French 150 Identité Nationale Syllabus Spring 2010 Semester Week

French 150 Identité Nationale
Syllabus
Spring 2010
Semester Week
Important Deadlines and Dates
Week One
• No Class Monday January 18th – Martin Luther King Jr. Day
January 18-24
Week Two
• Speaking Assignment One Posted by 9 p.m. Friday, January 29th
January 25- 31
Week Three
February 1-7
Week Four
February 8-14
Week Five
February 15-21
• Writing Assignment One Draft Posted in Moodle by 9 p.m.
Friday, February 5th
• Proposal for Project One Posted in Moodle by 9 p.m. on Friday,
February 12th
• Writing Assignment One (Final Revision) Posted in Moodle by 9
p.m. on Friday, February 19th
• Sign Up for Conference with Professor by Friday, February 19th
(You can sign-up either in Moodle or on your professor's door,
depending on your course.)
Week Six
• Project One Posted in Moodle by 9 p.m. Friday, February 26th
February 22-28
• Conference with Professor, February 22-26
Week Seven
March 1-7
• Speaking Assignment Two Posted in Moodle by 9 p.m. Friday,
March 5th
• Sign Up for Midterm Examination by Friday, March 5th (You
can sign-up either in Moodle or on your professor's door,
depending on your course.)
March 8-14
• Midterm Assessment of Progress Posted in Moodle by 9 p.m.
Friday, March 12th
• Midterm Examinations: March 8-12
Week Nine
• Spring Break, March 15-19 – No Classes
Week Eight
March 15-21
Week Ten
March 22-28
Week Eleven
March 29-April 4
Week Twelve
April 5-11
• Writing Assignment Two Draft Posted in Moodle by 9 p.m. on
Friday, March 26th
• Proposal for Project Two Posted in Moodle by 9 p.m. on Friday,
April 2nd
• Writing Assignment Two (Final Revision) Posted in Moodle by
9 p.m. on Friday, April 9th
Week Thirteen
April 12-18
Week Fourteen
• Project Two Posted in Moodle by 9 p.m. Friday, April 23rd
April 19-25
• Drake Relays, Classes dismissed after 1:50pm, April 23rd
Week Fifteen
• ePortfolio Due by Friday, April 30th at 9 p.m.
April 26-May 2
• Sign Up for Final Examination (You can sign-up either in
Moodle or on your professor's door, depending on your course.)
• Practice Final Examination in Class
Week Sixteen
• Final Examinations: May 3-6
May 3-9
• Day free for study: Friday, May 7th
Schedule of Weekly Preparation and
Practice Class Activities
Week One January 18-24
Practice One - will not meet: Martin Luther King Jr. Day Holiday
Week One
• No Class Monday January 18th – Martin Luther King Jr. Day
Portrait Social de la France
Practice Session Two Bonjour! Bienvenue au nouveau semestre. I will set up
the glossaire this week and give you some new guidelines on inputting to it. The text
that I thought we would use will not be ready from the publisher until February, so
we will be reading from the internet and I will post PDFs of other lectures. The
syllabus indicates the theme of each week as our point de départ for reading,
listening, writing, speaking, and always critically thinking.
Préparation: Le portrait-robot reading below dates from 2008, but has some
interesting facts not discussed in the more recent figures from l'Insee. Read Le
portrait-robot as well as
http://www.20minutes.fr/article/363231/Economie-Portrait-robot-du-Francais-entemps-de-crise.php
Practice Session Activities: Questions à discuter Qu'est-ce que c'est que l'Insee?
Notez tout ce qui vous surprend (de la perspective de votre culture). Notez aussi tout
ce que vous ne comprenez pas (et je ne parle pas du langage mais du contenu de
l'article). Prendre des notes!
Seminar: Discussion du travail du semestre, l'histoire de comment vous avez passé
le break.
Practice Session Three
Preparation: Ecrire un sommaire en bref (en français) des discusions des lectures.
Practice Session Activities: Continuer vos discussions des lectures. Lire votre
sommaire et poster dans votre blogue.
Seminar Notes
Week Two January 25- 31

Speaking Assignment One Posted in Moodle by 9 p.m. Friday, January 29th
Des Questions de l‟identité
Practice One
Preparation: Parcourir les prompts pour le Speaking Assignment pour que vous
puissiez savoir comment le travail de cette semaine joue un rôle.


Poster à votre blogue vos pensées au sujet des articles de «Portrait-robot».
Completer la feuille Cultural Orientations. Préparer vos commentaires (en
français)
Practice Activities:


Finir vos discussions de la semaine dernière.
Discuter ce que vous avez posté au blogue et votre feuille Cultural
Orientations.
Practice Two
Preparation:


Review Speaking Assignment Instructions. (See the link on ―How to do the
Speaking Assignments‖ below.)
Travailler «Les goûts culturels de Barack Obama». Ecouter le clip et répondre
aux exercises 1-4 - Des sons et des voix, Un homme de goût, Références et
influences, Un homme maître de son destin.
Practice Activities:


Practice possible responses to the question(s) for Speaking Assignment One
with your group. Do you understand each other? Are responses clear and
easy to understand? Get feedback from group and native speaker.
Discuter ce que vous avez appris du président. Qu’est-ce que ce reportage
vous dit de la culture française vis à vis la culture américaine?
Seminar
Preparation: Préparer une petite histoire de ce que vous avez fait pendant les
vacances d’hiver.
Seminar Activities: Discussion des devoirs de cette semaine.
Practice Three
Preparation:


Make a recording of Speaking Assignment One and turn it in on Moodle.
Faire connaissance d’Eric Besson (des liens en bas pour lire et écouter) un
homme politique français qui dirige la conversation de l'identité nationale.
Practice Activites:
Discuter ce que vous avez découvert d’Eric Besson.
Prompts for Speaking Assignment One FR 150
Cutural Orientations
Les gouts culturels de Barack Obama
Wikipedia Eric Besson
Les devoirs du Ministre]
Besson: clip video Pourquoi cette discussion de l’identité nationale
Week Three February 1-7
• Writing Assignment One Draft Posted in Moodle by 9 p.m. Friday, February 5 th
De la colonisation à l‟immigration et La crise
Practice One
Preparation: Lire l’introduction de l’histoire de l’immigration en France à ce site web:
http://histoire-immigration.fr/index.php?lg=fr&nav=873&flash=0
Lire et completer le feuille de travail Lieux de Mémoire
Identifier dans le texte deux ou trois mots clés qui permettront de lancer une
recherche efficace sur internet, afin de répondre aux questions.
Répondre aux questions du texte.
Retrouvez sur the plan de Paris (voir la feuille, p.2) à quel lieu de mémoire (doc.1 à
5) correspond chaque point rouge.
Practice Activities: Discussion de l’histoire de l’immigration et Lieux de Mémoire
(Elaborer sur le sujet pour discussion l’évènement ou le personnage évoqué par le
lieu de mémoire.)
Practice Two
Preparation: Continuer le travail du practice one
Read Writing Assignment Instructions. Write the assignment following the procedure
outlined in the Instructions. Create a digital copy of Writing Assignment One.
Le sujet de Writing Assignment One: Vers un auto-portrait personnel et culturel.
Qu'est-ce qui influence et forme votre perception de votre propre identité sociale,
culturelle et nationale, de qui vous êtes? Quels sont vos antécédents familiales,
culturels et sociales? Quelle est votre classe sociale? Avez-vous des loyautés
régionales qui influence votre identité? Quelle est l'importance de vos racines
héréditaires? Depuis combien êtes-vous "ici"? Y a-t-il des influences ethniques dont
vous êtes consciente? Pourquoi êtes-vous étudiante à cette université et non pas à
une autre institution? Quelle est votre perspective sur notre gouvernement? Qu'estce qui vous fait mal, ou mal à l'aise? Quelle est la portée de grands événements des
dernières années sur votre identité (le 11 septembre, le massacre à Columbine, la
guerre en Iraq ....)?
Nous habitons un monde très complexe, et la diversité de notre société nous
empêche d'adopter une vue simpliste de qui nous sommes. Avant de poser une
question comme "Qui est français?" ou "Qu'est-ce que ça veut dire, être français au
XXIe siècle?" nous devons faire un effort déterminé de comprendre qui nous
sommes.
Writing Assignment One is just the beginning of a writing process to help you define
your personal cultural profile, in comparison and contrast with another person or
persons, and another culture or cultures. The broad questions above are deceptively
simple, but you should avoid superficial or simplistic answers. You will return to this
set of questions as you get more information about yourself and another culture. You
will need to try to see yourself through someone else's eyes, - your ways of thinking
and behaving - and how those ways differ from someone in another culture.
Write only in French, and try to think of all the expressions you will need as you put
your ideas together. Don't make this a dictionary exercise; use words and
expressions that you know already.
Practice Activities: Continuer vos discussions du Practice One.
Read your notes of Writing Assignment One aloud in your group, and ask for
feedback. Listen and offer feedback to others in your group. Can you understand
what you hear? Ask questions (in the target language, of course) for clarification.
Seminar
Preparation: Poster au blogue
Seminar Activities: Discussion des devoirs de cette semaine, vos postes, et Writing
Assignment 1.
Practice Three
Preparation: Revise your Writing Assignment based on feedback and turn in Writing
Assignment One Draft in Moodle.
Consulter le feuille de travail Crise et langue de bois et le clip audio du même titre.
Suivre les instructions. Noter bien: écouter plusieurs fois avant de lire la
transcription!
Practice Activities: Discussion des questions du feuille et lire la transcription à haute
voix à l’aide de votre locuteur natif.
Resources:
Lieux de mémoire feuille de travail
Crise et langue de bois clip audio (FDLM)
Crise et langue de bois feuille de travail
Week Four February 8-14
• Proposal for Project One Posted in Moodle by 9 p.m. on Friday, February 12 th
“Dis-moi ce que tu manges et je te dirai ce que tu es” Les tendances en France
Practice One
Preparation: Décrivez vos impressions de la cuisine françaises.
Lire le message d’origine du blogue et puis les réponses
http://forum.aufeminin.com/forum/cuisine1/__f119892_cuisine1-Cuisine-francaiseles-principales-differences-entre-les-regions-help.html
Pour explorer: http://www.cuisine-france.com/recette/region.htm
Quelles sont les influences sur la nourriture ou la cuisine d’une région?
Est-ce que tous les Français mangent le même?
Signaler des idées qui vous plaisent
Remarquer les expressions intéressantes.
Prepare for Proposal. Determine which course objective you would like to fulfill
with this project. What skills are you going to showcase, what kind of tool would be
best for showing these skills? Go over the list of Web 2.0 tools in the Project
Instructions and find a tool you think might fit. Does it work with your language? (If
your language doesn't use the Latin alphabet, does your tool support it? Does it
accept characters?) Does it seem like it will showcase your skills? Write up a detailed
proposal explaining how this project will fulfill this particular goal.
Practice Activities: Discussion des questions.
Practice Two
Preparation:
Lire:
Influence de la cuisine musulmane sur la cuisine européenne
http://www.ramadandetunisie.com/o%F9_sortir_ce_soir/sortie_culinaire/_influence_
de_la_cuisine_musulmane_sur_la_cuisine_europ%E9enne_20051012126/
Practice Activities: Qu’est-ce que ca veut dire ―maghrébin‖?
couscous, le tapenade, le taboule, le tajine, les briouates.
Resumez l’article.
Rechercher le
Seminar
Preparation:
Seminar Activities:
Practice Three
Preparation: L’histoire du chocolat http://www.chococlic.com/le-chocolat/histoirechocolat/histoire.php
http://fr.wikipedia.org/wiki/Portail:Chocolat
http://www.lamaisonduchocolat.com/fr/#/home
Noter des idées intéressantes.
―Etre chocolat‖ : l’expression Qu’est-ce que ca veut dire?
Que pensez-vous de l’entreprise La maison du chocolat?
Pourquoi est-ce que l’on offre le chocolat pour fêter la St. Valentin?
FDLM: Chocolat
Practice Activities:
Ce clip audio, de quoi s’agit-il?
Remarquer l’explication de Bernard Callebaut de l’appréciation d’un gateau au
chocolat chez les Francais et chez les Américains. Qu’en pensez-vous?
Raconter l’histoire du chocolat.
Au Portail Chocolat, signaler de nouvelles idées.
Penser aux articles que vous avez lues cette semaine. Remarquer aux rapports des
idées.
Week Five February 15-21
• Writing Assignment One (Final Revision) Posted by 9 p.m. on Friday, February 19th
• Sign Up for Conference with your Professor by Friday, February 19 th
Les Habitations en France
Practice One
Preparation: Lire et préparer les questions ―Les Banlieues: Les racines du mal‖
Voir: Video Clips from the film Paris, Je T’aime (available in the lab or in clips at websites listed below)
Overview: (http://www.imdb.com/title/tt0401711/plotsummary)
Watch this clip Loin du 16e http://www.youtube.com/watch?v=KAH4hl-MLtY
Practice Activities: Discussion du texte et du clip video.
Practice Two
Preparation: Revise your Writing Assignment One based on the feedback you have
received from your professor. Submit the final revision in Moodle by Friday.
Lire: 1. Faire connaitre L’abbé Pierre http://fr.wikipedia.org/wiki/Abb%C3%A9_Pierre
2. Le Mouvement Emmaüs fête ses 60 ans
http://www.rfi.fr/contenu/20091113-le-mouvement-emmaues-fete-60-ans
Voir: Video Clips from the film Paris, Je T’aime
Place des fêtes
http://videos.sapo.pt/fIAUEvAjb3VEzjhO4qNP
Practice Activities: Discussion Le Mouvement Emmaüs--Quels sont les conditions de
rester dans un communauté? Qu’est-ce que c’est que Le Salon? Qu’est-ce qui se
passe au défilé de mode spécial? Discuter les compagnons Emmaüs. Vous savez des
institutions semblables aux Etats-Unis?
Place des fêtes: Qu’est-ce qui vous frappe?
Seminar
Preparation: Poster au blogue. Questions du Writing Assignment Final et Projet.
Seminar Activities: Décrire des similaritiés et des differences des banlieues en France
et aux Etats-Unis. Deux idées intéressantes en ce qui concerne le mouvement
Emmaüs.
Practice Three
Preparation: Begin working on your Project One based on your professor’s comments
on your proposal when they become available.
Lire: 1. FDLM Les châteaux: de coûteuses richesses culturelles
2. La maison, un rêve en pleine évolution
http://www.micimmo.com/dossiers/analyses/les-francais-et-leur-logement/lamaison-un-reve-en-pleine-evolution-309.html
Voir: clip video du film Paris, Je T’aime
Faubourg Saint Denis
http://www.youtube.com/watch?v=7omytFn4M74&feature=related
Practice Activities: Ça coute cher ces edifices de style--comment est-ce que les
châteleins preservent le patrimoine commun? Chateau de Thoiry, Chateau de la Tour
Serviat, La Flocellière, Mirambeau, Vaux-le-Vicomte
Faubourg Saint Denis: Remarquer ce qui est modern et ce qui est plutôt vieux dans
cette arrondisement.
Les jeunes Français abandonment de plus en plus les petits villages. A votre avis,
quelles sont les raisons qui pourraient expliquer ce phénomène? A votre avis,
pourquoi les Français préfèrent-ils les maisons individuelles aux residences
collectives? Certaines Français gardent leur maison de campagne comme résidence
secondaire et il y a aussi des Français qu en achètent une. A quoi servent ces
résidences secondaires et quel est l’attrait de la vie à la campagne? Pourquoi les
Français préfèrent-ils habiter dans les centres urbains?
Week Six February 22-28
• Conference with your Professor, February 22-26
• Project One Posted in Moodle by 9 p.m. Friday, February 26th
La vie scolaire: hier et aujourd‟hui L‟imagination au pouvoir
Practice One
Preparation:
Regarder et Lire: FDLM Dossier: Hier, Mai 68
Regarder et récapituler les sentiments exprimées: Affiches de mai 68
http://membres.multimania.fr/mai68/affiches/affiches.htm
Practice Activities: 1. Discuter les évenements de la révolte étudiante presentés dans
le dossier. 2. Les slogans et les affiches de Mai qui fleurirent dans les rues pendant
les évènements sont devenus emblématiques de l’esprit de cette période. Discuter
ces sentiments. Est-ce qu’il y des similaritiés à la culture américaine de cette même
période? Des differences?
Practice Two
Preparation:
Ecouter: FDLM Clips audios 1. Mai 68 Souvenirs, 2. Maurice Grimaud Préfet de
Police de Paris en 68
Avant de Lire: Faire de la recherche de Daniel Cohn-Bendit et Luc Ferry, qu’estce qu’ils font dans la vie actuellement?
Lire: Que reste-t-il de ‟68?
http://hebdo.nouvelobs.com/hebdo/parution/p20080131/articles/a365748-.html
Introduction: Meme aujourd’hui Mai 68 continue de remuer la société française.
Daniel Cohn-Bendit, leader emblématique de Mai et Luc Ferry, auteur du premier
pamphlet philosophique anti-68 débattent de l’héritage de ces évènements. Extraits
du débat organize à Lyon par le Nouvel Observateur, le 17 janvier 2008.
Practice Activities: Discuter: Décrire les plus importants héritages de 68, la culture
de l’individualisme, la revolution pédagogique.
Des clips audios--Maurice Grimaud et l'homme de la rue: citer 2 idées frappantes de
leurs récits.
Seminar
Preparation: Poster aux blogues.
Seminar Activities: Discussion des postes de blogue (sommaire et culture),
conference au sujet de progress
Choisir 2 slogans/affiches pour expliquer. Discuter 2 idées fortes de l’article Que
reste-t-il de „68
Practice Three
Preparation: Post your Project One in Moodle when it is complete. Ensure that it is
completely viewable and audible.
Lire: Article: L‟université française face à son avenir [Le système universitaire
français
Practice Activities:Décrire le nouveau modèle des diplômes. Quel est le but de ce
changement?
Qui est l’UNEF?
Page 2 Discuter l’exploitation pédagogique
Week 7 March 1 - March 7
• Speaking Assignment Two Posted in Moodle by 9 p.m. Friday, March 5th
• Sign Up for Midterm Examination by Friday, March 5th (Let's decide if you want to
do it in the lab or need to talk to Christen about signing up for a time when it's done
in other location.)
• Practice Midterm Examination
La Tâche de Devenir Adulte
Practice One
Preparation: Lire 1. La jeunesse s‟allonge 2. Jeune: un travail à part entière
Practice Activities: Discussion de la lecture. Préparer une liste des questions/sujets
pour l’examen mi-terme et envoyer-la à Mme Mayo à mardi soir.
La jeunesse s’allonge
Quel est le term que certains utilisent de decrier la fin de l’adolescence et la trentaine? Comment
expliquer l’allongement de la jeunesse? Quel est un peur des jeunes Français? La France est compare aux
quels autres pays dans la nécessité de réussir?
Jeune: un travail à part entière
Décrire l’idée de Martin Hirsch pour améliorer le chômage des jeunes. Quelle initiative était lancée par
des communes? Quel est le fond du problème?
Practice Two
Preparation: 1. Review Speaking Assignment Instructions. 2. Lire Un système à
deux vitesses 2. Ecouter les clips audios ―Paroles d’enfants/Ecole‖ et ―Les Français
qui font leurs etudes en Belgique.‖
Practice Activities: 1. Practice possible responses to the question(s) for Speaking
Assignment Two with your group. Do you understand each other? Are responses
clear and easy to understand? Get feedback from group and native speaker.
2. Discussion de la lecture et des clips audios.
Un système à deux vitesses
Discuter des inégalités du système educative. Quel est le rôle des parents? Donner des
observations de réussite scolaire liés aux parents.
Clips audios “Paroles d’enfants/Ecole” et “Les Français qui font leurs etudes en
Belgique.”
1.
Citez des raisons de base pour rendre l’école obligatoire d’après le presentateur.
Pourquoi est-ce que les enfants veulent aller à l’école?
2.
Quel est le pourcentage des Français qui sont inscrits dans les cours de
medicine/vétérinaire/kinésithérapie en Belgique? Comment est-ce qu’on l’explique?
D’après l’étudiant diplomé (Samuel) pourquoi est le système wallon meilleur que le
système français? Qu’est-ce que les autorités belges pensent à faire?
Seminar
Preparation: Questions des Speaking Assignment, Mid-term, post à blogue.
Commentaires sur les lectures de cette semaine.
Seminar Activities: Discussion de l’examen de mi-terme, des questions, et les
lectures de cette semaine.
Practice Three
Preparation: 1. Make a recording of Speaking Assignment Two and turn it in on
Moodle (due today). 2. Prepare for Midterm Examination. 3. Lire Je dépense donc
je suis et Premier emploi: parcours des combattants
Practice Activities: 1. Practice Midterm Examination 2. Discussion des lectures.
Week Eight
 Midterm Assessment of Progress Posted in Moodle by 9 p.m. Friday, March
12th (see Word doc below)
 Midterm Examinations: March 8-12
La Culture Quotidienne
Practice One
Preparation:
Partie 1: Lire la feuille «Loin du 16e» 1. Doc. 1 Le XVIe arrondissement en bref, 2.
Parcourir la liste des elements à observer.
Regarder encore le clip du film Paris, Je T‟aime, Loin du 16e
Partie 2: Choisir un autre clip/arrondisement du film Paris Je T‟aime (dont nous
n’avons pas encore traité). Faire du recherche pour préparer un Arrondisement en
bref pour presenter en classe.
Practice Activities:
Partie 1 Jeux de Rôles: à choisir
Vous êtes journaliste. Vous vous intéressez à lavie de tous les jours des immigrés en
France. Vous interviewez Anne au sujet de sa journée de travail
Vous êtes Anne. Vous racontez cette journée à votre ami(e) français(e) qui vous
interroge.
Anne gagne au loto. Elle explique à sa patronne pourquoi elle abandonne son
travail.
Partie 2: Présenter votre Arrondisement en bref. Resumer ce qui se passe au
nouveau clip. Exprimer vos idées et impressions.
Practice Two
Preparation: Lire et completer la feuille de travail Des Interjections, Des Bruits
Voir la chanson Boum de Charles Trenet à
http://www.youtube.com/watch?v=XFu58li2KJ4
Lire: http://fr.wikipedia.org/wiki/Onomatopée
Jouer: http://www.momes.net/jeux/jeux_ferme.html
Consulter: Les gestes français
http://french.about.com/library/weekly/aa020901a.htm
Practice Activities: Travail à l’orale des interjections, les animatopées, les
exclamations et les bruits. Pratiquer les gestes francais. Inventer des scenarios
pour utiliser des interjections et des gestes.
Seminar
Preparation: Mid-term exam this week; Post your mid-term assessment of progress
Seminar Activities: Discussion de vos blogues. Mid-term et discussion du progrès
Practice Three
Preparation: Lire Quel Kif! Et Evidences Invisibles (une résumé du livre de Raymonde
Carroll) la maison, la conversation, parents-enfants, le couple, et l’amitié
Practice Activities: Discussion des lectures
Definir: néologisme, verlan
L’origine de ―kief‖—qu’est-ce que ça veut dire d’après de Nerval et Baudelaire?
De nos jours—d’après les jeunes des banlieues, décrire sa signification
Evidences Invisibles: Discuter et verifier avec votre partenaire de langue. Est-ce que
vous êtes d’accord avec les déscriptions des cultures américaine et français
présentées?
Week Nine March 15-21
• Spring Break, March 15-19 – No Classes
Practice One – will not meet: Spring Break
Practice Two – will not meet: Spring Break
Seminar – will not meet: Spring Break
Practice Three – will not meet: Spring Break
Week Ten March 22-28
Portraits d‟Immigrés /Film: Indigènes
• Writing Assignment Two Draft Posted in Moodle by 9 p.m. on Friday, March 26 th
Practice One
Preparation: Lire l’article Nées de père étranger
Practice Activities: Discussion de Jamila Besseghir et Mariann Mathéus. Décrire leurs
histoires de la colonization et de l’esclavage. Pourquoi est-ce que leurs parents ne
discutent jamais leurs origins? Discuter le rôle des etudes pour ces jeunes femmes.
Est-ce que on peut embrasser l’avenir sans addresser le passé?
Practice Two
Preparation: Read Writing Assignment Instructions. Write the assignment following
the procedure outlined in the Instructions. Create digital copy of Writing Assignment
Two. Based on discussions from this course, compare and contrast aspects from
your American culture and identity to French culture and identity.
Rechercher les termes: Les Harkies, les Indigènes, les Pieds-Noir
Le Journal de Dimanche
http://www.lejdd.fr/Societe/Justice/Actualite/Les-Indigenes-crient-victoire-85762/
Le Monde
http://www.lemonde.fr/cinema/article/2006/09/26/indigenes-quatre-africains-pourla-france_816961_3476.html#ens_id=780194
Practice Activities: Read your notes for Writing Assignment Two aloud in your group,
and ask for feedback. Listen and offer feedback to others in your group. Can you
understand what you hear? Ask questions (in the target language, of course) for
clarification.
Seminar
Preparation:
Seminar Activities:
Practice Three
Preparation: Revise your Writing Assignment Two based on feedback and turn in
Writing Assignment Two Draft in Moodle.
Regarder le film, Indigènes
Lire l’article, National Identity and Unrealized Union in Rachid Bouchareb’s
Indigènes
Before the practice, review all of your oral midterm. Use the oral exam rubric to help
you focus on the assessment criteria. If possible, get the comments from your
professor.
Practice Activities: Review Midterm Examination.
Discussion du film. D’après vous, pourquoi est-ce que ces soldats ont pris la
decisions de partir de leur pays pour lutter pour la France contre les forces de l’Axe?
Quel personage est-ce que vous avez apprécié le mieux? Décrire en bref Saïd,
Messaoud, Yassir, Abdelkader, Sergent Martinez.
Discuter la signification politique de ce film.
Week Eleven March 29-April 4
• Proposal for Project Two Posted in Moodle by 9 p.m. on Friday, April 2 nd
L’environnement: préparons l’avenir
Practice One
Preparation: Prepare for the Proposal for Project Two. Determine which course
objective you would like to fulfill with this project. What skills are you going to
showcase, what kind of tool would be best for showing these skills? Go over the list
of Web 2.0 tools in the Project Instructions and find a tool you think might fit. Does
it work with your language? Does it seem like it will showcase your skills? Write up a
detailed proposal explaining how this project will fulfill this particular goal.
Lire: Ecologie et politique
Développement durable
Ecouter: C‟est pas du vent! (document
sonore)http://www.rfi.fr/lffr/articles/116/article_3169.asp?pc=1 (chercher le
document sonore)
Chanson/ Fidèle au poste Clip audio: http://www.wat.tv/audio/fidele-postef4h8_f4k7_.html
Practice Activities: Discuter les articles. Travailler la fiche pédagogique rfi publicité
et environnement.
Practice Two
Preparation: Lire: Effet de serre et réchauffement
Les energies renouvelables
Practice Activities: Discuter les articles
Seminar
Preparation: Ajouter un nouveau sommaire
Seminar Activities: Discussion des sommaires, les articles de cette semaine
et projet 2
Practice Three
Preparation: Lire Eduquer les citoyens de demain
Ecouter: le Clan de neon, Paroles d‟enfants, Planète en danger
Practice Activities: Discuter les documents écrits et sonores.
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Requirements for Projects PDF document
Ecologie et politique FDLM 345 PDF document
Développment durable FDLM 345 PDF document
rfi fiche pedago pub et environnement PDF document
Effet de serre et réchauffement FDLM 345 PDF document
Les energies renouvelables FDLM 345 PDF document
Eduquer les citoyens de demain FDLM 345 PDF document
Audio Clip Le Clan de Néon FDLM 359 file
Audo Clip Paroles d'enfants la pollution et plus FDLM 359 file
Chanson Planète en danger FDLM 359 file
Week 12 April 5-11
• Proposal for Project Two Posted in Moodle by 9 p.m. on Friday, April 2 nd
L’environnement: préparons l’avenir
Clip audio: http://www.wat.tv/audio/fidele-poste-f4h8_f4k7_.html
Practice One
Preparation: Prepare for the Proposal for Project Two. Determine which course
objective you would like to fulfill with this project. What skills are you going to
showcase, what kind of tool would be best for showing these skills? Go over the list
of Web 2.0 tools in the Project Instructions and find a tool you think might fit. Does
it work with your language? Does it seem like it will showcase your skills? Write up a
detailed proposal explaining how this project will fulfill this particular goal.
Lire: Ecologie et politique
Développement durable
Ecouter: C‟est pas du vent!
http://www.rfi.fr/lffr/articles/116/article_3169.asp?pc=1 (chercher le document
sonore)
Practice Activities: Discuter les articles. Travailler la fiche pédagogique
Practice Two
Preparation:
Lire: Effet de serre et réchauffement
Les energies renouvelables
Practice Activities: Discuter les articles
Seminar
Preparation:
Seminar Activities:
Practice Three
Preparation:
Lire Eduquer les citoyens de demain
Ecoute: le Clan de neon, Paroles d’enfants, Planète en danger
Practice Activities: Discuter les documents écrits et sonores.
Week Twelve April 5-1
• Writing Assignment Two (Final Revision) Posted by 9 p.m. on Friday, April 9th
La Femme Française
Practice One
Car je sais que vous aimez des histoires un peu farfelues et celles au sujet du
chocolat, voilà quelque chose de spéciale pour vous deux—L’oeuf de Pâques d’ Henri
Crespi. Amusez-vous bien!
Preparation:
Lire L’oeuf de Pâques
Regarder et écouter Journée Internationale des femmes
Interview à Isabelle Alonso
http://www.flevideo.com/quiz_int2.php?id=2969&pagenum=1
Practice Activities: Discuter 1. l’histoire en utilisant les questions à la fin de
l'histoire et 2. le clip vidéo
Practice Two
Preparation: Revise your Writing Assignment Two based on the feedback you have
received from your professor. Submit the final revision in Moodle.
Ecouter la chanson Les femmes fantômes et regarder le clip "Quais de Seine" dans le
film Paris, Je t‟aime (2ième segment, je crois)
Lire Un mois sous un burqa
http://www.leparisien.fr/societe/un-mois-sous-une-burqa-c-etait-l-enfer-25-012010-790292.php
Practice Activities: Comparer les points de vues des chanteur du chanson, le
journaliste, François, et Zarka.
Seminar
Preparation: Penser de vos discussions de cette semaine. Ajouter vos idées au
blogue. Poster au blogue de culture.
Seminar Activities: Discussion des postes au blogue, Writing Assignment 2, des
lectures de cette semaine
Practice Three
Preparation: Begin working your Project Two based on your professor’s comments on
your proposal when they become available.
Lire les lectures: Halima Hamdane, Il faut tout demander, Beavoir aujourdh‟ui
Consulter et explorer ce site web: http://8mars-online.fr/?lang=fr
Practice Activities: Discussion des lectures et site web.
un petit quelque chose de spécial--Qu'est-ce que c'est que la beauté? C'est un
concept uniquement aux femmes? Ecoutez ce que les mômes disent.
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L'oeuf de Pâques de H Crespi PDF document
Chanson Les Femmes Fantômes Pierre Delorme file
Transcription Les Femmes Fantômes PDF document
Halima Hamdane Interview PDF document
Il faut tout demander FDLM 358 PDF document
Beauvoir aujourd'hui FDLM 358 PDF document
Qu'est-ce que la beauté Paroles d'enfants file
Week Thirteen April 12-18
La musique identitaire
Practice One
Preparation:
Lire 1. Regard sur les musiques actuelles: nostalgie, métissage, et mondialisation
(Bourderionner, Olivier, France in the 21st Century: New Perspectives, Birmingham,
AL, Summa Publications, Inc. 2009)
en deux parties au dessous
2. Background Notes Diam’s, Kamini, GCM
Consulter:
Zebda – Motivé http://www.youtube.com/watch?v=dBpLJ4X4vJY&feature=related
Abd Al Malik "Gibraltar"
http://www.youtube.com/watch?v=cb6EZmLTIPk
Kamini
Marly-Gomont video: http://www.youtube.com/watch?v=nl-Db3_qsSM
Nostalgie
Georges Brassens - Les Copains d'abord
http://www.youtube.com/watch?v=FuVpLqA79hY
Une féminisation du métier p.11 de la lecture
Patricia Kaas
Mon mec à moi; http://www.youtube.com/watch?v=4zgB1Jfpjdw
Mademoiselle chante les blues:
http://www.youtube.com/watch?v=hDm3KL_nzOs&feature=related
Les Rita Mitsouko – Marcia Baila
http://www.youtube.com/watch?v=t6FVlfOgTo8&feature=related
Practice Activities: Discussion
Practice Two
Preparation: Continuation de la lecture Regard sur les musiques actuelles
Lire: Musique FDLM 352
Regarder: Diam’s
Ma France à Moi video: http://www.youtube.com/watch?v=mppFev3Q9sM et la
feuille des paroles et lexique.
Practice Activities: 1. Questions de vidéo: Que font les jeunes de leurs journées? A
quoi fait reference ―la France profonde?‖ Comment le racisme se materialise-t-il dans
les actes des gens? ( A noter: en 2003, plus de 6 immigrés sur 10 étaient d’origine
africaine et Presque 5 sur 10 d’origine maghrébine.)
2. Discuter la notion de registre dans les actes de communication (le formalisme de
la situation, la hiérarchie des relations, l’âge des personnes dans une situation
communicative, le canal de la communication (oral ou écrit), le niveau de
l’education, les habitudes de registre de l’entourage.
Seminar
Preparation: Poster vos sommaires au blogue.
Seminar Activities: Discussion des postes de blogue et les lectures de cette semaine.
Questions du projet?
Practice Three
Preparation:
Lire: La vague tecktonik
Consulter: Danse Tecktonik :A cause des garçons vidéo
http://www.youtube.com/watch?v=bytf3gZMFkY&feature=fvw
Ecouter: Les clips audio L‟univers de la Tecktonik et Le Printemps de Bourges
Consulter:
Bénabar
Vidéo L’effet Papillion http://www.youtube.com/watch?v=bAs8gN0j2Z8
Paroles au chanson l’Effet Papillion http://www.paroles2chansons.com/parolesbenabar/paroles-l-effet-papillon.html
Site Web http://www.benabar.com/#/actu/
Site Youtube: http://www.youtube.com/benabarofficiel
Paroles au chanson Infréquentable http://www.paroles2chansons.com/parolesbenabar/paroles-infrequentable.html
Emily Loizeau
Vidéo L’autre bout du monde: http://www.youtube.com/watch?v=SiOMjzNUPvs
Paroles: http://fr.lyrics-copy.com/emily-loizeau/lautre-bout-du-monde.htm
Site web: http://www.emilyloizeau.fr/
Sliimy
Intervue: http://www.kewego.com/video/iLyROoafJe60.html
Practice Activities: Discussion: Commenter de la mode d'être tecktonik.
Comment expliquer un retour à la nostalgie (Brassens, Brel, Gainsbourg) ?
Est-ce que la musique française joue un rôle dans le marché globale?
Est-ce que vous trouvez que l’expression musicale aide ou bloque le débat de
l’identité française?
Exprimer vos sentiments des musiques actuelles françaises.
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1ere Page Regard sur les musiques actuelles PDF document
Regard sur les musiques actuelles_Bourderionnet PDF document
Background Notes Diam's Kamini GCM PDF document
Musique FDLM 352 PDF document
Ma France à moi paroles et lexique PDF document
La vague tecktonik FDLM 358 PDF document
Audio Clip L'univers de la techtonik file
Audio Clip Le printemps de Bourges file
Transcriptions des clips audios Musique actuelle PDF document
Week Fourteen April 19-25
• Project Two Posted in Moodle by 9 p.m. Friday, April 23rd
• Drake Relays, Classes dismissed after 1:50pm, April 23rd
La francophonie dans le monde
Practice One
Preparation:
1. La dernière chose exceptionelle: Le ministère des Affaires étrangères et
européennes a inauguré le 20 mars 2010 une web TV consacrée à la francophonie
accessible sur le lien http://www.francophonie2010.tv/
Regarder et écouter les 3 vidéos des hommes diplomatiques:
Alain JOYANDET, secrétaire d’État chargé de la Coopération et de la Francophonie
Jean-Pierre RAFFARIN, Représentant Personnel du Président de la République
pour la Francophonie
Abdou DIOUF, Secrétaire Général de l’Organisation Internationale de la
Francophonie
Questions pour discussion:
Quel est le visage de la francophonie en 2010 d’après Joyandet?
Qu’est-ce qui est en déclin d’après Raffarin ? Décrire la cause de sa passion. Et
l’avenir du français?
En quoi 2010 est une année importante pour la francophonie d’après Diouf ? Décrire
les sentiments autour de la question, l’anglais dans le monde, est-elle un frein pour
la francophonie?
2. Maintenant, regarder Zoom, Francomot—quel est l’ironie de ce clip en
comparison des messages des hommes diplomatiques?
3. Regarder the clip Le OIF --D’un siècle à l’autre
http://www.francophonie2010.tv/-Histoire-.html
Expliquer l’histoire du mot ―francophonie.‖ Décrire son origine. Pourquoi est-ce que
la langue française prend importance dans le monde?
Quels sont les occasions rapportées dans le clip pour fêter la francophonie?
D’autres idées remarquables?
4. Dans le livre The Poisonwood Bible de B. Kingsolver, il y avait des problèmes
avec la cultivation à cause du climat congolais dont la famille Price n’a pas
connaissance. Mama Tataba a eu une autre idée…
Consulter: http://latitudefrance.org/S-inspirer-des-techniques.html
Practice Activities: Discussion des clips audios et sites webs
Practice Two
Preparation 1. Lire:Sarkozy décline sa francophonie/ Abdou Diouf ―La francophonie
n’a cessé d’évoluler avec le monde‖
2. Lire: Francophonie Portraits Choisir 2-3 portraits pour lire
http://www.rfi.fr/lffr/pages/001/page_35.asp
3. Ecouter: Formation à Bruxelles http://www.francophonie2010.tv/-Langue.html#video18
Pourquoi est-ce que l’on fait une telle formation?
En Amérique du Nord
4. Lire: La longue marche du français FDLM Francophonies du Nord 358
Plus jamais en anglais (la musique actuelle de l’espace francophone)
Practice Activities: Sommaire et réaction
Seminar
Preparation: Questions possibles de l’examen finale
Lire: Faut-il libérer la langue de la Nation?
Seminar Activities: Discussion des postes de blogue et les lectures de cette
semaine.
Practice Three
Preparation: Post your Project Two in Moodle when it is complete. Ensure that it is
completely viewable and audible.
Consulter: 1. Medecins Sans Frontières site web:
http://www.paris.msf.org/?gclid=CKLT5ZyPkaECFQYMDQodUS54Ow
Infos: http://fr.wikipedia.org/wiki/M%C3%A9decins_sans_fronti%C3%A8res
Continuation du travail de Kouchner:
http://www.diplomatie.gouv.fr/fr/actions-france_830/onu-organisationsinternationales_1032/evenements-2009_19465/deplacement-bernard-kouchnernew-york-07.12.09_78232.html
Questions:
Quand et pourquoi est-ce que cette organization a été fondée? Dans quels pays estce qu’elle donne de l’aide en ce moment? Que pensez-vous du projet de
Contribution Solidaire Internationale?
2. Découvrir comment les gens dans les autres pays fêtent la francophonie. C’est à
vous de choisir 2-3 clips audios: http://latitudefrance.org/-Francophonie-.html
Sommaire et reaction?
3. Lire: Lancement de l'Année internationale du rapprochement des cultures
http://latitudefrance.org/Lancement-de-l-Annee.html
Citer deux idées frappantes.
Practice Activities: Discussion des questions et observations
Sarkozy décline sa francophonie et Abdou Diouf_mars_2008
La longue marche du francais FDLM Ameriquedu Nord
Plus jamais en anglais Musique actuelle
PDF document
PDF document
PDF document
Faut-il libérer la langue de la nation_FrancoArabe 15
PDF document
Week Fifteen April 26-May 2
• ePortfolio Due by Friday, April 30th at 9 p.m.
• Sign Up for Final Examination
• Additional Faculty Office Hours Available for ePortfolio Preparation
• Practice Final Examination in class
Synthèse
Practice One
Preparation: Work on ePortfolio. Make sure you have quality reflective writing and all
of your artifacts are present and functioning.
Envoyez-moi votre liste des sujets/questions que vous proposez pour l’examen finale
lundi pour que je puisse mettre la feuille de pratique dans le Moodle.
Practice Activities: Continuer les lectures/activités de la semaine dernière.
Practice Two
Preparation: Prepare for Practice Final Examination. Review the Exam Rubric. Work
on ePortfolio. Ensure that it is viewable in the lab and audio is audible through
speakers.
Lire: Donald Morrison
« Si je vis en France, c‟est essentiellement pour la culture »
http://www.fdlm.org/fle/article/362/morisson.php
La culture française est-elle morte? FDLM 356
Practice Activities: Practice Final Examination. Continuation de la semaine dernière
et les lectures culturelles.
Seminar
Preparation: Continuation de la semaine dernière.
Seminar Activities: Questions au sujet de l’examen finale, E-portfolio, Faut-il libérer
la langue de la Nation?
Practice Three
Preparation: Prepare for Practice Final Examination. Review the Exam Rubric.
Practice Activities: Practice Final Examination.
Week Sixteen May 3-9
• Final Examinations: May 3-6
• Day free for study: Friday, May 7th
Synthèse Suite
Choisir 2 de ces magazines (ou de votre choix). Parcourir 3-4 articles qui vous
intéresse et préparer des notes pour les resumer en classe.
http://www.20minutes.fr/
http://www.lemonde.fr/
http://tempsreel.nouvelobs.com/index.html
http://www.marianne2.fr/
Vérifier tous vos activités et devoirs. (culture blog, par exemple.)
Travailler la liste de questions pour l'examen final.
French 150
Course Objectives:
This course aims to support you in acquiring and using oral and written communication
skills while you are developing competence in the language you are studying. Emphasis
is also placed on technology-based learning, cultural learning, learning strategies, and
critical thinking skills that will enhance your language learning. The following tables
indicate the specific language and cultural objectives that you should have met for this
course by the end of the semester.
Language Skills Objectives for This Course:*
Interpretive
Listening
Interpretive
Reading
Interpersonal
Speaking
Presentational
Speaking
Presentational
Writing
Level
Expanding 1
Expanding 1
Expanding 1
Expanding 1
Expanding 1
Objective
I can
understand
extended
speech
even when it
is
not clearly
structured
and
when
relationships
are
only
implied and
not
signaled
explicitly. I
can
understand
sources
such as
television
programs
and
films
without too
much effort.
I can understand a
variety of long,
complex factual
and literary texts
and appreciate
distinctions of
style. I can
understand texts
such as
specialized
articles and
longer technical
instructions
unrelated to my
field.
I can express
myself fluently and
spontaneously
without obviously
searching for
expressions. I can
use language
flexibly and
effectively for
personal, social,
and professional
purposes. I can
formulate ideas
and opinions with
precision and
communicate them
skillfully to other
speakers.
I can present
clear, detailed
descriptions of
complex subjects
integrating subthemes
developing
particular points,
and formulating
an appropriate
conclusion.
I can express
myself in clear,
well-structured
texts, expressing
points of view at
some length.
Midterm
Identifying Letters
Midterm
Speaking
Writing
Potentially
I can
write about
complex subjects
in texts such as
letters, essays, or
reports, and
underline what I
consider to be the
key issues. I can
select a style
appropriate for
the intended
reader.
Appropriate
Artifacts
Examination,
Recording of
Practice with
Native
Speaker,
Writing a
Summary of
an Assigned
Video/Audio
Exercise,
Projects
During an Examination, Writing a
Summary of a
Target-Language
News Article, Using
Appropriate
Strategies (e.g.,
skimming for the
main idea, locating
specific information,
etc.) and
Demonstrating
Having Used Them
Successfully,
Demonstrating
Having Understood
a Text by
Discussing It in an
Examination
Examination,
Recording of
Practice with
Native Speaker,
Making a Group
Video, Recording
an Exercise in
Which You Interact
with Others,
Recording Yourself
Interacting with a
Native Speaker
from the
Community,
Projects
Assignments,
Recording of
Practice with
Native Speaker,
Projects
Assignments,
Keypals,
Facebook
Messages in the
Target Language
(appropriate
length--see your
professor),
Projects
*To see the skill levels for all DULAP courses, look at the "DULAP Levels of Competence" in your Moodle course online.
Cultural Competence Objectives:
Products and
Perspectives
Identify, discuss, and
analyze intangible
products of the culture I
am studying such as
social, economic, and
political institutions, and
explore relationships
among these institutions
and the perspectives of
the culture.
Social Behaviors and
Values
Social Phenomena
Give examples of social
behaviors that express
the target culture’s
underlying value
system.
Interpret social
phenomena within the
context of the target
culture.
Contact Information email: [email protected]
office: 817-531-6565
cell: 817-228-3503
Office Hours Thursday 4:00-5:00 or by email
Social Changes
Describe instances of
major change within the
culture I am studying.
Textbooks/Materials: Provided through Moodle course: internet readings, PDFs
Course Grade
Examinations
Assignments
Seminars with Professor
Participation on Culture Blog and Quality
of Comments
ePortfolio language
Preparation for and Participation in
Practices with Native Speaker
Conference with Professor
30%
32%
10%
10%
10%
05%
03%
Grades will not be discussed in e-mail. If you have questions about your grade, please
see your professor in person.
Students are expected to turn in assignments on time and in Moodle. Late work may
only be submitted with the consent of your professor; there will be a minimal penalty of
25% applied to that assignment. Assignments submitted to professors via email will not
be allowed.
Attendance, Participation, and Preparation
You are expected to come to every practice with your native speaker and seminar with
your professor prepared and ready to participate actively. It is critical that you come to
each session and practice your communication skills using the structures and vocabulary
you have been studying on your own. If you do not attend, it is your opportunity lost;
your classmates will have practiced using the vocabulary and structures on the schedule
for that date without you. It does not do any good to contact classmates to find out what
you missed; the purpose of the session and the related assignments are in the course
calendar. You cannot “make up for what you missed.”
If you find it necessary to be absent, it is your responsibility to let your native speaker
and classmates know in advance. Students who miss more than seven times during the
semester may not receive a passing grade. For every two times you are late, one
absence may be counted against you.
Conference with Your Professor
During the course of the semester, you will meet with your professor for a required
conference. At the conference, there will be a review of how well you are meeting your
course objectives. You will have a chance to talk with your professor about how you are
adjusting to the learner-centered language program and the responsibilities of greater
independence.
At your conference, you should bring up any questions or problems you are experiencing
with your language studies. Your professor will probably want to talk about some of the
samples of your work. You will have an additional opportunity before the ePortfolio is
due to go in and meet with your professor again to discuss the ePortfolio or any other
concerns going forward. It is highly advisable that you take advantage of this
opportunity.
When you sign up for the conference with your professor, be sure to note the date and
time of your appointment. Remember that the conference may not be made up. If you
miss the conference with your professor, it will affect your course grade adversely.
Midterm and Final Examinations
Your midterm exam will be given by your professor. Your final exam will be given
before the normal university final exam period. If you either fail to sign up for an
examination or do so and fail to show up for the examination, you will receive no credit.
Culture Blog Participation
Approximately each week a different topic will be placed on the culture blog for your
language. You are expected to comment thoughtfully on the questions or topics
discussed. Plan to write comments for every blog post within two weeks of the post or
you will not receive credit for them. You should read the post as well as the links to other
resources; in responding to the post, your comments should reflect your critical thinking
on the topic. (See the Cultural Competence Objectives in this document. For more
information, refer to the document “Cultural Blog Posts Requirements.”) Read other
comments as well, and add any pertinent responses to other readers. Please note that your
posts should reflect an awareness of the goals stated in that document, so be sure to
review the grading rubric to see how your work will be assessed. When you put your
ePortfolio together, you may wish to include comments that demonstrate you are meeting
the stated goals. Overall, both the frequency and the quality of your comments will be
assessed.
Grammar Exercises
You may be completing online grammar exercises during the course of the semester. You
can find them in your Moodle language course or on another site identified for you by
your professor.
The Importance of Being an Independent and Self-Motivated Learner
Studying a language at Drake will be quite a different experience for most students. In
this program, you are not enrolled in a traditional class; you are expected to be more of an
independent learner with less direction from your professor and more practice with a
native speaker.
Grammar questions will be addressed during the seminar with your professor. You will
study grammar and the structures of language outside of class, but if you don’t
understand a particular point, please be sure to contact your professor. Grammar is a key
element in language production, but avoid asking the native speaker to explain grammar.
S/he may not be able to do so.
When you meet three times weekly with fellow students and the native speaker, you
should practice communicative activities in the target language. In a course designed to
promote communicative competence, grammar and language structures cannot be
ignored, but the time to discuss them is with the professor.
The native speaker does not evaluate you except to note whether you are present and
prepared for each class. While the native speaker is familiar with the assignments on your
syllabus so as to be able to help you better, the native speaker does not control the
syllabus or your evaluation. Please keep in mind that it is the professor who develops the
syllabus and performs your final evaluation, not the native speaker.
Your personal ePortfolio provides a concrete way for you to collect examples of your
best work and reflect on your learning process and progress. The ePortfolio provides a
balance to oral and written examinations. The ePortfolio is the means through which you
will demonstrate that you have met the objectives for the course, both the ones set for you
and the one you set for yourself. The work that goes into your ePortfolio represents a
substantial part of your course grade. Since the ePortfolio includes some of your work
from the beginning of the semester, you need to be aware of the importance of doing your
best work from the start.
The primary objective of the ePortfolio is reflective by nature. You will write
thoughtfully and critically about each of the artifacts you have chosen, justifying how and
why they have contributed significantly to your learning process and progress during the
semester. You will describe why you feel these artifacts show you have met the
objectives for the course, demonstrating your growing language competence through
your own recorded multimedia, written work, and, very importantly, your reflective selfevaluations.
Be thoughtful and thorough when you compose your reflective writings. Take into
consideration the guiding questions listed for each artifact of the ePortfolio. On the other
hand, do not treat the reflective writing as a list of numbered questions to which you
make perfunctory replies; your reflective writing should be thoughtful and persuasive
writing that demonstrates your growing competence with language. Be sure to proofread
and take care of any grammatical mistakes you may have made. Use a spellchecker in the
appropriate language.
Please note that any technology problems you may have do not constitute an excuse
for posting work late. This is particularly true if you have waited until just before
the deadline to post your work. The due dates have been set so as to help you
understand that learning a language is a process. Doing all the work on one day or
over a couple of days is counter-productive when it comes to learning a language.
The following need to be included in your portfolio (due at the end of the semester):

Midterm Assessment of Progress

Artifacts that show fulfillment of the 10 objectives for each course. Please note
that you may choose one given artifact to demonstrate you have met two goals,
but not more than two.
Academic Integrity
Drake’s College of Arts & Sciences Faculty has adopted a new policy for Academic
Integrity, and we would like you to be aware of it. The complete policy is available
online at http://www.drake.edu/artsci/as/acadregs.php
Much of your work in the World Languages and Cultures Program involves collaborative
effort and we want to spell out how the Arts and Science Academic Integrity Policy may
affect your collaborations. We believe collaborative studies facilitate language learning
and we don’t want to discourage your working with other students. That being said, you
must do all your own work for any Writing Assignment. This means that no other person
can tell you what to write or how to express it; not your native speaker, not your peers,
not any other person who might know something about the language you are studying.
What is permitted is that your peer group and your native speaker can tell you if they are
unable to understand what you are trying to say; but they can’t tell you how to “fix” it. If
you are having difficulties understanding how this kind of peer editing works, talk with
your professor.
Students who choose to violate the Academic Dishonesty Policy may receive an "F" for
the course and may be reported to their Dean.
Physical or Psychological Challenges
Students needing assistance to participate in a class due a physical or psychological
condition have the right to know about:

full and equal access to the same educational experience as students without
disabilities;

accommodation requests reviewed and authorized quickly and fairly by
instructors;

disability documentation held confidential and released to designated individuals
only with the student's written request or permission (Drake Student Disability
Services’ website: (http://www.drake.edu/acadassist/disability/currstud.php).

resources for psychological help: (http://www.drake.edu/counseling/)
Students needing this type of accommodation have the responsibility to:


self identify their disability and provide professional documentation of the
disability;
consult with a counselor at the SDS to discuss appropriate accommodations;

consult with instructors at the beginning of each semester to discuss
accommodation needs and secure signatures on accommodation request forms;

provide timely notification of special needs and changes in accommodation
needs/services;

adequately meet requirements of chosen program/course of study;

arrange exam accommodations with faculty well in advance of exam dates;

follow established University/SDS procedures for requesting accommodations
such as alternative format, interpreters, etc.;

notify the SDS and/or course instructor if requested accommodations are not
being provided or are not effective;

abide by the University code of conduct regarding matters such as academic
honesty and disruptive behaviors.
The professor reserves the right to alter this document as needed.