How to Prepare Your Students for the AP French Language & Culture Persuasive Essay

Transcription

1 3/11/2013 How to Prepare Your Students for the AP French Language & Culture Persuasive Essay Milton Alan Turner, NBCT Saint Ignatius High School htto://faculty.lgnatius.edu/turner/ Overview Introduction to AP French Language & Culture Exam AP Central Website Free-Response Section Tasks 2012 French Persuasive Essay Persuasive Essay Rubric Authentic Resources French-language Media Web Sites French-Language Media Apps for smartphonesjtablets AP French Language & Culture Facebook Group Student Activities- Les JT et les Causeries AP Central Course Description Planning Guide Teacher Community Free-Response Questions Scoring Samples and Commentary 1

2 3/11/2013 AP French Language & Culture Exam "The AP course provides students with opportunities to demonstrate their proficiency in each of the three modes in the Intermediate to Pre-Advanced range." Overarching Premise "When communicating, students in the AP French Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities)." AP French Language & Culture Course and Exam Description Effective Fall 2011 AP Cultural Themes AP french Language & Culture Exam Format 2

3 3/11/2013 Task 2: Persuasive Essay Students must write a persuasive essay on a given topic clearly indicating their own viewpoint and defending it thoroughly The essay topic is based on three sources 1. Printed article 2. Printed graph/chart,lmap 3. Audio source (podcastjinterview) Students have 6 minutes to read the print sources (article and graph) and 6 minutes to hear the audio source twice Students have 40 minutes to write the essay Task 2: Persuasive Essay Scoring Rubric Holistic scoring ("Alan's shoulders") Task oriented Progressive integrates vs. summarizes information Number of sources referenced effective vs. suitable vs. unsuitable information Multiple ways to successfully use sources 2012 Scoring samples and commentary available at exam information/4559.html Regular exposure to authentic resources from Day 1 Level1 Web sites Podcasts Apps Social media Le Grand Concours Practice Tests Course and Exam Description Practice Test (AP Audit) 3

4 3/11/2013 Authentic Resources My AP French Language & Culture Web Site Media Web Sites Le Monde Radio France lnternationalewww.rfi.fr France 24 Smartphone Apps Facebook Group Student Activities Les Journaux Teh vises rner /tj.htm Les Causeries lty.i gnati us.edu/turner I causeries.htm 4

5 AP Central - Advanced Placement Scores, Courses & Exam Center I AP Central - APC M... Page 1 of 1 FOR STUDENTS! FOR f'arents! FOR PROFESSIONALS St xs! Help My Account En Espai1oi APCOURSEHOMEPAGES are saying about AP and how it helps them prepare for college and beyond. AP Course Audit AP Course Audit is now accepting submissions for new courses that will be offered in the school year ~~='j(~s~;~~r~rn is working with teachers to meet the needs of the next generation of AP students. AP Annual Conference 2013,July Las Vegas - The Venetian Register Now for the largest gathering of the AP and Pre AP Communities. N.~.w.. 8.e.. W.!i:P..!?.J.t.!i:..f.Q.LG.QH~Hm...?..m!...!J.D.!Y..!W?.!t\\1.~. AP has launched a new website for higher education faculty and administrators, featuring policy information, research, detailed info about courses and exams, and more. AP Exam Dates Exam Fees &. Fee Reductions Students & Parents Resources for AP Coordinators Building Your AP Program Information for Col!eqes &. Universities ever are ex1perien,cin1g succ'-ess in AP, with more than dass of 2012 scoring a 3 or an AP Exam during high school. SpringBoard~' Pre-AP Program Trevor Packer AP_Trevor ap_trevor _Conf: In this 3-min video, college faculty talk about the value and importance of AP programs. 3 days ago partnership with International, documents a teachers. Each of their stories highlights critical importance of teachers and salutes t11eir great work. Twitter. YouTube. Check out College Board's social media profiles at 3 days ago av... trevor We're ending the!arne "Grades bv Follow Trevor S;i\ ) Map i Contact Us i. \tlout Ur, i Press! CHmers I Link. To Us! Cornplianc'' i TGrms Of Use i Privacy Poiicy /apcentral.collegeboard.com/apc/controller.jpf

6 AP French Language and Culture Curriculum Framework Course Themes Designing the AP French Language and Culture course around themes creates an interesting, meaningful context in which to explore a variety of language concepts. Themes help teachers integrate language, content, and culture into an interrelated series of lessons and activities that promote the use of the language in a variety of contexts. A theme may be used to plan a brief unit of study or a comprehensive unit spanning a greater period of time, or to connect with AP courses in other disciplines. The AP French Language and Culture course is structured around six themes: Global Challenges Beauty and Aesthetics Science and Technology Families and Communities Contemporary Life Personal and Public Identities Recommended Contexts and Essential Questions Each theme includes a number of recommended contexts for exploration. Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future perspectives as appropriate. Teachers should assume complete flexibility in resource selection and instructional exploration of the six themes. The recommended contexts are not intended as prescriptive or required, but rather they serve as suggestions for addressing the themes. One way to design instruction with the themes is to identify overarching essential questions to motivate learners and to guide classroom investigations, learning activities, and performance assessments. Essential questions are designed to spark curiosity and engage students in real-life, problem-solving tasks. They allow students to investigate and express 30 Return to the Table of Contents 2011 The College Board.

7 AP French Language and Culture Exam mode by requiring students to make a 2-minute presentation in response to a prompt on a cultural topic. In their presentation, students compare cultural features of their own community to those found in an area of the French-speaking world with which they are familiar. Students are encouraged to cite examples from materials they've read, viewed, and listened to, as well as from personal experiences and observations. If using the downloadable PDF version of this publication, you will hear the audio upon clicking on the audio icon ( ). If using the print version, please visit your course's homepage on AP Central for the audio. Scripts for audio are presented in this publication for reference. They are not provided to students during the exam. The sample exam items in this Course and Exam Description include an Answer Key and an indication of the learning objective(s) from the Curriculum Framework targeted by each item. Section I Section 1: Multiple Choice Numtierol Questions lee-~ of Einal Score Time Approx.95 minutes Part A Interpretive Communication: PrintTexts 30 questions Approx. 40 minutes Part B Interpretive Communication: Print and Audio Texts (combined) 35 questions 50% Approx. 55 minutes Interpretive Communication: Audio Texts Section II: Eree Response Approx.85 minutes Interpersonal Writing: Reply 1 prompt 15 minutes Presentational Writing: Persuasive Essay Interpersonal Speaking: Conversation 1 prompt 5 prompts 50% Approx. 55 minutes 20 seconds for each response Presentational Speaking: Cultural Comparison 1 prompt 2 minutes to respond Return to the Table of Contents 20 ll The College Board. 39

8 2012 AP FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS Task 2: Persuasive Essay You have 1 minute to read the directions for this task. Vous aurez 1 minute pour lire les instructions pour cet exercice. You will write a persuasive 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 persuasive essay, you should present the sources' different viewpoints on the topic and also clearly indicate your own viewpoint and defend it thoroughly. 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. Vous allez ecrire un essai persuasif pour un concours d'ecriture de langue fran~aise. Le sujet de 1' essai est base sur trois sources ci -jointes, qui presentent des points de vue differents sur le sujet et qui comprennent a la fois du materiel audio et imprime. Vous aurez d' abord 6 minutes pour lire le sujet de l'essai et le materiel imprime. Ensuite, vous ecouterez l'audio deux fois; vous devriez prendre des notes pendant que vous ecoutez. Enfin, vous aurez 40 minutes pour preparer et ecrire votre essai. Dans votre essai, vous devriez presenter les points de vue differents des sources sur le sujet et aussi indiquer clairement votre propre point de vue que vous defendrez a fond. Utilisez les renseignements foumis par toutes les sources pour soutenir votre essai. Quand vous ferez reference aux sources, identifiez-les de fa~on appropriee. Organisez aussi votre essai en paragraphes bien distincts. You will now begin this task. V ous allez main tenant commencer cet exercice. Time Approximately 55 minutes Theme du cours: La science et la technologie Vous aurez 6 minutes pour lire le sujet de 1' essai, la source numero 1 et la source numero 2. Sujet de 1' essai: Faut-il avoir le droit d'effacer les donnees personnelles sur Internet? 2012 The College Board. Visit the College Board on the Web: GO ON TO THE NEXT PAGE.

9 2012 AP FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS Source numero 1 Introduction Dans cette selection il s'agit du droit a l'oubli sur Internet. L' article original a ete publie le 15 novembre 2009 en France par Radio France Internationale. Ligne La secretaire d'etat franc;aise a l'economie numerique, Nathalie Kosciusko-Morizet, va plaider au 4e Forum sur la gouvernance de 1 'Internet (IGF) pour un «droit a 1 'oubli» numerique, pour mieux proteger Ia vie privee. Ce Forum de l'igf, consacre a Ia securite sur Ia Toile et I' impact des reseaux de socialisation, s'est ouvert dimanche 15 novembre a Charm el-cheikh, en Egypte. 5 La secretaire d'etat a l'economie numerique, Nathalie Kosciusko-Morizet, a lance le 12 novembre une consultation nationale sur le droit a 1' oubli sur Internet. Un site Internet sera ouvert le 25 novembre pour que les internautes fassent connaitre leurs propositions. L' objectif serait de permettre aux individus de mieux controler les traces et donnees personnelles qu'ils laissent sur Internet, avec comme visee, Ia redaction d'une charte de bonne conduite. 10 Le «droit a l'oubli» sur Internet est fondamental pour deux raisons. D'abord, parce qu'aujourd'hui, cet outil nous expose a des risques, en mettant a portee d'institutions ou d'entreprises des donnees personnelles que nous avons oubliees ou que nous ne souhaitons pas conserver. Mais aussi parce que l'oubli, autant que la memoire, est essentiel a l'humain. C'est Ia these de Viktor Mayer-Schonberger, auteur d'un livre sur la question: 15 «La capacite d'oublier est ce qui fait de nous des etres humains. Si vous ne savez pas oublier, vous aurez toujours des confrontations, des rappels de details du passe. On ne serait pas capables d' agir, de decider et de fonctionner dans le present.» Pour effacer les donnees personnelles, il ne suffit pas, selon lui, d'un outil technologique. II propose une solution ou I' individu participe activement au tri des donnees qui le concerne: 20 «Quand les gens ont envie de sauvegarder ou de partager des informations avec d'autres, ils y attacheraient une date d'expiration. Et quand cette date d'expiration serait atteinte,!'information serait effacee. Nous avons besoin en tant que citoyens d'etre maitres de cette decision, de choisir nous-memes de ce qui de nos informations personnelles sera retenu ou efface. Ce ne doit pas etre le choix des grosses corporations, ou des gouvernements de nos pays.» "La France plaide," copyright by Radio France Internationale. Used by permission. ww.rfi.fr/contenu/ vie-privee-internet-faut-il-droit-loubli m The College Board. Visit the College Board on the Web: GO ON TO THE NEXT PAGE.

10 2012 AP FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS Source numero 2 Introduction Dans cette selection il s' agit de la securite des reseaux sociaux sur Internet. Le tableau original a ete pub lie en decembre 2009 en France par EPITECH, une ecole d'informatique a Paris. Enquete Securite Internet EPITECH Lorsque vous naviguez, vous sentez-vous en securite? 65% 35% Etes-vous conscient(e) de laisser des traces lorsque vous naviguez? 96% 4% Est-ce que cela vous inquiete? 45% 55% Changez-vous votre comportement en fonction de cela? 51% 49% Vous sentez-vous en securite quand vous utilisez les reseaux sociaux? 45% 55% Etes-vous conscient(e) que vos donnees personnelles sont exposees? 99% 1% Cela vous pose-t-il un probleme? 46% 54% Faites-vous attention aux informations que vous deposez sur ces sites? 95% 5% Enquete realisee sur Internet, sur 1499 personnes Oui Non 2012 The College Board. Visit the College Board on the Web: GO ON TO THE NEXT PAGE.

11 2012 AP FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS Source numero 3 Vous aurez 30 secondes pour lire I' introduction. Introduction Dans cette selection il s' agit de Ia vie privee sur Internet. L' interview originate intitulee Vie privee sur Internet: faut-il un «droit a l'oubli»? a ete publiee le 25 novembre 2009 en France par Jean-Frans;ois Cadet, journaliste pour Radio France Internationale. Jean-Frans;ois Cadet, animateur, interviewe Jean-Marc Manach, journaliste. La selection dure a peu pres trois minutes. "Vie privee sur Internet: faut-il un "droit a l'oubli"?," copyright 2009 by Radio France Intemationale. Used by permission ofrfi & Debat du Jour. III1 END OF PART A STOP If you finish before time is called, you may check your work on Part A only. Do not go on to Part B until you are told to do so. Si vous finissez avant l'heure, vous pouvez verifier votre travail dans Ia Partie A seulement. Ne regardez pas Ia Partie B jusqu' a ce qu' on vous le dise The College Board. Visit the College Board on the Web: -7-

12 AP WORLD LANGUAGE AND CULTURE EXAMS 2012 SCORING GUIDELINES Presentational Writing: Persuasive Essay 5: STRONG performance in Presentational Effective treatment of topic within the context of the task Demonstrates a high degree of comprehension of the sources' viewpoints, with very few minor inaccuracies Integrates content from all three sources in support of the essay Presents and defends the student's own viewpoint on the topic with a high degree of clarity; develops a persuasive argument with coherence and detail Organized essay; effective use of transitional elements or cohesive devices Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility Varied and appropriate vocabulary and idiomatic language Accuracy and variety in grammar, syntax and usage, with few errors Develops paragraph-length discourse with a variety of simple and compound sentences, and some complex sentences 4: GOOD performance in Presentational Writing Generally effective treatment of topic within the context of the task Demonstrates comprehension of the sources' viewpoints; may include a few inaccuracies Summarizes, with limited integration, content from all three sources in support of the essay Presents and defends the student's own viewpoint on the topic with clarity; develops a persuasive argument with coherence Organized essay; some effective use of transitional elements or cohesive devices Fully understandable, with some errors which do not impede comprehensibility Varied and generally appropriate vocabulary and idiomatic language General control of grammar, syntax and usage Develops mostly paragraph-length discourse with simple, compound and a few complex sentences 3: FAIR performance in Presentational Writing Suitable treatment of topic within the context of the task Demonstrates a moderate degree of comprehension of the sources' viewpoints; includes some inaccuracies Summarizes content from at least two sources in support of the essay Presents and defends the student's own viewpoint on the topic; develops a somewhat persuasive argument with some coherence Some organization; limited use of transitional elements or cohesive devices Generally understandable, with errors that may impede comprehensibility Appropriate but basic vocabulary and idiomatic language Some control of grammar, syntax and usage Uses strings of mostly simple sentences, with a few compound sentences 2: WEAK performance in Presentational Writing Unsuitable treatment of topic within the context of the task Demonstrates a low degree of comprehension of the sources' viewpoints; information may be limited or inaccurate Summarizes content from one or two sources; may not support the essay Presents, or at least suggests, the student's own viewpoint on the topic; develops an unpersuasive argument somewhat incoherently Limited organization; ineffective use of transitional elements or cohesive devices Partially understandable, with errors that force interpretation and cause confusion for the reader Limited vocabulary and idiomatic language Limited control of grammar, syntax and usage Uses strings of simple sentences and phrases 1: POOR performance in Presentational Writing no treatment of topic within the context of the task Demonstrates poor comprehension of the sources' viewpoints; includes frequent and significant inaccuracies Mostly repeats statements from sources or may not refer to any sources Minimally suggests the student's own viewpoint on the topic; argument is undeveloped or incoherent Little or no organization; absence of transitional elements and cohesive devices Barely understandable, with frequent or significant errors that impede comprehensibility Very few vocabulary resources Little or no control of grammar, syntax and usage Very sentences or fragments 0: UNACCEPTABLE performance in Presentational Writing Mere restatement of language from the prompt Clearly does not respond to the prompt; completely irrelevant to the topic "I don't know," "I don't understand" or equivalent in any language Not in the language of the exam - (hyphen): BLANK (no response) 2012 The College Board. Visit the College Board on the Web:

13 AP FRENCH LANGUAGE AND CULTURE 2012 SCORING COMMENTARY Task 2: Persuasive Essay Note: Student samples are quoted verbatim and may contain errors. Overview This task assessed writing in the presentational communicative mode by having students write a persuasive essay on a given topic while referencing three sources of information about the topic. Students were first allotted 6 minutes to read the essay topic and the two printed sources. Then they listened to the one audio source. Afterward, they had 40 minutes to write the essay. The response received a single holistic score based on how well it accomplished the assigned task. Students needed to be able first to comprehend the three sources and then to present their different viewpoints. They also had to present their own viewpoint and defend it thoroughly, using information from all the sources to support the essay. As they referred to the sources, they needed to identify them appropriately. Furthermore, the essay had to be organized into clear paragraphs. In this exam, within the theme of Science and Technology, students were asked to write a persuasive essay on the topic of "le droit a l'oubli," loosely translated as "the right of deletion," on the Internet- that is, the right to control what stays and what must be erased from their Internet files. The task included the integration of three sources on the topic. The first source was an article that advocated for the right of deletion; the second source was a chart that presented the result of a 1,500-person poll to see how they felt about security on social networks; the third source was an interview that presented a dissenting voice warning against demonization of the Internet and praising social networks for their transparency and for their role as a forum where freedom of opinion can be exercised. Sample: 2A Score:4 The student does a good job completing the task in this essay and incorporates views from all three sources (source 3 is implicitly referenced in the introduction with "Par contre quelques disent que c'est une loi inutile"). The essay is well organized into paragraphs and uses transitional phrases such as "Par contre" and "Amon avis." It is fully understandable, although with some errors that do not impede comprehensibility ("une debatte," "eficassement," "En addition"). However, the student demonstrates only general control (not full control) of grammar and syntax, as the subjunctive is often misused ("parce qu 'ils sachent," "je pense que le droit... soit"), and there are a few awkward sentences ("Si les informations sur, disons une attaque terroriste, seront placer dans l'internet et qu 'ils seront effacer a cause de cette loi, on pourrait etre lancer dans un chaos totale en cas d'une attaque"). Overall, this essay demonstrates good performance in presentational writing. Sample: 2B Score:3 This essay demonstrates suitable treatment of the task Each source is cited and appears to be acceptably understood. The argument ("Jl taut avoir le droit d'effacer les donnees personnelles sur Internet, mais la discretion est important aussi") is somewhat persuasive, but it is difficult to follow in the first paragraph, owing to language problems ("il n 'y a pas des chases que les autres gens peuvent faire sur la"). The essay is relatively well organized into four paragraphs, and it has a comprehensible conclusion; however, there is limited use of transitional and cohesive devices ("En plus," "Evidement"). It is generally understandable, with appropriate but basic vocabulary, but some expressions impede comprehension ("controversie," "valide," "logicale" ). The essay is mostly composed of simple sentences, but there are a few compound 2012 The College Board. Visit the College Board on the Web:

14 AP FRENCH LANGUAGE AND CULTURE 2012 SCORING COMMENTARY Task 2: Persuasive Essay (continued) sentences. The student displays some control of grammar and syntax, but with errors in usage ("Jean Marc Manach dit que l'internet, 'est un place oublic' ils sont vrai, mais il y a aussi un aspect de la discretion qu 'elle est necessaire d'utilise l'internet"). As a result, the essay demonstrates fair performance in presentational writing. Sample: 2C Score: 1 In this essay there is almost no treatment of the topic within the context of the task ("Pour bien developer mes opinions sur le suject"), and it only minimally suggests the student's own perspective ("Pour moi je pense qu 'il est pas necessaire de conflecter avec l'ide d'effacer quelque chose que tu a mis en precotion sur l'internet"). The essay demonstrates poor comprehension of sources' viewpoints, as it mostly repeats statements from source 2 ("L 'Enquete securite Interet EPiteCH a posse des questions qui peut prouver qu'on peut effacer des donnees personnelles sur l'internet"). There is little or no organization and very few vocabulary resources. The student displays little or no control of grammar, syntax, and usage, and the accumulation of fragmented sentences renders the essay barely understandable ("Sa veu dire si ils peuvent faire sa, done sa serais plus de probleme d'effacer ses donnees"). Therefore, the essay demonstrates poor performance in presentational writing The College Board. Visit the College Board on the Web:

15 AP French Language & Culture (Mr. Turner) Page 1 of2 SAINT IGNATIUS HIGH SCHOOL 1 \;Vest 30th CkNtil.ilfKL OH M11 JJ 1.\/S AP French Language & Culture AP French Language & Culture Exam- Tuesday, May 14, 2013 (Afternoon session) Textbooks: 1!!!! for information on the AEfrgn~<tL\o?D9Uf\9?..f;l~?Jn. i i and resources for Advanced Placement French Language & Culture (teacher-provided user name and password required).!!!!! QM!'!Dti:lmRi- companion site for the French IV conversation & composition textbook Facebook Pages and Groups: iphonelipad Apps: I!!!I lllli lllli i~ lllli IIlli Android Apps: I!!!I /faculty.ignatius.edu/tumer/ apfrenchlang.htm

16 AP French Language & Culture Page 1 of6 Home Milton Alan Turner. Eclit Profile FAVORITES News Feed Messages IT2) Events GROUPS Photos AP French language &... Saint Ignatius Comic Book... SIHS Culinary Club Cleveland State Univ.. Portraits de Voyages... Friends Of Monica Li.. Create Group AP French language & Culture About Events Photos Files Write Post Add Photo I Video Ask Question Add fi!e 0 Notifications 79 members Invite by ,~dd People to Group 1\.PPS App Center Gifts Games Feed PAGES Pages Feed Like Pages RECENT POSTS Nick Rodgers Cet article est sous le theme de Ia science. Friandises ne sont pas bonnes pour vous. Friandises peut gravement endornmager le pancreas. Si quelqu'un mange trop de friandises, ils peuvent avoir le diabete. L'Organisation Mondiale de Ia Sante affirme que SOg a 70g de sucre par jour est suffisant. Requests (5) G!u!ia Harzari ~1a Dame Burley Peter Harb 3 friencls in group Des friam:lises pour remonter!e une fausse bonne idee? Notm consornnlation cle sucrerks et de forte augmentation. Cest un effet su; prenant de ia ai;;e. Deguster des des bl~;cuits ou du chocolat q uand on a pas rnora!r ce!a fo:t. Sponsored Walmart: Let joints move free with Schiff Move Free Ultra. l.ii :.e Comment Follow Post, Share 17 hours ago Seen by 17 View 3 more comments Nick Tu!jak Wow Vinet~ f:lartmm 1.5 hours a90 Like ' Mitch Logue Quand je vois des articles comme celui-ci, je pense aux choses que je mange, Je mange beaucoup de bonbons et je ne pense pas que des effets negatifs sur Ia sante. Je vais limiter ma consommation de sucre apres avoir vu les effets sur le pancreas. Je suis heureux que!'organisation mondiale de Ia sante influence les gens a consommer moins de sucre. 14! :ours ago Like Write il cornmenl. Page Get $5550 For School! People can get $5550 to go back to School in 2013! Click to see if you qualify. Mitch Logue Cet article est sous le theme de Ia science et Ia technologie. II s'agit d'un systeme baptise Leap Motion. Avec ce systeme, on peut utiliser un ordinateur sans clavier, souris ou ecran tactile. Le systeme utilise des gestes pour commander l'ordinateur. Cette invention nous rapproche d'une vision de Ia realite virtuelle. II y a une video avec une demonstration sur le site. Je pense que c'est genial. / a-1-ordinateur-de-s-adapter-a-ce-que-nou fr!..ike~, Comment Follow Post Share 1.4 hour:> ago Seen by 6 Find your new credit card, risk free, in only 60 seconds. Capital On o. Ed FitzGerald has an exploratory committee to rem for Governor. Click like to learn more. Doctor of Education Be a more effective educator. Start now. Earn your Doctor of Education online from Walden. Chat (16)

17 Les J ournaux Televises Page 1 of7 SAINT IGNATIUS HIGH SCHOOL Les Journaux Televises (Television News Broadcasts) Les Journaux Televises October AP French Language & Culture Period 6 Carlsen, Laham, Ranney ArqUI '11m Newspaper (OK) Claudio, Correa, McGinty, Nguyen Biesia! m Newspaper (OK)

18 Les Causeries Page 1 of3 SAINT IGNATIUS HIGH SCHOOL Causeries nch Talk Shows) The following are videos of French IV and AP French IV students performing their own "talk shows." Certain videos require the 8 May French IV Eaton, Jenesz, Siefnng, Wiersma Biesada, < Languages"' Gernperline. Halarewicz. Spicuzza