Integrated Performance Assessment French AP: Beliefs and values in L'Etranger

Submitted by Ann.... Last edit on 05/19/2017 - 17:55.
Unit Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Advanced Placement
Unit Themes 
Personal and public identities,
Beauty and aesthetics
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 do writers and their works reflect and influence societal norms?
Unit Objectives and Standards
Objective 1 (Interpretive) 
Students will be able to interpret and analyze the events and existentialist ideas presented in the novel and film L’Etranger, by Albert Camus.
Objective 2 (Interpretive) 
Students will be able to interpret and analyze the events and existentialist ideas presented in the novel and film L’Etranger, by Albert Camus.
Objective 3 (Interpersonal) 
Students will be able to exchange their reactions to events in the novel L’Etranger. Students will be able to comment and blog on ideas presented in the novel.
Objective 4 (Presentational) 
Students will be able to summarize and reflect upon events in the novel using a journalist’s perspective
Objective 5 (Presentational) 
Students will be able to demonstrate their understanding of existentialism through a written letter.
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 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
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 
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
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 
4.2 Explain similarities and differences in the target cultures and between students' own cultures.
4.3 Explain the changes in perspectives when cultures come in contact.
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.
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.
R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
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.
R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Reading: Range of Reading and Text Complexity 
R10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing: Text Types and Purposes 
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.
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing: Research and Present Knowledge 
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.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of the formal target language when indicated or appropriate.
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. Before reading the novel, L’Etranger, students will read the speech given by Albert Camus during his acceptance of the Nobel Prize for Literature. In this speech Camus discusses the role and responsibility of writers in society. Their comprehension will be assessed through responses to multiple choice/true false questions prepared by the teacher.
2. During a 3-week period of study, students will read 1-2 chapters of L’Etranger per day. Their comprehension will be assessed using a series of short answer questions provided by the teacher for each chapter.
3. After reading the novel, students will watch the full-length movie, or selected video clips from the movie of L’Etranger by Visconti. Their comprehension will be assessed through their responses to questions prepared by the teacher comparing the film with the novel.

Performance Task 2 - Presentational 

1. At the end of Part 1, Chapter 6, student students will write a newspaper article recounting the murder of the arab on the beach, interviewing witnesses, etc,
2. At the end of Part 2, Chapter 5, students will write a letter from Meursault to Marie explaining the reasons for his actions and how he has learned to take responsibility for his own life,

Performance Task 3 - Interpersonal 

1. Throughout the reading of the novel L’Etranger, each day in class students will participate in a discussion of the events in the novel. Discussion formats will vary from small group to full class discussions, as well as reenacting selected scenes from the novel. To aid in the discussion the teacher will project selected images from the graphic novel version of l’Etranger.
2. After finishing the reading of Part 1, chapter 6, of the novel, students will discuss their reactions to the video clip of the Cure’s controversial song based on L’Etranger, entitled “Killing an Arab.”
3. Throughout the course of the reading of the novel, students will respond to critical thinking questions on the class blog, such as: Why does Meursault show such lack of feeling at his mother’s funeral? Describe the relationship between Meursault and Marie. Is Raymond really Meursault’s friend? What is so absurd about the murder? How does Meursault change during his stay in prison? Why is Meursault condemned to death?

Final Project Instructions 

1. You have just finished reading Part 1, Chapter 6, of L’Etranger, in which Meursault ends up killing an unknown Arab on the beach after being in a fight. Imagine that you are an investigative reporter who has been assigned to write a story for your newspaper about the crime. Your article should include information provided from the police, Marie, Masson, Raymond, and the Arab's friend. You should also include Meursault's account of the crime. Use a template for a newspaper article that has a headline, columns, and a photo/image. Share your rough draft with your peer editing partner and the teacher before submitting the final copy of your article. Your will be graded on your content, vocabulary, language use, and mechanics.
2. In class essay: Imagine that you are Meursault and you have the chance to write a letter to Marie before your execution. In your letter you explain the absurdity of many aspects of your life, what you have learned from your relationships with the people in your life, and how you have taken responsibility for your actions.

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 

Past tenses as Meursault recounts the events in his life.

Vocabulary 

Important vocabulary for understanding the novel, particularly focused on crime, court system, and death in a nursing home.

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 interpret and analyze the events and existentialist ideas presented in the novel and film L’Etranger, by Albert Camus.

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.

Students will be able to interpret and analyze the events and existentialist ideas presented in the novel and film L’Etranger, by Albert Camus.

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 summarize and reflect upon events in the novel using a journalist’s perspective

See rubric below

 
 
 
Students will be able to demonstrate their understanding of existentialism through a written letter.

See rubric below

 
 
 
Task 3 - Interpersonal
Students will be able to exchange their reactions to events in the novel L’Etranger. Students will be able to comment and blog on ideas presented in the novel.

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