g e 18
Distinguish the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Regularly use information from target language sources to communicate in oral and written formats with target-language speakers. Students reinforce and further their knowledge of other disciplines through the world language. Acquire information from a variety of sources written in the target language about topics being studied in other school subjects. Compare information available on a variety of topics such as art, literature, history, politics, economics, and contemporary global issues. Supporting Standards for unit: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Identify and analyze cultural perspectives as reflected in a variety of nonfiction and fiction texts. Students demonstrate understanding of the practices and perspectives of the cultures studied. Interact with culturally appropriate patterns of behavior in familiar situations. Describe the historical significance of activities and celebrations in the culture studied. Investigate and explain how previous cultures influenced the modern culture studied. Board Approved: January 14, 2016 P a g e 19
Unwrapped Skills Unwrapped Concepts (Students need to be able to Bloom s Taxonomy (Students need to know) do) Levels Webb's DOK competencies previously introduced Demonstrate Remember 1 opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Exchange Evaluate 3 opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Support Evaluate 3 aspects of a field of study and/or employment opportunities. Discuss Analyze 3 competencies previously introduced. Demonstrate Remember 1 the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply Apply 2 knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Apply Apply 1 the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Identify Understand 1 the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Interpret Analyze 2 a written summary of the plot and characters in Prepare Create 2 Board Approved: January 14, 2016 P a g e 20
selected pieces of literature (fiction or nonfiction) written in the target language. a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Prepare Create 3 Board Approved: January 14, 2016 P a g e 21
Essential Questions: 1. How do environmental, political and social issues pose challenges to societies throughout the world? 2. How do we arrive at possible solutions to those challenges? Enduring Understanding/Big Ideas: 1. No person, company or country exists in isolation in the world. Our actions have an impact on others either positively or negatively. 2. Through understanding of, tolerance for and cooperation with each other we can arrive at possible solutions to the environmental, political and social issues in global societies. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Vocabulary related to: diversity and tolerance economic issues environmental issues health human rights nutrition and food safety peace and wa Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural readings and texts, etc. Board Approved: January 14, 2016 P a g e 22
Topic 1: Diversity Issues Engaging Experience 1 Title: Diversity Role Play Suggested Length of Time: 1 Day Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Supporting: Detailed Description/Instructions: Each student will be assigned a particular physical trait that will place him or her in a particular group. (For example, one group of students all have long hair while another all have green eyes.) At any given time the teacher will declare one group superior over the other. Students will be given situations/conversations to act out, in the target language, in which inferior students are treated as such until all students have experienced some form of discrimination. Students will then discuss how that discrimination made them feel and how those feelings could translate into potential social issues. Bloom s Levels: Apply Webb s DOK: 1 Rubric: To be created Board Approved: January 14, 2016 P a g e 23
Topic 2: Economic Issues Engaging Experience 1 Title: Income Inequality Suggested Length of Time: 1 Day Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Supporting: Detailed Description/Instructions: Students will compare and contrast incomes for various professions in the U.S. and a francophone country as well as income inequality and analyze the results in a class discussion. Bloom s Levels: Understand, Analyze Webb s DOK: 1, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 24
Topic 3: Environmental Issues Engaging Experience 1 Title: Green Washing Suggested Length of Time: 2 Days Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. Apply the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Students understand and interpret written and spoken language on a variety of topics. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture. Distinguish the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Regularly use information from target language sources to communicate in oral and written formats with target-language speakers. Students reinforce and further their knowledge of other disciplines through the world language. Acquire information from a variety of sources written in the target language about topics being studied in other school subjects. Board Approved: January 14, 2016 P a g e 25
Compare information available on a variety of topics such as art, literature, history, politics, economics, and contemporary global issues. Supporting: Students demonstrate understanding of the practices and perspectives of the cultures studied. Interact with culturally appropriate patterns of behavior in familiar situations. Describe the historical significance of activities and celebrations in the culture studied. Investigate and explain how previous cultures influenced the modern culture studied. Detailed Description/Instructions: Students will analyze the meaning and underlying message of music video Green Washing by Tryo, and discuss about consumers wants versus needs and the role the advertising industry plays in confusing the two in buyers minds giving examples from American society. Bloom s Levels: Analyze Webb s DOK: 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 26
Topic 4: Health Issues Engaging Experience 1 Title: Healthy Choices Suggested Length of Time: 1 Day Standards Addressed Priority: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Supporting: Detailed Description/Instructions: Students will keep a journal in French for two weeks of their eating and exercise habits and compare them to medical industry suggestions. They will write a reflection essay deciding what changes, if any, they might make for a healthier lifestyle. Bloom s Levels: Analyze, Evaluate Webb s DOK: 3, 4 Rubric: To be created Board Approved: January 14, 2016 P a g e 27
Topic 5: Human Rights Engaging Experience 1 Title: A violation of human rights. Suggested Length of Time: 1 Day Standards Addressed Priority: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Supporting: Detailed Description/Instructions: Students will imagine that they are a witness to a violation of human rights. Students will write an editorial commenting on the incident. Bloom s Levels: Create Webb s DOK: 2 Rubric: To be created Board Approved: January 14, 2016 P a g e 28
Topic 6: Nutrition and Food Safety Engaging Experience 1 Title: Horsemeat Suggested Length of Time: 1 Day Standards Addressed Priority: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Supporting: Detailed Description/Instructions: Students will read an authentic article, look at a visual and watch a short video on opposing French viewpoints about whether or not horse meat should be consumed. Students would then give an opinion by writing a persuasive essay on the subject referencing all three sources. Bloom s Levels: Understand, Analyze, Evaluate Webb s DOK: 2, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 29
Topic 7: Peace and War Engaging Experience 1 Title: Current Events Suggested Length of Time: 1 Day Standards Addressed Priority: Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture. Distinguish the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Regularly use information from target language sources to communicate in oral and written formats with target-language speakers. Supporting: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Identify and analyze cultural perspectives as reflected in a variety of nonfiction and fiction texts. Detailed Description/Instructions: Students will watch a French TV news broadcast and/or read a French newspaper about current conflict in the world and hold a class discussion. Bloom s Levels: Understand Webb s DOK: 2 Rubric: To be created Board Approved: January 14, 2016 P a g e 30
Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will blog on a topic, such as US, NATO, autocratic governments, environment, retirement, if it is appropriate to judge the personal life of a candidate or if they have confidence in the president. The blogs will be posted and students will be assigned to comment on one of the other topics written on in class. Rubric for Engaging Scenario: To be created Board Approved: January 14, 2016 P a g e 31
Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time 1 Diversity Role Play Each student will be assigned a particular physical trait that will place him or her in a particular group. (For example, one group of students all have long hair while another all have green eyes.) At any given time the teacher will declare one group superior over the other. Students will be given situations/conversations to act out, in the target language, in which inferior students are treated as such until all students have experienced some form of discrimination. Students will then discuss how that discrimination made them feel and how those feelings could translate into potential social issues. 1 Day 2 Income Inequality Students will compare and contrast incomes for various professions in the U.S. and a francophone country as well as income inequality and analyze the results in a class discussion. 3 Green Washing Students will analyze the meaning and underlying message of music video Green Washing by Tryo, and discuss about consumers wants versus needs and the role the advertising industry plays in confusing the two in buyers minds giving examples from American society. 4 Healthy Choices Students will keep a journal in French for two weeks of their eating and exercise habits and compare them to medical industry suggestions. They will write a reflection essay deciding 1 Day 2 Days 1 Day Board Approved: January 14, 2016 P a g e 32
5 A violation of human rights what changes, if any, they might make for a healthier lifestyle. Students will imagine that they are a witness to a violation of human rights. Students will write an editorial commenting on the incident. 1 Day 6 Horsemeat Students will read an authentic article, look at a visual and watch a short video on opposing French viewpoints about whether or not horse meat should be consumed. Students would then give an opinion by writing a persuasive essay on the subject referencing all three sources. 7 Current Events Students will watch a French TV news broadcast and/or read a French newspaper about current conflict in the world and hold a class discussion. 1 Day 1 Day Board Approved: January 14, 2016 P a g e 33
Unit 3: La science et la technologie Subject: French IV Grade: 10-12 Name of Unit: La science et la technologie Length of Unit: 6 Weeks Overview of Unit: Students will study and engage in conversations concerning the impact and moral implications of invention, technology, and media for society. Priority Standards for unit: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. Apply the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Students understand and interpret written and spoken language on a variety of topics. Identify and interpret the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prepare a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture. Distinguish the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Board Approved: January 14, 2016 P a g e 34
Regularly use information from target language sources to communicate in oral and written formats with target-language speakers. Students reinforce and further their knowledge of other disciplines through the world language. Acquire information from a variety of sources written in the target language about topics being studied in other school subjects. Compare information available on a variety of topics such as art, literature, history, politics, economics, and contemporary global issues. Supporting Standards for unit: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied. Connect objects, important people and symbols of other cultures to the underlying beliefs and perspective of the people. Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Identify and analyze cultural perspectives as reflected in a variety of nonfiction and fiction texts. Students show evidence of becoming lifelong learners by using the target language for personal enjoyment and enrichment. Access or acquire cultural information through community sources. Read, listen, or watch authentic materials or media for personal enjoyment. Students use the target language within and beyond the school setting. Present information about the target language and culture to others. Write a newsletter (class, school, etc.) for peers in country or target language. Students demonstrate understanding of the practices and perspectives of the cultures studied. Interact with culturally appropriate patterns of behavior in familiar situations. Describe the historical significance of activities and celebrations in the culture studied. Investigate and explain how previous cultures influenced the modern culture studied. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (ISTE 1 - Creativity and Innovation). Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Board Approved: January 14, 2016 P a g e 35
Use models and simulations to explore complex systems and issues. Identify trends and forecast possibilities. Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research and Information Fluency). Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making). Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. Board Approved: January 14, 2016 P a g e 36
Unwrapped Skills Unwrapped Concepts (Students need to be able to Bloom s Taxonomy (Students need to know) do) Levels Webb's DOK competencies previously introduced Demonstrate Remember 1 opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Exchange Evaluate 3 opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Support Evaluate 3 aspects of a field of study and/or employment opportunities. Discuss Analyze 3 competencies previously introduced. Demonstrate Remember 1 the various ways of expressing ideas using idiomatic expressions, dialect and differentiated speech to indicate age, social status or gender. Apply Apply 2 knowledge of the similarities and differences between the sound and writing system of the target language and native language in communication. Apply Apply 1 the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Identify Understand 1 the main plot, subplot, characters (their descriptions, roles, and significance to the story) in authentic literary texts in the target language. Interpret Analyze 2 Board Approved: January 14, 2016 P a g e 37
a written summary of the plot and characters in selected pieces of literature (fiction or nonfiction) written in the target language. Prepare Create 2 a research-based analysis of a current event or issue from the perspective of both the native and target language cultures. Prepare Create 3 the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Distinguish Understand 3 information from target language sources to communicate in oral and written formats with targetlanguage speakers. Use Apply 2 information from a variety of sources written in the target language about topics being studied in other school subjects. Acquire Understand 1 information available on a variety of topics such as art, literature, history, politics, economics, and contemporary global issues. Compare Understand 2 the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Distinguish Understand 3 information from target language sources to communicate in oral and written formats with targetlanguage speakers. Use Apply 2 Board Approved: January 14, 2016 P a g e 38
Essential Questions: 1. How do developments in science and technology affect our lives? 2. In what factors have driven innovation and discovery in the fields of science and technology? 3. What role do ethics play in scientific advancement? Enduring Understanding/Big Ideas: 1. Changes in technology and scientific knowledge can render our lives easier yet pose ethical problems. 2. Money, new technology, desire to improve life all contribute to innovation and discovery in the fields of science and technology. 3. Philosophical, religious, moral viewpoints all contribute to scientific advancement. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Vocabulary related to: Discoveries and Inventions Future Technologies Intellectual Property Social Impact of Technology The New Media Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural readings and texts, etc. Board Approved: January 14, 2016 P a g e 39
Topic 1: Current Research Topics Engaging Experience 1 Title: Debate Suggested Length of Time: 1 Week Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture. Distinguish the viewpoints in print and in online newspapers, magazines, and emails to identify perspectives of target culture. Regularly use information from target language sources to communicate in oral and written formats with target-language speakers. Students reinforce and further their knowledge of other disciplines through the world language. Acquire information from a variety of sources written in the target language about topics being studied in other school subjects. Compare information available on a variety of topics such as art, literature, history, politics, economics, and contemporary global issues. Students reinforce and further their knowledge of other disciplines through the world language. Acquire information from a variety of sources written in the target language about topics being studied in other school subjects. Compare information available on a variety of topics such as art, literature, history, politics, economics, and contemporary global issues. Supporting: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Identify and analyze cultural perspectives as reflected in a variety of nonfiction and fiction texts. Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research and Information Fluency). Board Approved: January 14, 2016 P a g e 40
Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results. Detailed Description/Instructions: With a partner, students will research and debate controversial discoveries and topics such as texting and driving, stem cell research, freedom of speech and safety on the Internet. The class will listen to each debate and discuss their opinion on each topic. Bloom s Levels: Understand, Analyze, Evaluate Webb s DOK: 2, 3, 4 Rubric: To be created Board Approved: January 14, 2016 P a g e 41
Topic 2: Discoveries and Inventions Engaging Experience 1 Title: What s the Invention? Suggested Length of Time: 1 Day Standards Addressed Priority: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Exchange and support opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues. Discuss aspects of a field of study and/or employment opportunities. Supporting: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied. Connect objects, important people and symbols of other cultures to the underlying beliefs and perspective of the people. Detailed Description/Instructions: Students describe photos of actual inventions from Francophone countries/inventors to their partners and partners try to comprehend and guess that invention the student is describing. They will then discuss the importance of the invention. Bloom s Levels: Understand, Analyze Webb s DOK: 2, 3 Rubric: To be created Board Approved: January 14, 2016 P a g e 42