Curriculum Management System

Monroe Township Schools

Course Name: AP French

Grade: 12

For adoption by all regular education programs Board Approved: <Type Date Here>

as specified and for adoption or adaptation by

all Special Education Programs in accordance

with Board of Education Policy # 2220.

Table of Contents
Monroe Township Schools Administration and Board of Education Members / Page ….
Mission, Vision, Beliefs, and Goals / Page ….
Core Curriculum Content Standards / Page ….
Scope and Sequence / Pages …
Goals/Essential Questions/Objectives/Instructional Tools/Activities / Pages …
Quarterly Benchmark Assessment / Page ….
Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION

Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, Board President

Mr. DougPoye, Board Vice President

Ms. Amy Antelis

Ms. Michele Arminio

Mr. Marvin I. Braverman

Mr. Ken Chiarella

Mr. Lew Kaufman

Mr. Tom Nothstein

Mr. Anthony Prezioso

Jamesburg Representative

Mr.Robert Czarneski

WRITERS NAME

Ms. Marni Vicich

CURRICULUM SUPERVISOR

Dr. Kelly F. Roselle

Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first.

2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population.

3. We believe there is a sense of urgency about improving rigor and student achievement.

4. All members of our community are responsible for building capacity to reach excellence.

5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.

6. We believe that collaboration maximizes the potential for improved outcomes.

7. We act with integrity, respect, and honesty with recognition that the schools serve as the social core of the community.

8. We believe that resources must be committed to address the population expansion in the community.

9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups.

2. Systematically collect, analyze, and evaluate available data to inform all decisions.

3. Improve business efficiencies where possible to reduce overall operating costs.

4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.

5. Provide early interventions for all students who are at risk of not reaching their full potential.

6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links:

1. CCSS Home Page:

2. CCSS FAQ:

3. CCSS The Standards:

4. NJDOE Link to CCSS:

5. Partnership for Assessment of Readiness for College and Careers (PARCC):

Quarter 1
Big Idea I:
I. Global Challenges
a. Environment
1. Preservation of natural resources
2. Policies and sensibilities
b. Food and Nutrition
1. Social and cultural implications
2. Policies
c. Economy
1. The Euro and its impact on French society
d.Globalization
1. Global competition
2. Challenges
Quarter 2
Big Idea II & III:
II. Family and community
  1. Family structures
1. Parent/child relationships
b. Generational relationships
1. Beliefs, priorities, culture and traditions
c.Individualism vs. solidarity
1. Crowd mentality
2. Customs
d. Discrimination and stereotypes
1. The Maghreb
2. Negative effects of discrimination and stereotypes
III. Science and Technology
  1. Discoveries and technology
1. Potentials and consequences
b. The Internet and its social impact
1. Discoveries
c. Personal technology and communication
1. Ethics
2. Usage in our everyday lives
d. Alternate resources
1. What is CERN
2. CERN’s contribution to society
Quarter 3
Big Idea IV
IV. Personal and public identities
  1. Identity
1. Personality defines who we are
b. Personal relationships
1. Balance of cultures and ethnicities
c. The world of work
1. Importance of professions in our society
d. Famous French and Famous Americans
1. Contributions to society
Quarter 4
Big Idea V & VI
V.Contemporary Life
a. Pasttimes
1. Ways in which the French spend free time
b. Sports and fitness
1. Individual vs. team sports
c. Leisure, travel and tourism
1. French pride and national identity
2. Youth culture
VI. Beauty and aesthetics
  1. Ideals of beauty
1. Perceptions
b. Visual arts
1. Impressionism and other genres
c. Poetry
1. The French metric line
2. Paul Verlaine
d. Music
1. Famous singers and songs
Big Idea 1: Global Challenges: Les défismondiaux
ESTABLISHED GOALS
7.1.IH.A.5 / Synthesize information from oral and written discourse dealing with a variety of topics.
7.1.IH.A.6 / Analyze and critique readings from culturally authentic materials
7.1.IH.B.3 / Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.
7.1.AL.B.6 / Use language in a variety of settings to further personal, academic, and career goals.
7.1.IH.A.2 / Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.
7.1.IH.A.3 / Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.
7.1.IH.C.2 / Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
CCSS.ELA-LITERACY.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / Transfer
Students will be able to independently use their learning to…
Evaluate the need for modern day society to consider alternative resources to protect the environment.
Meaning
UNDERSTANDINGS
Students will understand that…
  • Natural phenomena significantly destroy our world, but we must find ways to rebuilt our environment as a result.
  • Man is the biggest threat to our environment.
  • Sacrifices must be made to preserve the world we live in today for a better tomorrow
/ ESSENTIAL QUESTIONS
  • What environmental issues pose challenges to societies throughout the world?
  • What can we do to preserve our natural resources?
  • What initiatives have been made to prevent further damage to our environment?

Acquisition
Students will know…
  • The way we conduct our daily life greatly impacts our environment.
  • France, like many other countries is seeking to preserve our natural resources and prevent further damage from occurring.
/ Students will be skilled at…
  • Use content specific vocabulary in authentic oral and written contexts
  • Write a formal persuasive essay
  • Research websites and magazines to get an understanding of the dangers and threats to our society
  • Use the conditional past to express a hypothetical event in the past

Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
AP rubric: / PERFORMANCE TASK(S):
Argument: Human beings do not do enough to protect our environment? Do you agree? Why or why not? Students will write a written response to this prompt defending their opinion. Students may use sources covered in class (ex. film, articles, etc. or they may use articles researched on the Internet from Radio International Française (RFI) or Le Monde).
Marzano rubric:
4.0
Synthesize information, findings, and supporting evidence to create questions appropriate to the topic.
3.0
TARGET GOAL
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
2.0
Identify information, findings, and supporting evidence.
1.0
Comprehend information, findings, and supporting evidence.
0.0
Evenwithhelp, the student has no success with the unit content. / OTHER EVIDENCE:
Quiz on conditional past
Vocabulary quiz
Group and individual work (conjugation practice and usage activities)
Student discussion
Self assessment
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Interpretive:
  • Students read and analyze a newspaper article about a current environmental issue.
  • Students watch and analyze the film <L’homme qui plantait des arbres> in which a man sets out on a journey to plant acorns in hopes that oak trees will grow
  • Students will research John Chapman (aka Johnny Appleseed) and compare/contrast him to ElzéardBouffier.
  • Students will look for examples of essays on the Internet, in particular the editorial section in online French newspapers. Students bring to school an example of an essay with a good conclusion and write a paragraph analyzing it and explaining its strengths
  • Students will watch and analyze the film on you tube.com/homeprojectFR in which Yann-Arthus Bertrand encourages us that it is not too late to act to address the social and economic dangers that menace society
Interpersonal:
  • Play a game of <Taboo> to practice new vocabulary terms
  • Students engage in a discussion about current environmental issues in today’s society and brainstorm possible solutions to each one
  • Students will recreate a dialogue between Giono and his father on their journey to plant acorns in the French countryside
  • Discuss the biggest problems that affect the protection of our planet and explain why you are optimistic or pessimistic when thinking about an actual solution to these problems: Students may use the websites: , , Imaginez text
Presentational:
  • Scenario: You are an environmental agency in Paris. Many problems have been brought to your attention this year. Choose one problem and speak about the nature of the problem and how you will go about to try to address it in hopes of finding a plausible solution.Students may use the websites: , , Imaginez text

Big Idea 1: Global Challenges: Les défismondiaux
ESTABLISHED GOALS
7.1.AL.A.5 / Evaluate information from oral and written discourse dealing with a variety of topics.
7.1.AL.B.2 / Give, respond to, and ask for clarification on detailed and complex oral and written directions, commands, and indirect requests.
7.1.AL.C.3 / Use language creatively in writing for personal, career, or academic purposes.
7.1.AL.B.3 / Interact in a variety of familiar and a few unfamiliar situations using culturally appropriate verbal and non-verbal communication strategies.
7.1.IH.C.2 / Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
/ Transfer
Students will be able to independently use their learning to…
Explore how food and nutrition are tied to environmental policies and sensibilities
Meaning
UNDERSTANDINGS
Students will understand that…
Eating habits and tastes carry social and cultural implications. Eating organic reflects desire to eat healthily and preserve our environment
The economy often shapes social patterns. / ESSENTIAL QUESTIONS
What are the social and cultural implications of eating habits and tastes?
How have our eating habits changed to negatively effect our environment?
What role does the government play in the protection of society against malnutrition? (lamalbouffe)
Acquisition
Students will know…
The way we produce and consume food strongly impacts the environment
The French have a long tradition of healthy eating. Eating organic has become a growing trend to maintain a healthy lifestyle. / Students will be skilled at…
-Use content specific vocabulary in authentic oral and written contexts
-Explore the connection between food production and eating habits and the environment
-Debate the similarities and differences between the American eating model and the Italian one
-Write a personal journal entry documenting personal eating habits
-Write a formal persuasive letter/emaill
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
(AP email rubric: / PERFORMANCE TASK(S):
You are concerned about the lack of clarity on many food’s labels. Write a letter to the editorial page of a newspaper addressing it to a specific journalist to answer. Explain your position about food labels, specifying why you think that more clarity is needed. Then, exchange letters with a classmate and write a response to that letter. Be sure to indicate how you will follow through or ask for further clarification if needed.
Goal: Your goal is to write a letter to the newspaper trying to make the public aware of changes needed in the legislation of food labeling. In your letter you state your position on the topic and you ask a pertinent question to the journalist
Role: You are the sender of the letter
Audience: The recipient of the letter is the journalist to whom you wrote
Situation: This task requires you to use appropriate register and syntax in achieving multiple and different purposes. You need to write persuasively and be tactful and/or direct when giving suggestions. You need to be detailed when posting the final question.
Product, Performance and Purpose: You will write a letter/email to stimulate a discussion on food labeling. Your note must be appropriate in tone and follow the format of a written letter/email, including appropriate salutations and format.
Did you effectively:
-Write the letter in a persuasive, polite manner, using the appropriate register?
-Make your writing varied by alternating different syntactical constructions? Properly address the letter?
-State the topics you wanted to address in a clear and concise manner?
-Explain why you are writing this letter?
-Conclude your letter by summarizing your argument and them by stating a question to the journalist?
-Conclude your letter with the appropriate salutation?
AP rubric:
Teacher made rubric / OTHER EVIDENCE:
Quizzes based on the concepts and skills presented in previous lessons
Personal Journal: What are your choices in the matter of food? Do you often purchase organic food or do you look at the price first? Explain your reasons and provide specific examples.
Open-ended questions
Analysis of magazine articles and radio selections discussing the governments role in nutrition
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Interpretive:
Brainstorm key terms related to food vocabulary
Using a Venn diagram, identify similarities and differences between the French and American food pyramid
Read and interpret an article and radio broadcast that talks about nutrition
Read and interpret an article about eating organic in France
Look for online articles that address the American and the French eating models
Interpersonal:
Address the similarities and the differences between American and French eating models
Students interview each other about their weekly eating habits. Next, they write a note to the teacher summarizing the interview (providing results) and explain whether or not the student follows a healthy or unhealthy diet.
Presentational:
Share/present results from the Venn diagram identifying similarities and differences between the French and American food pyramid
Big Idea 1: Global Challenges: Les défismondiaux
ESTABLISHED GOALS
7.1.AL.B.4 / Ask and respond to questions as part of a group discussion on topics of a personal, academic, or social nature in informal and some formal settings.
7.1.AL.B.6 / Use language in a variety of settings to further personal, academic, and career goals.
7.1.AL.C.2 / Create a research-based analysis of a current global problem/issue showing cultural perspectives associated with the target culture(s) and another world culture.
7.1.AL.A.1 / Analyze and critique the validity of culturally authentic materials using electronic information sources related to targeted themes.
7.1.IH.C.2 / Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
/ Transfer
Students will be able to independently use their learning to…
Analyze the characteristics of the French economic system, its ramifications and its challenges
Meaning
UNDERSTANDINGS
Students will understand that…
Globalization is having an impact on the world’s economies and the environment. This phenomenon requires understanding and ways to deal with it.
The French economic system faces new challenges from globalization
Economic systems are globally connected / ESSENTIAL QUESTIONS
How is the French economic model currently being challenged by globalization?
What are the possible effects of globalization on national economies and specifically the French economy?
Which sectors of the economy have been tested in particular?
Has the US gone through a similar change? How did your country react to this change?
Acquisition
Students will know…
During the last decade, the French economy, having resisted global competition, has experienced many changes
The introduction of the Euro has had a strong impact on the French economy / Students will be skilled at…
-Explore the changes in the French economy during the last few decades
-Discuss the impact of the introduction of the Euro on the Italian economy
-Listen and comprehend commercials for French products
-Write a journal entry to talk about products they purchase regularly and how they feel about them
-Talk about global competition
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
(AP rubric: / PERFORMANCE TASK(S):
Students will pretend they are working as an engineer for a French company who sees his company collapsing because of global competition issues. Students will present the human side of this situation as well as the reasons and possible solutions to the situation.