{"id":721,"date":"2015-07-24T21:45:34","date_gmt":"2015-07-25T01:45:34","guid":{"rendered":"https:\/\/madameshepard.com\/?p=721"},"modified":"2015-07-25T06:52:51","modified_gmt":"2015-07-25T10:52:51","slug":"entre-les-murs-incorporating-film-into-an-ap-curriculum","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=721","title":{"rendered":"Entre les Murs: Incorporating film into an AP Curriculum"},"content":{"rendered":"<p><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/220px-Entrelesmurs.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-725\" src=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/220px-Entrelesmurs.jpg\" alt=\"220px-Entrelesmurs\" width=\"105\" height=\"139\" \/><\/a>\u00a0Although many AP language teachers design excellent curricula by treating each AP theme in a linear way, I have chosen a slightly different approach.\u00a0 Rather than designing my units around the themes or subthemes, I have designed each one around a film, and then woven the AP subthemes throughout the lessons for each film. The interlocking circle diagram used by the College Board clearly supports the interconnectedness of the themes and my syllabus was approved during the audit process, so I\u2019m confident that this approach is appropriate for my students.\u00a0 Successful results on the AP test and increased enrollment in my French 4\/5 class has provided further support for this curricular design.<\/p>\n<p>This year, the first unit in my AP class will be designed around the film, <em>Entre les Murs<\/em>.\u00a0 Although the central topic of this unit will be Education (a subtopic of Contemporary Life), this film also addresses the following AP subthemes:<\/p>\n<ul>\n<li>Diversity Issues (Global Challenges)<\/li>\n<li>Economic Issues (Global Challenges)<\/li>\n<li>Human Rights (Global Challenges)<\/li>\n<li>Leisure and Sports (Contemporary Life)<\/li>\n<li>Rites of Passage (Contemporary Life)<\/li>\n<li>Professions (Contemporary Life)<\/li>\n<li>Alienation and Assimilation (Personal and Public Identities)<\/li>\n<li>Beliefs and Values (Personal and Public Identities)<\/li>\n<li>Gender and Sexuality (Personal and Public Identities)<\/li>\n<li>Language and Identity (Personal and Public Identities)<\/li>\n<li>Multiculturalism (Personal and Public Identities)<\/li>\n<li>Nationalism and Patriotism (Personal and Public Identities)<\/li>\n<li>Age and Class (Families and Communities)<\/li>\n<li>Childhood and Adolescence (Families and Communities)<\/li>\n<li>Citizenship (Families and Communities)<\/li>\n<li>Family Structures (Families and Communities)<\/li>\n<li>Performing arts (Beauty and Aesthetics)<\/li>\n<\/ul>\n<p>Before watching the film, my students will complete a series of learning activities designed to provide them with the necessary background knowledge to comprehend and discuss the film.\u00a0 Following the explanation below, you will find a link to a 24-page packet of activities that I will distribute to my students at the beginning of the unit.<\/p>\n<p><strong>Lesson 1: <\/strong>Because this will be the first lesson of the 2015-2016 school year, my goals were to engage my students, get them communicating in French after the long break, and provide opportunities to review the structures required to narrate past events\u2014an important expectation for Intermediate High students. In order to meet these goals I selected an authentic article from <em>Phosphore<\/em> magazine in which several teenagers tell about their favorite vacation memory.\u00a0 In this lesson my students will complete a comprehension guide for this article, discuss their own vacation memories in small groups, write an article about their own vacation memory, listen to a video about low-cost vacations, discuss the video, write a blog entry encouraging French tourists to travel to our community and then prepare an oral presentation on the same topic. \u00a0Here are the pdf&#8217;s of the article:\u00a0<a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/souvenir-106012015.pdf\">souvenir p.1<\/a><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/souvenir-206012015.pdf\">souvenir p. 2<\/a><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/souvenir-306012015.pdf\">souvenir p. 3<\/a><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/souvenir-406012015.pdf\">souvenir p. 4<\/a><\/p>\n<p><strong>Lesson 2: <\/strong>In this lesson the students will look at a diagram\/short article which describes the grade levels and exams which are included in the French school system.\u00a0 This is important background information for further resources used in later lessons which will refer to grade levels and exams.\u00a0 After a short discussion, the students will prepare a written and\/or oral presentation comparing the two systems.\u00a0 Finally, they will watch a Cyprien YouTube video and complete a related interpersonal and presentational activity.<\/p>\n<p><strong>Lesson 3: <\/strong>I designed this lesson to activate my students\u2019 background knowledge about the Bac.\u00a0 Although this important exam will not play a role in the film (whose students are middle school-aged), I think it\u2019s important for my students to be familiar with this aspect of the French educational system.\u00a0 Therefore, in this lesson the students will watch a short video as a hook to the lesson, read and discuss a brief infographic with statistics about the Bac, watch a news video with students\u2019 reactions to their Bac results, and then discuss differences between the Bac and American college entrance exams.\u00a0 Lastly, they will read a comic strip about the Bac, prepare an oral summary of the story and then write an e-mail explaining the differences between the Bac and ACT\/SAT. Here&#8217;s the comic:\u00a0<a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/le-bac07252015.pdf\">le Bac<\/a><\/p>\n<p><strong>Lesson 4: <\/strong>In this lesson the students will be become familiar with slam poetry by watching and discussing the video, \u201cEducation Nationale\u201d by Grand Corps Malade.\u00a0 In addition to introducing the students to this art form, this video addresses some of the educational topics that will be presented in <em>Entre les Murs.<\/em><\/p>\n<p><strong>Lesson 5:<\/strong> Finally\u2014it\u2019s time for the show! For the next five class periods the students will watch and discuss the film.\u00a0 In the packet I\u2019ve provided a glossary, as well as questions that can be used to assess comprehension and promote discussion.\u00a0 During each \u201cmovie day\u201d I will show about 30 minutes of film (which I will frequently pause to ask questions and check for understanding) and about 15 min. of conversational activities.\u00a0 This conversation might include the questions in the packet, role plays, and \u201cControversial Statements\u201d (see below). When designing role plays, I usually describe a hypothetical situation that the students will spontaneously perform.\u00a0 Here are some examples from the film.<\/p>\n<p>#1<\/p>\n<p>A: You and M. Marin and you\u2019ve just come home from your first day of school.\u00a0 Your partner wants to know all about your day.\u00a0 Tell him\/her about your day and your feelings about it.<\/p>\n<p>B: You are M. Marin\u2019s partner and today was his first day of school.\u00a0 Find out all about his day including what his students and any new colleagues are like.<\/p>\n<p>#2<\/p>\n<p>A: You and your partner are each students in M. Marin\u2019s class.\u00a0 Talk about how your school year is going and what you think of M. Marin and his class.<\/p>\n<p>B: You and your partner are each students in M. Marin\u2019s class.\u00a0 Talk about how your school year is going and what you think of M Marin and his class.<\/p>\n<p>#3<\/p>\n<p>A: You are Khoumba\u2019s mother.\u00a0 She has just brought home her \u201cCarnet de Correspondance\u201d with M. Marin\u2019s comments about her behavior in class.\u00a0 Ask her about what happened.\u00a0 It\u2019s up to you whether you will take her side or her teacher\u2019s.<\/p>\n<p>B: You are Khoumba and you\u2019ve just shown your \u201cCarnet de Correspondance\u201d to your mother.\u00a0 Explain your side of the story.<\/p>\n<p>#4<\/p>\n<p>A: You are Wei\u2019s mom or dad and you\u2019ve just come home from your parent-teacher conference with M. Marin. Talk to Wei about what M. Marin had to say.<\/p>\n<p>B: You are Wei and your mom\/dad has just come home from their parent-teacher conference with M. Marin.\u00a0 Respond to your parent\u2019s comments.<\/p>\n<p>#5<\/p>\n<p>A: You are Souleymane\u2019s mom and you\u2019ve just received a phone call from the school principal.\u00a0 Talk to Souleymane about what the principal said and what you expect him to do to change his behavior.\u00a0 Tell him what the consequences will be if his behavior doesn\u2019t improve.<\/p>\n<p>B: You are Souleymane and your mom has just gotten off the phone with the principal.\u00a0 She\u2019s pretty angry with you so you will try to defend yourself.<\/p>\n<p>#6<\/p>\n<p>A: You are Khoumba and you\u2019ve just come home with a cut above your eye.\u00a0 Your mom wants to know what happened, so tell her.<\/p>\n<p>B: You are Khoumba\u2019s mom and you want to know why Khoumba has a cut above her eye.\u00a0 It\u2019s up to you to decide what you will do when you find out what happened.<\/p>\n<p>#7<\/p>\n<p>A: You are Esmerelda and you\u2019re angry with M. Marin for calling you a name.\u00a0 You\u2019ve decided to go to the principal about what happened.<\/p>\n<p>B: You are the principal and Esmerelda has just told you about an incident with M. Marin.\u00a0 Find out more about the situation so you can decide how to handle it.<\/p>\n<p>#8<\/p>\n<p>A: You are Khoumba and you\u2019ve just heard about Souleymane\u2019s punishment.\u00a0 You feel really bad about it so you go and talk to him.<\/p>\n<p>B: You are Souleymane and you\u2019ve just been expelled.\u00a0 Khoumba has come over to tell you how sorry she is about what happened.\u00a0 How will you react?<\/p>\n<p>\u201cControversial Statements\u201d<\/p>\n<p>For this activity, I project a series of statements (one at a time) and the students discuss each one in small groups for 3-5 minutes. To add an additional dimension to the conversation, students earn \u201cpoints\u201d for the type of contributions that they make to the discussion. This system of points came from a resource I was given several years ago.\u00a0 Unfortunately, I can\u2019t remember the exact wording for each level\u2014my apologies to the creator!<\/p>\n<p>1 \u2013 Makes a statement of fact<\/p>\n<p>2 \u2013 Supports another\u2019s opinion<\/p>\n<p>3 \u2013 Asks a question<\/p>\n<p>4 \u2013 Provides a dissenting opinion<\/p>\n<p>5 \u2013 Unexpected provocation<\/p>\n<p>I assign one student in each small group to be the scorekeeper who will make a note of how many points each person earns.\u00a0 While I don\u2019t actually assign the points that each student earns (in order to avoid pressure on the scorekeeper to fudge the scores), I find that this system really challenges my students to increase the depth of their discussions.\u00a0 Here are some controversial statements I might use for this film.<\/p>\n<ol>\n<li>M. Marin est un bon professeur.<\/li>\n<li>M. Marin charrie trop.<\/li>\n<li>Un syst\u00e8me disciplinaire avec des points est une bonne id\u00e9e.<\/li>\n<li>Il est important que les professeurs aient une cafeti\u00e8re.<\/li>\n<li>M. Marin est raciste.<\/li>\n<li>Il est importants que des \u00e9l\u00e8ves participent come d\u00e9l\u00e9gu\u00e9s aux conseils de classe.<\/li>\n<li>C\u2019est la faute de M. Marin que Souleymane a \u00e9t\u00e9 exclu.<\/li>\n<li>Marin regrette ce qu\u2019il a dit \u00e0 Esmerelda.<\/li>\n<li>Le proviseur devrait virer M. Marin.<\/li>\n<li>Souleymane m\u00e9rite son exclusion.<\/li>\n<li>Henriette devrait aller \u00e0 un lyc\u00e9e professionnel.<\/li>\n<\/ol>\n<p>I may also have the students discuss some of these statements as homework on our class forum. \u00a0This would give them an opportunity to engage in written interpersonal communication, a skill that I often overlook in designing my lessons.<\/p>\n<p>Note: I haven\u2019t seen the film in a couple of years, so I will be able to add more specific role plays and controversial statements after re-watching the film.<\/p>\n<p>Click here\u00a0for the activity packet for this unit:\u00a0<a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/Unit-1-Packet.docx\">Unit 1 Packet<\/a><\/p>\n<p><strong>Integrated Performance Assessment<\/strong><\/p>\n<p>After watching the film, my students will take the summative assessment for the unit\u2014an IPA composed of the following tasks:<\/p>\n<p><strong>Interpretive Reading<\/strong>: The students will read an article about an educational reform related to ZEP schools (like Dolto).\u00a0 I designed the interpretive task to mimic as closely as possible the question types found on the AP exam, while at the same time trying to address some issues I\u2019ve had when designing previous AP-style questions.\u00a0 Namely, I have found that my students are less likely to read carefully when presented with multiple choice questions.\u00a0 I have tried various ways of addressing this problem in the past, and these are the modifications that I\u2019m trying on this assessment:<\/p>\n<ul>\n<li>I\u2019ve required the students to underline the sentence(s) in the text where they found the response (for literal level questions)<\/li>\n<li>I\u2019ve required the students to justify their responses to inference and culture-based questions by writing supporting information.<\/li>\n<\/ul>\n<p><strong>Interpretive Listening<\/strong>: The students will watch a news video about the ZEP\/REP reform and respond to multiple choice questions.<\/p>\n<p><strong>Interpersonal Communication<\/strong>: The students will play the roles of two teachers at Dolto who are discussing how the ZEP\/REP reform would affect various students in the school.<\/p>\n<p><strong>Presentational Writing: <\/strong>Students (acting as a Dolto teacher) will write a letter to the French Minister of Education, requesting they be given REP status and explaining why their students need smaller classes and extra help.<\/p>\n<p>Click here for a copy of the IPA:\u00a0<a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/unit-1-IPA.docx\">unit 1 IPA<\/a><\/p>\n<p>Here&#8217;s a tentative agenda for this unit:\u00a0<a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/07\/unit-1-outline.docx\">unit 1 outline<\/a><\/p>\n<p>I\u2019d love to hear back from you about how you incorporate film in your upper-level classes!<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0Although many AP language teachers design excellent curricula by treating each AP theme in a linear way, I have chosen a slightly different approach.\u00a0 Rather than designing my units around the themes or subthemes, I have designed each one around a film, and then woven the AP subthemes throughout the lessons for each film. The [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[9,23],"tags":[],"class_list":["post-721","post","type-post","status-publish","format-standard","hentry","category-french-45-ap-units","category-integrated-performance-assessments-ipas"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Entre les Murs: Incorporating film into an AP Curriculum - Madame&#039;s Musings<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/madameshepard.com\/?p=721\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Entre les Murs: Incorporating film into an AP Curriculum - Madame&#039;s Musings\" \/>\n<meta property=\"og:description\" content=\"\u00a0Although many AP language teachers design excellent curricula by treating each AP theme in a linear way, I have chosen a slightly different approach.\u00a0 Rather than designing my units around the themes or subthemes, I have designed each one around a film, and then woven the AP subthemes throughout the lessons for each film. 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