Integrated Performance Assessment French AP: Environmental challenges

Submitted by Ann.... Last edit on 07/14/2017 - 09:56.
Unit Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Advanced Placement
Unit Themes 
Global challenges
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 
What are the most pressing problems facing our environment today?
Unit Objectives and Standards
Objective 1 (Interpretive) 
Students will be able to interpret authentic oral and written texts on the the beauty of our natural world and how it is endangered.
Objective 2 (Interpersonal) 
Students will be able to exchange their views on the pressing environmental problems of today.
Objective 3 (Presentational) 
Students will be able to present their perspective on a particular environmental problem and possible solutions.
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 
4.0 Students improvise appropriate responses to unpredictable situations.
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.
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.
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.
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.
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: 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.
Speaking and Listening: Comprehension and Collaboration 
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.
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.
SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

1. Students will read one of the articles from TV5 Monde on environmental challenges and solutions. Their comprehension will be assessed through their responses to questions provided by the TV5 website.
http://apprendre.tv5monde.com/fr/apprendre-francais/etats-unis-le-plasti...
http://apprendre.tv5monde.com/fr/apprendre-francais/arctique-la-fin-dun-...
http://apprendre.tv5monde.com/fr/apprendre-francais/inde-des-refrigerate...

2. Students will read and analyze the poem entitled “Arbres” by Jacques Prévert. Students will analyze the poem’s structure, symbolism, and metaphors. They will also determine the message about nature that Jacques Prévert expresses in the poem.

3. Students will watch the Youtube video of the song by Yannick Noah entitled “Aux Arbres Citoyens.” The first time the video is played students will list the different types of pollution represented in the video. The second time students will analyze the lyrics of the song to determine the message of Yannick Noah regarding the seriousness of pollution to our planet.
https://www.youtube.com/watch?v=U8DD1c24bwk
https://www.google.com/search?q=aux+arbres+citoyens+paroles&oq=aux+arbre...

Performance Task 2 - Presentational 

Each group will prepare an oral presentation of their particular environmental issue and provide solutions.

Performance Task 3 - Interpersonal 

1. Students will be divided into 8 groups insuring that each student has access to a phone, ipad, or laptop. Each group will be responsible for a different environmental issue. (la déforestation, la pollution de l’air, les menaces à la biodiversité, la couche d’ozone, la pollution d’eau, la pollution lumineuse ou photopollution, le bruit, les métaux lourds). Students will be directed to this website for their initial research:
https://www.notre-planete.info/environnement/
Once they have reached this website they will find their assigned problem. In their group they will discuss questions such as: What causes this environmental problem? Why is it important? What else do you know about this problem? One of the students will record this discussion and upload the discussion to the teacher.
2. Students will post a comment on the class blog or communication site in which they react to the student group presentations on the environment.

Final Project Instructions 

Your group is responsible to create a power point (prezi, google slides) that you will present to the class on the environmental problem you have been assigned. Your power point should include an introduction to the problem, causes of this problem, and why it is concerning for the environment. The last part of your presentation should include a product that you physically create or show in a slide that would solve this problem in the future. You should divide up the responsibilities for the presentation so that each person in the group shares equally. You will be graded on the content of your presentation, as well as your vocabulary, language use, pronunciation and fluency.

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 an oral product in a culturally authentic way.

Structures 

Past, present and future tenses
Subjunctive for describing importance of environmental issues.

Vocabulary 

Environmental issues, such as: le chauffage global, les déchets chimiques,
l'oxide carbonique, l'énergie éolienne, le gaspillage, 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 interpret authentic oral and written texts on the the beauty of our natural world and how it is endangered.

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 present their perspective on a particular environmental problem and possible solutions.

See rubric below

 
 
 
Task 3 - Interpersonal
Students will be able to exchange their views on the pressing environmental problems of today.

A/4: Consistently narrates and describes in all major time frames Able to participate in conversations on a wide range of topics. Can react appropriately to complex situations Uses connected sentences and paragraph-length discourse,

B/3: Narrates and describes in all time frames although not consistently. Handles successfully uncomplicated tasks and social situations requiring basic exchange of information. Uses mostly connected sentences and some paragraph-like discourse.

C/2: Creates with language by combining known elements. May attempt to narrate and describe in some time frames but cannot sustain with accuracy. Uses strings of sentences with no paragraph-like discourse.

D/1: Creates with language by combining known elements in a very basic way. Narration and description is very simple and shows no knowledge of time frames. Uses simple sentences and some strings of sentences.

Rubric Attachments 
PDF icon Arbres - Jacques Prevert.pdf
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 for this level.
C/2: Somewhat inadequate and/or inaccurate use of vocabulary and too basic for this level.
D/1: Inadequate and/or inaccurate use of vocabulary.

Language control:
A/4: Control of basic language structures with frequent use of advanced structures. Uses paragraph-length
discourse and some extended discourse
B/3: Control of basic language structures. Uses connected paragraph-length discourse.
C/2: Emerging control of basic language structures. Uses connected sentences and paragraph-length discourse
D/1: Emerging use of basic language structures. Uses mostly connected sentences and some paragraph-like
discourse

Pronunciation:
A/4: Pronunciation enhances communication.
B/3: Pronunciation does not interfere with communication.
C/2: Pronunciation may occasionally interfere with communication.
D/1: Pronunciation may frequently interfere with communication.

Fluency:
A/4: Speech sustained throughout with few pauses or stumbling.
B/3: Speech sustained most of the time. Some hesitation but manages to continue and complete thoughts.
C/2: Speech choppy and/or slow with frequent pauses. Few or no incomplete thoughts. Some sustained speech.
D/1: Speech halting and uneven with long pauses or incomplete thoughts. Little sustained speech.