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The document provides an overview and agenda for a workshop on the Advanced Placement (AP) French course and exam. It discusses the key components of the AP French Course and Exam Description (CED) including the course skills, themes, and modes of communication assessed. It outlines the format and scoring of the AP French exam, which consists of multiple choice and free response sections assessing interpretive, interpersonal, and presentational communication skills. The document also reviews authentic materials and resources available to help teach the course.
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- 1. PGC AP WORKSHOP SaturdayApril 10, 2021 presented by Ed Weiss
- 2. Today’s Agenda • Welcome •A working vocabulary • CED features • The AP exam • Bridge to AP Classroom • Authentic materials • French resources
- 3. A “One-Stop Shop”for Teachers Inside the Course and Exam Description (CED) • About AP • Implementing Your Course • About the AP Course • Curriculum Framework Overview • Course-Specific Information • Exam Information New Additions • Course-at-a-Glance • Unit Guides • Instructional Approaches
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- 5. Course Skills • Courseskills describe what students should be able to do throughout the course. • Course skills also form the basis of tasks students are asked to perform on the AP Exam. • Students will benefit from multiple opportunities to develop course skills in a scaffolded manner. CED p. 13
- 6. Course Skills and LearningObjectives • Course skills describe what students should be able to do throughout the course. • Learning objectives provide further details of each course skill. • Students will benefit from multiple opportunities to develop course skills and specific learning objectives in a scaffolded manner. CED pp. 19 - 21
- 7. AP Question Bank Unit Guides Personal Progress Checks Progress Dashboard 7 Unit Guides Planning guidesthat outline content and skills for commonly-taught units within a course Personal Progress Checks Formative AP questions that provide students with feedback on the areas where they need to focus AP Question Bank A library of real AP Exam questions that teachers can access which can be used to create customized practice and tests Progress Dashboard Interactive reports that help teachers understand student progress on learning critical concepts and skills Resources and Supports for AP
- 8. ACTFL Performance Descriptors NoviceRange Advanced Range Intermediate Range NOVICE Language limited to memorized material, formulaic utterances, lists, and enumerations INTERMEDIATE Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction ADVANCED Can narrate and describe in present, past and future time frame/aspect, and handle a complication situation or transaction P E R F O R M A N C E E X P E C T A T I O N S
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- 10. 10 Course Themes Global Challenges /Les défis mondiaux Science and Technology / La science et la technologie Contemporary Life / La vie contemporaine Personal and Public Identities / La quête de soi Families and Communities / La famille et la communauté Beauty and Aesthetics / L’esthétique
- 11. AP World Language Courses Incorporatea Thematic Approach CED p. 14
- 12. 12 ► Recommended Contexts: ►Diversity Issues / La tolérance ► Economic Issues / L’économie ► Environmental Issues / L’environnement ► Health Issues / La santé ► Human Rights / Les droits de l’être humain ► Nutrition and Food Safety / L’alimentation ► Peace and War / La paix et la guerre ► What are possible solutions to those challenges? Themes, Recommended Contexts, and Overarching Essential Questions Theme: Global Challenges / Les défis mondiaux ► Overarching Essential Questions: ► What environmental, political, and social issues pose challenges to societies . throughout the world? ► What are the origins of those issues? ► What are possible solutions to those challenges? 7-8
- 13. 13 ► Interpersonal Communication ►Active negotiation of meaning among individuals through conversation (face-to-face or telephonic), or through reading and writing (e.g., exchange of personal letters, notes, or emails or participation in written online discussions) ► Interpretive Communication ► No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television, and speeches ► Presentational Communication ► Creation of spoken or written communication prepared for an audience and rehearsed, revised, or edited before presentation; one- way communication that requires interpretation by others without negotiation of meaning The Three Modes of Communication
- 14. 14 ► Spoken InterpersonalCommunication ► Written Interpersonal Communication ► Audio, Visual, and Audiovisual Interpretive Communication ► Written and Print Interpretive Communication ► Spoken Presentational Communication ► Written Presentational Communication Course Modes 19
- 15. 15 The Course Skills Skill Categoriesand Skills Based on the Modes of Communication Eight Skill Categories and underlying skills define what students do: • Comprehend Text • Make Connections • Interpret Text • Make Meanings • Speak to Others • Write to Others • Present Orally • Present in Writing
- 16. Interpretive Skills Skill Categories 1-4describe Skills and Learning Objectives for the Interpretive Mode of Communication • Comprehend Text • Make Connections • Interpret Texts • Make Meanings CED pp.19-21
- 17. Interpersonal Skills Skill Categories 5and 6 define Skills and Learning Objectives for the Interpersonal Mode of Communication • Speak to Others • Write to Others
- 18. Presentational Skills Skill Categories 7and 8 define Skills and Learning Objectives for Presentational Communication • Present Orally • Present in Writing
- 19. The exam doesnot have a separate culture section. There are no cultural trivia questions. The cultural focus is on: • Tangible and intangible PRODUCTS • Patterns of social interactions, PRACTICES within a culture • Values, attitudes, and assumptions that underlie practices and products through PERSPECTIVES Encourage Cultural Awareness AP World Language Courses
- 20. 20 Culture: Products, Practices &Perspectives Cultural Products Products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions) Practices Patterns of social interactions Perspectives Values, attitudes, and assumptions that underlie both practices and products
- 21. A multiple-choice sectionworth 50% of the total score Assesses: interpretive communication (print and audio texts) A free/constructed response section worth 50% of the total score Assesses: interpersonal written communication presentational written communication interpersonal spoken communication presentational spoken communication • Latin and Spanish Literature use a similar format, but assess different skills Format of AP World Language and Culture Exams Commonalities among Chinese, French, German, Italian, Japanese, and Spanish Language and Culture
- 22. AP World Language Exams APExam Format: French, German, Italian, and Spanish Language and Culture
- 23. Print Sources –30 questions total • Promotional Material • Literary Text • Article and Chart • Letter Combined Print and Audio Sources –17 questions total • Audio Report and Article • Conversation and Chart Audio sources – 18 questions total • Interview • Instructions • Presentation • 65 multiple choice questions divided among 9 sets • Each set contains 1 or more sources and prescriptive types and numbers of questions. • Most sources are authentic materials. AP World Language Exams 9 Multiple-Choice Task Models
- 24. • Email Reply:students read an incoming formal email and then respond to it. They need to reply in the formal register, provide an appropriate greeting and closing, respond to two questions, and ask for more information about something mentioned in the email. Free-Response Task 1
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- 26. • Argumentative Essay:students write an argumentative essay for a “writing contest”. In their essay, they need to develop an argument in response to a prompt in which they clearly state they own perspectives and support their views with evidence from each of three provided sources; an article, a chart, table, graph, or infographic, and an audio source. Free-Response Task 2
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- 28. • Conversation: Studentsparticipate in a conversation with a recorded interlocutor. They review an outline of conversation and must respond appropriately as directed in five turns in this conversations. They have 20 seconds for each of their five responses. Free-Response Task 3
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- 30. • Cultural Comparison:Students are asked to compare a cultural aspect of a target language community to that in their own or another community. They have 4 minutes to read the prompt and prepare their presentation and then have 2 minutes to present. Free-Response Task 4
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- 32. AP World Languageand Culture Scoring Guidelines • Stable scoring guidelines exist for each Free Response Task and are used for French, German, Italian, and Spanish Language and Culture • Scoring guidelines for each task are applied holistically using a 5-point scale: • Strong performance (5) • Good performance(4) • Fair performance (3) • Weak performance (2) • Poor performance (1) • Unacceptable performance (0) • Students earn a score based on the preponderance of the evidence provided, so it is not necessary to have every bullet point present in a sample. • Students are rewarded for what they produce and do not lose points for individual errors. • A strong essay (5) does not have to be perfect and may contain minor spelling and/or grammar errors. CED pp. 169- 175
- 33. • FRQ 2:Persuasive Essay is changing its name to Argumentative Essay to align better with expectations for this task. The task model directions have been aligned to expectations in the scoring guidelines. The expectations for this task have not changed, nor have the types of sources that are provided. The scoring guidelines have not changed except for the name of the task. • FRQ 4: Cultural Comparison will be reworded to get students to focus more on the target culture. Students will be asked to compare an aspect of culture in a French-speaking community with which they are familiar to the same cultural aspect in their own OR another community. Students may still begin their presentations with either the target language community or their own/other as they have been able to do in the past. 33 2019-2020 AP World Language and Culture Exams- Free-Response Changes Changes approved across French, German, Italian, and Spanish Language • FRQ 2: Persuasive Essay changing to Argumentative Essay • FRQ 4: Cultural Comparison: new wording to focus more on the target culture
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- 35. Exam Format –Multiple Choice
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- 38. 38 Students work witha variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the French- speaking world. ► Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc. ► Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc. ► Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students. ► Materials are reasonably chosen, but also reflect a range of cultural perspectives and linguistic features. The AP® Exam: Authentic Materials 10
- 39. 39 ► Students areprovided contexts for doing exam tasks ► Advance Organizers ► The audio sources for the multiple choice sections are played twice ► The audio source for free response task #2 (the persuasive essay) is played twice ► Typically all audio sources last from 1 minute 30 seconds—2 minutes 30 seconds; no longer than 3 minutes ► The audio prompts for free response task #3 (the simulated conversation) are played once The AP® Exam: Contexts and Audio Sources
- 40. 40 ► Mix offactual and interpretive questions ► Vocabulary in context ► Purpose of the text, point of view of speaker/writer ► Audience of the text ► Inferences and conclusions ► Questions of “cultural” or “interdisciplinary” nature that ask students to show an understanding of information contained in the text The AP® Exam: Multiple-Choice Items
- 41. Print Sources –30 questions total • Promotional Material • Literary Text • Article and Chart • Letter Combined Print and Audio Sources –17 questions total • Audio Report and Article • Conversation and Chart Audio sources – 18 questions total • Interview • Instructions • Presentation • 65 multiple choice questions divided among 9 sets • Each set contains 1 or more sources and prescriptive types and numbers of questions. • Most sources are authentic materials. AP World Language Exams 9 Multiple-Choice Task Models
- 42. Multiple Choice Timing– part 1 • Print texts- 40 minutes • Read 4 selections • Answer sets of questions (approx. 30) • Let’s do an example!
- 43. 43 SAMPLE: Print Source Introduction Thèmedu cours: Les défis mondiaux Dans cette sélection il s’agit d’un match de hockey. La publicité originale a été publiée le 16 février 2010 au Canada par Jour de la Terre Québec, situé à Montréal. Cet organisme réalise des activités éducatives et culturelles pour la protection de l’environnement. The AP® Exam: Advance Organizers Print Source Tasks and source materials come with Advance Organizers and time for previewing. 145/6
- 44. Multiple Choice Timing– part 2 • Print & Audio – first set • 4 minutes to read print text • 2 minutes to read intro / scan questions • Listen to audio • 1 minute to start answers • Listen again – then 15 seconds x # of questions
- 45. Print and AudioQuestions • 4 minutes to read the print source • 2 minutes to read the introduction to the audio • Audio is then played twice 162
- 46. Timing • Print (chart)& Audio – second set • 1 minute to look at chart • 1 minute to read intro to audio / scan questions • Listen to audio • 1 minute to start questions • Listen again • Answer questions – 15 seconds x # of questions p.168
- 47. Timing of Multiple-ChoiceQuestions with Audio 1. Preview time (generally, 1 min.) to read the advance organizer and skim the questions 2. Audio – first playing 3. Students get 1 minute to start answering questions 4. Audio – second playing 5. Students get 15 sec. x number of questions to finish answering questions
- 48. 48 SAMPLE: Audio Source Introduction Thèmedu cours : La quête de soi Vous aurez d’abord 1 minute pour lire l’introduction et parcourir les questions. Dans cette sélection il s’ agit des commentaires sur la politique libanaise faits par l’ écrivain de renom Jean-Marie Gustave Le Clézio. L’interview originale intitulée Le salon livre francophone de Beyrouth a été publiée le 1 novembre 2009 en France par Diane Galliot, journaliste pour Radio France Internationale. Jean-Marie Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La sélection dure à peu près deux minutes et demie. The AP® Exam: Advance Organizers Audio Source 173
- 49. 49 In spoken andwritten responses, accuracy of content, as well as linguistic accuracy, will be important. In most of the spoken and written responses, students are required to demonstrate understanding of some type of input. The AP® Exam: Free-Response Questions
- 50. 50 You will writea reply to an email message. You have 15 minutes to read the message and write your reply. In your reply, you should: •Include a greeting and a closing •Respond to all the questions and requests in the message •Ask for more details about something mentioned in the message •Use formal form of address Free-Response Question 1: Email Reply
- 51. 51 Directions (in Englishand French, printed side-by-side): You will write a reply to an email message. You have 15 minutes to read the message and write your reply. Your reply should include a greeting and a closing, as well as respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Stimulus: A formal email message (i.e., from a business, organization, university) presented as an email message window contains a greeting and a closing; contains a request for clarification, elaboration, or explanation by the student; contains two questions that cannot be answered yes/no. The AP® Exam: Free-Response Questions Email Reply (Interpersonal Writing)
- 52. Free-Response Questions: Interpersonal Mode TheEmail What do students need to be able to do? Interpersonal Communication • Use appropriate formulas for starting and concluding the exchange • React appropriately with key words and phrases (e.g., to show agreement/disagreement, surprise, sympathy) • Maintain exchanges in various social situations (e.g., by accepting or refusing an invitation, apologizing, congratulating someone) • State and support an opinion • Reply to all questions and requests in the exchange
- 53. The Email Task– 15 minutes total •It’s your turn to respond to •the 2019 Email question 53
- 55. 55 You will writean argumentative essay to submit to a French writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your argumentative essay, you should: •Present the sources’ different viewpoints on the topic •Clearly indicate your own viewpoint and defend it thoroughly •Use information from all of the sources to support your essay •Identify sources appropriately •Organize your essay into clear paragraphs Free-Response Question 2: Argumentative Essay
- 56. 56 Directions (in Englishand French, printed side-by-side): You will write an argumentative essay to submit to a French- language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio materials. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your argumentative essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs. The AP® Exam: Free-Response Questions Argumentative Essay (Presentational Writing)
- 57. 57 Stimuli: (1) A printsource (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted) (2) A map with text, a chart, or a table that presents information on the topic — this source doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted) The AP® Exam: Free-Response Questions Argumentative Essay (Presentational Writing)
- 58. Free-Response Questions: Presentational Mode PresentationalCommunication • Organize their comments and observations: • Presentational Writing: organization in clear paragraphs (introduction, body of essay with examples, conclusion) • Presentational Speaking: introduction, observations with examples, conclusion • Choose appropriate examples and cite/describe/explain them in their own words • Use transition words and phrases to facilitate the reader’s/listener’s understanding • Use a variety of communication functions: summarize, describe, explain, narrate, compare, persuade
- 59. Presentational Writing • Thetask is constructed so that the print source and the audio source present clearly distinct viewpoints. • Time management: Students have the printed material in front of them the whole time. • Print sources: For the first 6 minutes, scan the article and chart, and underline examples to use in the essay. • Audio sources: Take notes! The audio is played twice, but students must take notes in order to be able to pull an example or two to use in the essay. • Possible plan for writing time: 40 min. = 5 min. to outline, 35 min. to write
- 60. 60 You will participatein a conversation. • You will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. • Afterward, the conversation will begin, following the outline. • Each time it is your turn to speak, you will have 20 seconds to record your response. • Participate in the conversation as fully and appropriately as possible. Free-Response Question 3: Conversation
- 61. 61 Directions (in Englishfollowed by French): You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Then the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response. You should participate in the conversation as fully and appropriately as possible. Stimulus: Outline of a conversation in French that contains a description of each of five utterances from the interlocutor (the recording) and each of five utterances from the student; descriptions in the outline focus on communicative functions (e.g., tell your friend what happened, make a suggestion, offer a solution, excuse yourself and say goodbye). The AP® Exam: Free-Response Questions Conversation (Interpersonal Speaking)
- 62. 62 You will makea presentation on a specific topic to your class. You will have 4 minutes to read the presentation topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, •Compare a French speaking community with which you are familiar to your own or another community. •Demonstrate your understanding of cultural features of this French speaking community. •Organize your presentation clearly. Free-Response Question 4: Cultural Comparison Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues, par exemple) affecte la vie des gens d’une communauté francophone que vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte
- 63. Comment est-ce quel’aménagement de la ville (ses marchés, parcs et rues, par exemple) affecte la vie des gens d’une communauté francophone que vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte les gens de cette communauté francophone à la façon dont il affecte les gens de votre communauté ou sinon d’une autre communauté. Dans votre exposé, vous pouvez faire référence à ce que vous avez étudié, vécu, observé, etc..
- 64. 64 Directions (in Englishfollowed by French): You will make an oral presentation to your class on a specific topic. You will have 4 minutes to read the topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, compare your own community to an area of the French-speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the French- speaking world. You should also organize your presentation clearly. Stimulus: There is no stimulus, only a prompt. The goals of this task are for the students to speak first about themselves and their communities (using description or explanation) and then speak of an area of the French- speaking world about which they have learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed, and listened to; personal experiences; and observations. The AP® Exam: Free-Response Questions Cultural Comparison (Presentational Speaking)
- 65. AP Question Bank Unit Guides Personal Progress Checks Progress Dashboard 65 Unit Guides Planning guidesthat outline content and skills for commonly-taught units within a course Personal Progress Checks Formative AP questions that provide students with feedback on the areas where they need to focus AP Question Bank A library of real AP Exam questions that teachers can access which can be used to create customized practice and tests Progress Dashboard Interactive reports that help teachers understand student progress on learning critical concepts and skills Resources and Supports for AP
- 66. 1. Comprehend Text:Comprehend written, audio, audiovisual and visual texts 2. Make Connections: Make interdisciplinary and cultural connections and comparisons 3. Interpret Text: Interpret the content or written or audio text 4. Make Meanings: Make meanings from words and expressions-determine meanings of vocabulary in context 5. Speak to Others: Communicate interpersonally by speaking with others 6. Write to Others: Communicate interpersonally by writing to others 7. Present Orally: Communicate through spoken presentations 8. Present in Writing: Communicate through written presentations Eight Skill Categories across the Modes of Communication are defined with underlying learning objectives that are assessed on the exam AP World Language Courses Interpretive Mode Interpersonal Mode Presentational Mode
- 67. Course Skills • Courseskills describe what students should be able to do throughout the course. • Course skills also form the basis of tasks students are asked to perform on the AP Exam. • Students will benefit from multiple opportunities to develop course skills in a scaffolded manner. CED p. 13
- 68. Course Skills and LearningObjectives • Course skills describe what students should be able to do throughout the course. • Learning objectives provide further details of each course skill. • Students will benefit from multiple opportunities to develop course skills and specific learning objectives in a scaffolded manner. CED pp. 19 - 21
- 70. AP Central Educators cancontinue to access information about AP through our public website.
- 71. AP Classroom Online platformwhere teachers and students can access all the instructional resources.
- 72. Topic Questions Check forunderstanding as you teach each topic and skill.
- 73. AP Classroom: Unit 1 Scrolldown the AP Classroom homepage to see AP units and skills • These follow the skills highlighted for each task model • Unit Guide links provide easy access to instructional strategies and details • Skills are color coded just like in the CED to help you spiral across units CED p. 30 ONLINE
- 74. Topic Questions: APFrench Language and Culture Unit 1, Promotional Materials Skill 1.A La Descente Saint-Denis En vue de l’événement la Descente Saint-Denis, la toute première course de boîtes à savon hivernale qui fait partie de la programmation officielle des Célébrations du 375e anniversaire de Montréal, le public est invité à former une équipe de quatre personnes afin de participer à cette première historique dans la région à l’occasion des Hivernales. La Descente Saint-Denis proposera 280 mètres de pure adrénaline avec des défis captivants. Dès le départ, les équipes devront déneiger leur bolide afin d’entamer la descente. Ensuite, ils traverseront la zone thématique du parc des Laurentides, avant de s’attaquer à une bataille de boules de neige ! Une fois leur souffle repris, la section de l’érablière les attendra de pied ferme où raquettes d’hiver et eau d’érable seront au rendez-vous avant de laisser place à la dernière étape du parcours qui sera présentée sous le thème de l’été et des Caraïbes ! Après avoir dévalé le parcours, une équipe à la fois, en plus ou moins deux minutes, les équipes franchiront la ligne d’arrivée, sans confirmer leur place sur le podium puisqu’il s’agit d’une course chronométrée et jugée, selon la créativité et l’originalité ainsi que la participation et l’animation. Les gagnants de chacune des catégories se partageront près de 3000 $ en bourses. Pour les inscriptions, visitez le www.descentestdenis.com Used by permission
- 75. Topic Questions: APFrench Language and Culture Unit 1, Promotional Materials Skill 1.A Sur la base de quels critères les vainqueurs de la course seront-ils déterminés ? La rapidité et la créativité. L’originalité et la courtoisie. L’animation et l’agilité. L'innovation et la force Answer A Correct. The announcement states that winners of the race will be determined based on the timed race combined with aspects of creativity and originality.
- 77. Personal Progress ChecksOverview Personal Progress Check information provided on second page of each Unit Guide. Specifications include: • Approximate number of multiple- questions (MCQ) • Number of free-response (FRQ) • Type of free-response questions, including whether the FRQ partial version of what students encounter on the AP Exam. CED p. 26
- 78. Personal Progress Checks:AP Classroom When ready, teachers can unlock Personal Progress Checks to assess the content and skills in each unit. Designed to fit in 45-minute periods or homework assignments, with sections that can be assigned separately: • Multiple Choice Questions (MCQ) online test taking • Free Response Questions (FRQ) for online (spoken) or paper test (written)
- 79. Personal Progress Checks:Implementation Personal Progress Checks (PPCs) should be assigned at the completion of each unit. • PPCs should be assigned within the window of time allotted for the completion of the unit. • Completion of PPCs should include the scoring of student responses and the entering of student scores in AP Classroom. Data review should occur immediately after PPC administration. Teachers are encouraged to: • Enable student access and encourage review of rationales; • Review class misunderstandings to provide individual or class remediation; • Use data as input to future instructional decisions. In summary: • Personal Progress Checks are assigned as a full set, by MCQ and FRQ, though multiple parts of each section may exist. • Personal Progress Check MCQ sections are assigned online only, but FRQ sections can be assigned online or printed.
- 80. Progress Dashboard Interactive reportshighlight student progress as they learn critical concepts and skills. 80
- 81. Progress Dashboard Preview View progressfor every student and class across AP units and skills. 1
- 82. AP Question Bank Teachersaccess this library of real AP questions to create customized tests for students to take on paper or online. 82
- 83. AP Question Bank:Assessment Builder Boosts student practice with every available AP question in one place. • Previously used questions are indicated in orange • Assessment Builder helps teachers create and customize assignments for students
- 84. Let’s go toAP Classroom!
Editor's Notes
- #6 Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Stephanie will be discussing the second bullet in more detail this afternoon.
- #7 Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Stephanie will be discussing the second bullet in more detail this afternoon.
- #10 Student performance in the course is described as being within the Intermediate to Pre-Advanced range of proficiency defined by the ACTFL Performance Guidelines for K-12 Learners. Because performance is described relative to performance guidelines established by the profession, colleges and universities can comprehend how a score of 3, 4, or 5 is relevant, and then place students appropriately by proficiency.
- #11 Course content is structured around specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings. Themes help integrate language and content while developing students’ understanding of culture. They cover very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap). AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
- #12 Course content is structured around six required specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings. Themes help integrate language and content while developing students’ understanding of culture. Ask the question: What does the graphic imply? (Implies that themes overlap). AP teachers must explore each of these themes, but have broad flexibility in how they do so. The AP Program provides a suggested curriculum through 6 recommended units of instruction with authentic resources in the Course and Exam Description. These units demonstrate how to create and overlap thematic instruction.
- #13 Here is an example of one of the six required course themes, Global Challenges, with its recommended contexts and some possible essential questions to motivate students and stimulate their curiosity about exploring this theme.
- #14 The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction? You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
- #15 At the core of the AP® French Language and Culture course are six primary learning objective areas that identify what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
- #16 Turn to the skills in the CED. Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Acclimate participants to the skills. Have them look across the skill categories and the skills so they can familiarize themselves with the format. Before doing a deep dive, tell participants that will go on a treasure hunt through the skills. What do you notice about the skills categories? How are the modes of communication reflected across the skills? Is there anything “new” or unexpected in these skills?
- #17 This appears on page 19 of the CED.
- #18 Page 20 of the CED
- #19 Page 21 of CED.
- #20 “Products, practices and perspectives.” Cultural products, refer to both those products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions); Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes and assumptions that underlie both practices and products.
- #21 Students must be familiar with cultural “products, practices, and perspectives.” Let’s look at what we mean by “products, practices, and perspectives.” Cultural products refer to both those products that are tangible (e.g., tools, books, music) and that are intangible (e.g., laws, conventions, institutions); Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes, and assumptions that underlie both practices and products. The exam does not have a separate culture section. There are no cultural trivia questions. Themes give students an opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.
- #23 Highlight FRQ in more detail, then move on to the next slide on MCQs.
- #34 The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay. Characteristics of a Persuasive Essay: It defines a problem or an issue It takes a position on the problem or issue It proposes possible solutions It includes a call for action; it urges/encourages the audience to take action Characteristics of an Argumentative Essay: It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral. It includes reasoning and evidence to support the argument
- #35 In the chart on this slide, you can see the types of questions that appear in each section of the AP French Language and Culture exam. You can also see the number of questions in each section, the weight, and the time allotted.
- #39 Content is always about something in the French-speaking world. Students will not, for example, read a standard news account of an American political happening in French. The material must highlight something happening in the French-speaking world. It is very important to include authentic print and audio texts for instruction and assessment throughout the course that represent the cultural and linguistic diversity of French speakers.
- #40 Students are given contexts for each exam task, that is, information about what they are about to read/listen to/interpret. This information appears in Advance Organizers that are standardized across the exam to give the same type of information throughout. We’ll show you some Advance Organizers in few moments. The audio sources for the multiple choice sections and for free response question two (persuasive essay) are played twice. The interpersonal speaking prompts in the simulated conversation are each played once.
- #41 Click to add notes.
- #44 This is an example of an Advance Organizer for a print source. Ask: What information is given here? (It gives the theme and a short introductory paragraph that describes the material — text type, time, and place of publication — and the excerpt content.)
- #49 This is an example of an Advance Organizer for an audio source. It is important to note that it tells students the length of the selection.
- #50 Click to add notes.
- #51 Have participants identify the skills and LOs that students need to demonstrate on the email reply task.
- #52 Student must read and understand the prompt, and then write an appropriate email response.
- #56 Have participants identify the skills and LOs that students need to demonstrate on the Argumentative Essay task. The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay. Characteristics of a Persuasive Essay: It defines a problem or an issue It takes a position on the problem or issue It proposes possible solutions It includes a call for action; it urges/encourages the audience to take action Characteristics of an Argumentative Essay: It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral. It includes reasoning and evidence to support the argument
- #57 Such an item allows for a range of performance. High-performing students are able to make a point and substantiate it.
- #58 This assessment is highly structured. One print and one audio piece will present different viewpoints. The third piece of authentic material provides additional support information (for example, a chart or graphic providing data). The audio is played twice.
- #61 Have participants identify the skills and learning objectives that students need to demonstrate on the conversation task.
- #62 The directions for the student are very directed, not simply “Answer the question.” Students are told what they need to communicate.
- #63 Have participants identify the skills and LOs that students need to demonstrate on the Cultural Comparison task. Review the prompt with its updated wording for 2020 and beyond.
- #65 Click to add notes.
- #67 These skills define what students should be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
- #68 Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Stephanie will be discussing the second bullet in more detail this afternoon.
- #69 Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Stephanie will be discussing the second bullet in more detail this afternoon.
- #74 Talking points: Here you can see the content and skills in the Unit At A Glance highlighted directly on the AP classroom homepage. The color coding used in the CED will extend here with the full description of every skill included directly in AP Classroom for easy reference. ----------- What do you see on this screen? This is the teacher's homepage in AP Classroom, scrolled down to focus on the Units and related resources. Top row: AP Classroom navigation and resources (see slide 12) Units: Every unit has it's own tab to enable easy access to all related resources. here we see Unit 1 for U.S. GoPo, along with quick links to the: Unit Guide: this is a PDF of just this unit's guide from the CED Teaching and Assessing Modules if available in your course (shown here as Teacher Modules) Question Bank: this will show you every question aligned to this unit Content and skills from the Unit At A Glance. This example shows U.S. GoPo's topics, which you can click to open the topic page in the unit guide. This display will customize to every AP course. For example: World Languages will see the stimuli and skills for each unit English will see the skills foregrounded The Practice Question links will show you the questions aligned to each topic and skill in the Question Bank. Once you've begun teaching the units, you'll also see links to the Personal Progress Checks. More on these in the Assessment section coming up.
- #82 NEEDS REPLACEMENT The Course Summary highlights student progress across the units. Teachers view their classes and students, and school and district administrators can view results for the schools, classes, and students they’re responsible for. Related note: any administrator with access to AP Classroom will be able to view this data, which is why access is granted using the same access code for AP Scores. Be sure to only include administrators who should have access to student data.