Integrated Performance Assessment French AP: Language and identity

Submitted by Ann.... Last edit on 05/04/2017 - 09:57.
Unit Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Advanced Placement
Unit Themes 
Personal and public identities
Performance Descriptors 
  • Discuss topics from concrete and abstract perspectives
  • Understand texts on familiar and unfamiliar topics
  • Recognize implicit meaning
  • Support an opinion
  • Hypothesize
  • Produce formal and informal correspondence
  • Use language for social, academic and professional purposes
  • Produce well-structured texts using cohesive devices
Essential Question 
How does language affect your identity?
Unit Objectives and Standards
Objective 1 (Interpretive) 
Students will be able to analyze and interpret written and oral texts describing language identity issues.
Objective 2 (Interpersonal) 
Students will be able to exchange information about disappearing languages.
Objective 3 (Presentational) 
Students will be able to develop their own perspective about language and identity
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Connections 
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
Communities 
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Superior Range
Communication 
4.0 Students use extended language (coherent and cohesive multiparagraph texts).
4.1 Engage in oral, written, or signed (ASL) conversations.
4.2 Interpret written, spoken, or signed (ASL) language.
4.3 Present to an audience of listeners, readers, or ASL viewers.
4.4 Discuss, compare and contrast, and support an opinion; persuade.
4.5 Demonstrate understanding of the main ideas and most details in authentic texts.
4.6 Produce and present a complex written, oral, or signed (ASL) product in a culturally authentic way
Cultures 
4.1 Demonstrate culturally appropriate use of products, practices, and perspectives to others.
4.2 Explain similarities and differences in the target cultures and between students' own cultures.
Structures 
4.0 Students use knowledge of extended discourse to understand abstract and academic topics.
4.1 Use extended discourse (native-like text structure) to produce formal communications.
4.2 Identify similarities and differences in the extended discourse (native-like text structure) of the languages the students know.
Settings 
4.0 Students use language in informal and formal settings.
4.1 Sustain age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Reading: Craft and Structure 
R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R6. Assess how point of view or purpose shapes the content and style of a text.
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Reading: Range of Reading and Text Complexity 
R10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing: Text Types and Purposes 
W1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing: Research and Present Knowledge 
W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Writing: Range of Writing 
W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

1. Students will analyze an excerpt from Benard Dadié's book, "Climbié" in which the author describes his experience in a French school where he was not allowed to speak his home language Nzima. Their comprehension will be assessed by multiple choice and true false questions.
2. Students will watch and listen to a video clip of Michel Rivard singing about his pride of the French language in "Le coeur de ma vie." Their comprehension will be assessed through a cloze exercise.
https://www.youtube.com/watch?v=MPUOI7qILXI
3. Students will read the poem, "Schizophrénique Linguistique," by Jean Arceneaux (Barry Ancelet) in which he describes not being allowed to speak French in school. Their comprehension will be assessed through short answer questions.

Performance Task 2 - Presentational 

Students will write a persuasive essay on the issue of language and identity.

Performance Task 3 - Interpersonal 

1. After watching the video clip of "Le Coeur de ma vie" and reading "Schizophrénie Linguistique" will participate in a table group discussion about whether or not it is important to maintain a heritage language in face of dwindling numbers and dominance of another language.
2. Students will post on the class blog their reaction to an article on languages that are disappearing. Example: http://information.tv5monde.com/en-continu/en-rdc-la-nostalgie-des-langu...

Final Project Instructions 

Write a persuasive essay in class in which you express you opinion on the following question: Should societies do what they can to preserve home languages vs. dominant languages? Use the resources you have studied in class to help develop your arguments.

Functions, Structures, Vocabulary and Culture
Functions 

Students describe, narrate, explain, state an opinion.
 Students demonstrate understanding of the main idea and key details in authentic texts.
 Students produce and present a written product in a culturally authentic way.

Structures 

Use of subjunctive to express opinion.

Vocabulary 

Vocabulary for persuasive essay writing, including expressions such as:
à mon avis, selon, d'un côté, de l'autre côté, cependant, néamoins, etc.

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Students will be able to analyze and interpret written and oral texts describing language identity issues.

A/4: Identifies all key words, main ideas, and supporting details of a text. Infers and interprets the text’s
meaning in a highly plausible manner

B/3: Identifies the majority of key words,, main ideas and supporting details of a text, but misses some
elements infers and interprets the text’s meaning in a partial plausible manner.

C/2: Identifies half the key words, some main ideas and only a few supporting details of a text. Makes a
few plausible inferences regarding the text’s meaning.

D/1: Identifies only a few key words, a few key ideas, and no supporting details of a text. Inferences of
text’s meaning are largely incomplete or not plausible.

Task 2 - Presentational
Students will be able to develop their own perspective about language and identity

See rubric below

 
 
 
Task 3 - Interpersonal
Students will be able to exchange information about disappearing languages.

A/4: Converses with ease, competence and confidence in formal and informal conversations on a variety of concrete and abstract topics.. Narrates and describes fully and accurately in all major time frames. Can provide supporting arguments expressing opinion. Uses paragraph-length discourse and some extended discourse.

B/3: Participates actively in most informal and some formal conversations on a variety of concrete topics. Narrates and describes consistently in all major time frames with good control in general. Maintains a conversation but may not be able to support an opinion. Uses paragraph-length discourse.

C/2: Able to participate in most informal and some formal conversations on familiar topics. Narrates and describes in all time frames with minimal fluency, Maintains a conversation but often relies on circumlocution when vocabulary is weak. Uses strings of sentences.

D/1: Creates with language by combining known elements. Can handle only uncomplicated tasks. Unable to narrate and describe in most major time frames. Responds to questions but is mainly reactive in an exchange. Uses simple sentences and some strings of sentences.

Other/Additional Rubrics 

Content:
A/4: Ideas well developed and well organized. Paragraph-length discourse. Variety of cohesive devices.
B/3: Ideas adequately developed. Emerging paragraph-length discourse. Variety of cohesive devices.
C/2: Ideas somewhat developed. Variety of discrete sentences. Some cohesive devices.
D/1: Content undeveloped. Lists of discrete sentences , some repetitive. Few cohesive devices.

Vocabulary:
A/4: Rich use of vocabulary with some idiomatic expressions.
B/3: Adequate and accurate use of vocabulary at this level.
C/2: Somewhat inadequate and/or inaccurate use of vocabulary. Very basic for this level.
D/1: Inadequate and/or inaccurate use of vocabulary. Limited knowledge.

Language control:
A/4: Control of basic language structures with occasional use of advanced structures.
B/3: Control of basic language structures.
C/2: Emerging control of basic language structures.
D/1: Emerging use of basic language structures.

Mechanics:
A/4: Few or no errors in spelling, use of diacritical marks, punctuation and capitalization.
B/3: Mostly accurate spelling, use of diacritical marks, punctuation and capitalization.
C/2: Somewhat inaccurate spelling, use of diacritical marks, punctuation and capitalization.
D/1: Inaccurate spelling, use of diacritical marks, punctuation and capitalization