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Title - French Fairy Tales
By - Cecilee Landefeld
Primary Subject - Language Arts
Grade Level - 9-12 (French III)
Concept / Topic To Teach: Reading culturally authentic fairy tales that show perspectives of francophone (natively French speaking) culture.
Standards Addressed:
Virginia SOL FIII.6
The student will examine, in French, the interrelationships among the perspectives, practices, and products of francophone cultures.
- Examine how and why products such as natural and manufactured items, the arts, forms of recreation and pastimes, language, and symbols reflect practices and perspectives of francophone cultures.
- Compare and contrast the viewpoints of francophone people and the ways these viewpoints are reflected in their practices and products, such as political systems, art and architecture, music, and literature.
General Goal(s): French culture and folklore
The students will read culturally authentic fairy tales, with which they are already familiar, but in their original fairy tale form.
Specific Objective(s): The student will identify unique French perspectives through reading authentic French folk tales and sharing their thoughts with other students.
Required Materials:
Copies of the illustrated French version of Beauty and the Beast to be distributed to all students.
Anticipatory Set (Lead-In):
- Explain the story that the students will be reading: Beauty and the Beast.
- Ask students questions to spark their interest such as:
- What version of this story do you know from your own childhood?
- What do you think the basic plot of the story is going to be?
- What do you already know about French culture that you will probably see in these original versions?
- Discuss their answers with the class as a whole, have students write down their predictions about what they think the story is going to be about, then have them pair up and share their predictions with one another. After sharing for a minute, have them share with the class. Write their predictions on an area of the board to look at later.
Step-By-Step Procedures:
- Read through the first few paragraphs of the story and pause for discussions on vocabulary and reading comprehension to make sure the students understand what is going on.
- Discuss if they have noticed anything that is already different about the story than what they originally predicted.
- Continue reading through the next few paragraphs while continuing to discuss vocabulary and reading comprehension. Direct students to think about the French cultural perspectives they have noticed in the story so far (for one minute), and then share these observations with other students.
Differentiation:
Visual Learners: pictures illustrating major plot points included in the story.
Kinesthetic learners: Have the students get up and ask other students, not seated near them, what cultural perspectives they have already noticed.
Plan For Independent Practice:Have the students write down further predictions of what they think is going to happen in the story, read the rest of the story, and compare what they predicted with how the story turned out.
Closure (Reflect Anticipatory Set):
- Have students share what they discovered with the class and discuss these cultural perspectives.
- Watch a brief clip of a 1940s French film version of Beauty and the Beast.
Assessment Based On Objectives:
When given major events in the story, have students place them in the correct order of their occurence.
Adaptations (For Students With Learning Disabilities):
- Distribute copies of the story in larger print for visually impaired students.
- Have the students just think about their predictions for a minute, then verbally share them amongst themselves, instead of writing their predictions.
- Students can represent some or all of their definitions in the second column of the vocabulary chart with pictures.
Extensions (For Gifted Students):Assign a few more paragraphs from the story and have students write a brief paragraph about what makes the story French versus the version they know.
Possible Connections To Other Subjects:- Reading comprehension
- literature
- history
E-Mail Cecilee Landefeld!
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