French IV Curriculum

French IV Curriculum

French Level IV (Honors) – SY 2016-2017

LCPS
French IV Honors Curriculum
World Languages and Cultures
LCPS
2016-2017

AP THEME: FAMILIES AND COMMUNITIES

AP SUBTHEME: FRIENDSHIP AND LOVE: RESSENTIR ET VIVRE

/ Recommended No. of Lessons: 8 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1 The student will engage in and discuss a variety of topics in both oral and written forms of communication.
FIV.2 The student will sustain extended oral and written exchanges in French.
FIV.3 The student will understand spoken and written French found in a variety of authentic sources.
FIV.4The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity
FIV.5The student will produce and present in French original essays, poetry, plays, podcasts, and stories.
FIV.6The student will analyze in French how various perspectives reflect the practices and products of the cultures studied.
FIV.7 The student will use French to demonstrate increased understanding of the connections between content studied in the French class and content studied in other subject areas.
FIV.8The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the target language.
FIV.9The student will identify and discuss cultural similarities and differences in social, economic, and political relationships in the global community.
FIV.10 The student will apply more complexFrench language skills and expandcultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
•Express and support opinions, and elicit those of others.
•Exchange personal reactions to spoken andwritten information related to francophone cultures.
• Exchange information from sourcessuchas
newspapers, magazines, broadcasts, and
Web sites.
•Use paraphrasing, circumlocution, and other creative means to express andcomprehend ideas.
INTERPRETIVE MODE:
•Identify various literary elements, such as plot, theme, setting, and characters, inspoken andwritten texts.
•Understandavariety of culturally authentic materials, such as radio and televisionsegments or literary passages
PRESENTATIONAL MODE:
•Deliver presentationscontaining well-developed ideas on avariety of topics, using familiar vocabulary and structures and with minimalerrors in spelling, punctuation,and pronunciation.
•Use style, language, and tone appropriate to the audience and the purpose ofthe presentation.
•Producewell-organized presentations, using appropriate visual aids and/or technological support.
• Use appropriate verbal and nonverbal
presentational techniques. / CULTURES:
  • Explore attitudes when reacting to personal relationships
  • Explore influence of Francophone cultures and peoples within North America
CONNECTIONS:
  • Make connections between historical contexts and current attitudes towardspersonal relationships.
. / COMPARISONS:
• Compare personal relationships in France to the United States
COMMUNITIES:
• Identify local Francophone communities and events in your community
Explorepersonal relationshipsin your own community or your school and compare them to issues in francophone communities. /
  • Contextes: Vocabulary related to personal relationships, marital status, personality, and feelings
  • Stuctures:
  • Optional: Review of present tense of regular –ER, -IR, and –RE verbs
  • Review of spelling-change verbs
  • Review of irregular verbs être, avoir, faire, and aller
  • Review of forming questions
  • Interrogative pronouns lequel, laquelle, lesquels, lesquelles, etc.
  • Demonstrative pronouns celui, celle, ceux, celles
  • Optional: Review of the imperative
  • Francophone Focus: Les États-Unis
  • OPTIONAL:Culture and Littérature: Les Francophones d’Amérique; Galérie de Créateurs: Julia Child, Pierre Charles l’Enfant, George Rodrigue, Phillippe StarckLe Pont Mirabeau, Guillaume Apollinaire, un poème français

RECYCLED/ONGOING TOPICS/STRUCTURES /
  • All topics are review and recycled material

USEFUL VOCABULARY / VOCABULARY LISTS CAN BE FOUND ON FRENCH VISION TEACHER EXCHANGE
RESOURCES/ ACTIVITIES /
  • Practice interviews for question practice
  • Create a Facebook profile
  • Create a speed dating project or dating service profile or video
  • Also, see additional resources on VISION under this given theme for French 4H

AP THEME: CONTEMPORARY LIFE

AP SUBTHEME: HABITER EN VILLE

/ Recommended No. of Lessons: 8 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1 The student will engage in and discuss a variety of topics in both oral and written forms of communication.
FIV.2 The student will sustain extended oral and written exchanges in French.
FIV.3 The student will understand spoken and written French found in a variety of authentic sources.
FIV.4The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity
FIV.5The student will produce and present in French original essays, poetry, plays, podcasts, and stories.
FIV.6The student will analyze in French how various perspectives reflect the practices and products of the cultures studied.
FIV.7 The student will use French to demonstrate increased understanding of the connections between content studied in the French class and content studied in other subject areas.
FIV.8The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the target language.
FIV.9The student will identify and discuss cultural similarities and differences in social, economic, and political relationships in the global community.
FIV.10 The student will apply more complexFrench language skills and expandcultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to city life
• Discuss the relevance of city life
• Express the opinions / views related to city life
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio visual texts relating to city life
• Evaluate and interpret written texts and materials oncity life
PRESENTATIONAL MODE:
• Produce oral and written reports oncity life
• Produce an activity showing city life
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related tocity life / CULTURES:
• Explore attitudes when reacting to living in the city
  • Describe city living in the US and Francophone regions
  • Discuss the advantages and the disadvantages of living in the city in the US and francophone regions
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards living in the city / COMPARISONS:
• Compare and contrast living in the city in the United States and francophone countries
COMMUNITIES:
• Explore aspects of city lifein your own community or your school and compare them tocity life issues in French speaking communities.
• Identify local French speaking communities and cultural events. /
  • Contextes: Vocabulary related to towns and cities
  • Structures:
  • Review of reflexive and reciprocal verbs
  • Review of descriptive adjectives and adjective agreement
  • Review of adverbs
  • Optional:Review of nouns and articles
  • Optional: Il est vs C’est
  • Francophone Focus: La France
  • (OPTIONAL)Culture and Littérature: Rythme dans la rue: La fête de la musique; Galérie des Créateurs: Yann Arthus-Bertrand, Paul Bocuse, Marguerite Duras, Sonia Rykiel; Tout bouge autour de moi, Dany Laferrière, un témoignage haïtien La Guadeloupe

USEFUL VOCABULARY / VOCABULARY LISTS CAN BE FOUND ON VISION FRENCH TEACHER EXCHANGE
RECYCLED/ONGOING TOPICS/STRUCTURES /
  • Nouns and articles
  • Descriptive adjectives and agreement
  • Adverbs
  • Reflexive and reciprocal verbs

RESOURCES/ ACTIVITIES /
  • ADDITIONAL RESOURCES CAN BE FOUND ON VISION FRENCH TEACHER EXCHANGE

ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the CPA Upper Level rubrics for speaking and writing assessments / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

They answer a series of teacher-created comprehension questions based on the above resources to check for understanding of the presented material.

/ Students interview each other about a holiday that is celebrated in a Francophone country and then summarize what they learned from the interview. / Students compose a persuasive essay and/or power point presentation about a Francophone holiday that should be adopted as a holiday in the United States.

AP THEME: SCIENCE AND TECHNOLOGY

AP SUBTHEME: THE NEW MEDIA:L’INFLUENCE DES MÉDIAS

/ Recommended No. of Lessons: 8 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1 The student will engage in and discuss a variety of topics in both oral and written forms of communication.
FIV.2 The student will sustain extended oral and written exchanges in French.
FIV.3 The student will understand spoken and written French found in a variety of authentic sources.
FIV.4The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity
FIV.5The student will produce and present in French original essays, poetry, plays, podcasts, and stories.
FIV.6The student will analyze in French how various perspectives reflect the practices and products of the cultures studied.
FIV.7 The student will use French to demonstrate increased understanding of the connections between content studied in the French class and content studied in other subject areas.
FIV.8The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the target language.
FIV.9The student will identify and discuss cultural similarities and differences in social, economic, and political relationships in the global community.
FIV.10 The student will apply more complexFrench language skills and expandcultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to media
• Discuss and or debate the media
• Express and explain media
• Express opinions and reactions to media
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio visual texts relating tomedia
• Evaluate and interpret written texts and materials on the media
PRESENTATIONAL MODE:
• Produce oral and written reports onmedia
• Produce an activity showing media
• Produce an oral or written presentation
reflecting current trends and/or attitudes in society related to the media / CULTURES:
• Explore attitudes when reacting to the media
CONNECTIONS:
• Make connections between historical contexts and current attitudes towardsthe media / COMPARISONS:
• Compare and contrast the media in the United States and francophone countries
COMMUNITIES:
• Explorethe mediain your own community or your school and compare them to issues in francophone communities.
• Identify local francophone communities and cultural events. /
  • Contextes: Vocabulary related to all forms of mass communication and the people who work in those fields
  • Stuctures:
  • Review of passé composé with avoir and être: formation and uses
  • Review of the passé composé vs. the imparfait
  • Optional:Review of the imparfait: formation and uses
  • Optional: Review of possessive adjectives
  • Francophone Focus: Le Québec
  • (OPTIONAL)Culture and Littérature: Guy Laliberté: Un homme hors du commun; Galérie de Créateurs: Marcelle Ferron, Guy Laliberté, Édouard Lock, Antonine Maillet; La Télé et la Mort, Marguerite Duras, un essai français

AP THEME: GLOBAL CHALLENGES

AP SUBTHEME: HUMAN RIGHTS: LAVALEUR DES IDÉES

/ Recommended No. of Lessons: 8 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1 The student will engage in and discuss a variety of topics in both oral and written forms of communication.
FIV.2 The student will sustain extended oral and written exchanges in French.
FIV.3 The student will understand spoken and written French found in a variety of authentic sources.
FIV.4The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity
FIV.5The student will produce and present in French original essays, poetry, plays, podcasts, and stories.
FIV.6The student will analyze in French how various perspectives reflect the practices and products of the cultures studied.
FIV.7 The student will use French to demonstrate increased understanding of the connections between content studied in the French class and content studied in other subject areas.
FIV.8The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the target language.
FIV.9The student will identify and discuss cultural similarities and differences in social, economic, and political relationships in the global community.
FIV.10 The student will apply more complexFrench language skills and expandcultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to justice and politics
• Discuss and/or debate justice and politics
• Express and explain justice and politics
• Express opinions and react to justice and politics
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio visual texts relating to justice and politics
• Evaluates and interprets written texts and materials onjustice and politics.
PRESENTATIONAL MODE:
• Produce oral and written reports onjustice and politics
• Produce an activity showing justice and politics
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to justice and politics / CULTURES:
• Explore attitudes when reacting to justice and politics
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards justice and politics / COMPARISONS:
• Compare and contrast justice and politics
COMMUNITIES:
• Explore justice and politicsin your own community or your school and compare them to issues in French speaking communities.
• Identify localFrench speaking communities and cultural events. /
  • Contextes: Vocabulary related to justice, politics, and human rights
  • Stuctures:
  • The plus-que-parfait: formation and uses
  • Negation and indefinite adjectives and pronouns
  • The passé simple: recognition and uses
  • Review of irregular –IR verbs
  • Optional: Review of demonstrative adjectives
  • Francophone Focus: Les Antilles
  • (OPTIONAL) Culture and Littérature: Haïti, soif de liberté; Les Antilles; Galérie des Créateurs: Franky Amete, Léna Blou, Aimé Césaire, Paulette Poujol-OriolChien maigre et chien gras, Jean Juraver, un conte guadeloupéen

AP THEME: PERSONAL AND PUBLIC IDENTITIES

AP SUBTHEME:ALIENATION AND ASSIMILATION:LA SOCIÉTÉ EN ÉVOLUTION

/ Recommended No. of Lessons: 8 lessons* Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National/State Standards:
FIV.1 The student will engage in and discuss a variety of topics in both oral and written forms of communication.
FIV.2 The student will sustain extended oral and written exchanges in French.
FIV.3 The student will understand spoken and written French found in a variety of authentic sources.
FIV.4The student will relate information in French, combining learned and original language in oral and written presentations of extended length and complexity
FIV.5The student will produce and present in French original essays, poetry, plays, podcasts, and stories.
FIV.6The student will analyze in French how various perspectives reflect the practices and products of the cultures studied.
FIV.7 The student will use French to demonstrate increased understanding of the connections between content studied in the French class and content studied in other subject areas.
FIV.8The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the target language.
FIV.9The student will identify and discuss cultural similarities and differences in social, economic, and political relationships in the global community.
FIV.10 The student will apply more complexFrench language skills and expandcultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to alienation and assimilation
• Discuss and/or debate alienation and assimilation
• Express and explain alienation and assimilation
• Express opinions and react to alienation and assimilation
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio visual texts relating to alienation and assimilation
• Evaluate and interpret written texts and materials on alienation and assimilation
PRESENTATIONAL MODE:
• Produce oral and written reports onalienation and assimilation
• Produce an activity showing alienation and assimilation
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to alienation and assimilation / CULTURES:
• Explore attitudes when reacting to alienation and assimilation
CONNECTIONS:
• Make connections between historical contexts and current attitudes towardsalienation and assimilation / COMPARISONS:
• Compare and contrast alienation and assimilation in the US and in francophone regions
COMMUNITIES:
• Explorealienation and assimilationin your own community or your school and compare them to issues in Frenchspeaking communities.
• Identify local French speaking communities and cultural events. /
  • Contextes: Vocabulary related to changes in society, immigration, and their problems/solutions
  • Stuctures:
  • Review of partitives
  • Optional: Review of object pronouns
  • Review of pronouns y and en
  • Review of order of pronouns
  • Optional: Past participle agreement
  • Francophone Focus: L’Afrique de l’ouest
  • (OPTIONAL) Culture and Littérature: Un demi-siècle d’indépendance, L’Afrique de l’Ouest;, Galérie de Créateurs: Seydou Keïta, Ousmane Sembène, Ousmane Sow, Véronique Tadjo; Le Marché de l’espoir, Ghislaine Sathoud, une nouvelle congolaise

AP THEME: FAMILIES AND COMMUNITIES