Lesson Title: Cendrillon Subject: French
Grade Level(s): Adaptable for any level Time: 20-30minutes
Objective: Though taken from the fairy tale this lesson is actually a conjugation practice of the verb faire. Students will become more accustom to formulating simple sentences in French using the verb faire and some of its idiomatic uses. Students will also practice the different levels of formality in French via use of the impératif.
Others objectives can be to practice already known vocabulary, such as household activities, and possibly also adverbs.
Materials: None required though some props to demonstrate the actions might prove especially useful in lower grade levels.
Anticipatory Set/Introduction: A brief explanation that Cendrillon means Cinderella would be helpful in creating a layout in the students’ minds as to how the story will unfold. Showing a picture will usually be an instant explanation. If the students are of a level where they can grasp cognates fairly easily, try explaining something like, “Cendrillon, c’est la princess qui aime le prince charmant.”
Part 1:
Either via random volunteering or by drawing names, select three students, preferably female. Explain that they are the actrices and that the others are the directeurs. Ask “Qui est Cendrillon?” and let the audience pick. For the other two girls, explain (preferably in French if possible) that their characters also need names. Using “Comment s’appelle-t-elle?” have the audience name the other two belles-sœurs.
Part 2: Modeling
Explain that it is early in the relationship and for right now the belles- sœurs are being a little nice. Set the scene as the belles-sœurs coming to Cendrillon. Ask (in French if possible) “What will they probably ask her?” Listen to answers and guide the students into asking what she is doing, then either give the translation in French or ask it from them depending on their level.
Ask the directeurs what Cendrillon is doing and guide them into something positive, such as either an expression with faire or older vocabulary. With younger classes you will probably have to model responses, such as “Elle fait une sieste ou elle écoute la radio?” With high level students you hopefully can ask them simply “Qu’est-ce qu’elle fait?” and guide their response. Follow, of course, by having Cendrillon tell in first person what she is doing, maybe even having the directeurs give her the exact line.
Returning attention to the belles-sœurs ask the audience what they probably want Cendrillon to do and guide them into a couple of negative activities, mostly using faire. Again for lower level learners you may need to model suggestions and even let them pick using oui and non.
Once an activity has been selected, explain because it is the early in their relationship, they are going to be nice and use first-person plural of the activity, ex. “Faisons la cuisine.” Have each belles-sœurs tell Cendrillon what they would like her to do have Cendrillon respond. Again the directeurs maybe be required to create the exact lines.
If the directeurs decide that Cendrillon will say non, explain that the belles-sœur is triste and have her pleurer until Cendrillon says oui. Funny O, là là’s would also work well in this part.
Vocabulary:
…les courses …la cuisine …les (mes) devoirs …la lessive …la ménage …du patin …une promenade …les provisions …une siete …du ski …la vaisselle
|
|
Cultural Note: In some francophone countries faire du patin and faire du ski are their own verbs and not just expressions: patiner, skier. Thus usage may vary, and students maybe told this to aid in their understanding of living languages.
Part 3 & 4:
Continue the same order or the skit, except the second time have the belles-sœurs use the vous form of the impératif as they are more directly commanding Cendrillon to work. Finally the last time have them command her using the tu form, before telling everyone to Frappez les mains!
Cultural Note: If appropriate, students can be inform that though the tu form is informal and used by friends and family, it is also used by the police in France if they are arresting you. The expressions tutoyer and vouvoyer could also be explained during this lesson
Checking for Understanding & Possible Test Evaluation:
Students understanding may be checked through out the lesson by trying not to demonstrate the activities and simply watching to see how the students display comprehension and listening to their pronunciation.
Student can be asked to write about the story performed in class. Require them to write a sentence about what each character did in the present tense. Have them include one or more sentences using les belles-sœurs as the subject for use of the plural conjugations.
One could also include adverbs such as toujours and ne…jamais to qualify the sentence and create practice also.
Modifications: As written throughout the lesson, with students with lower levels of French the instructor will need use more suggestions (modeling) rather than expecting students to create conjugated sentences.
Enrichment: See cultural notes throughout lesson.