Submitted by Connie Nelson, Tony Kienitz
Objectives:
Content:
Students will:
- read two French fairy tales in the original version (activity)
- analyze content of the original fairy tales
- explore the relationship between the original fairy tales and modern-day versions
Cultural:
Students will:
- activate own knowledge about the fairy tales' role in transmitting cultural information
- learn some of the cultural and historical background that will allow students to understand the content differences between the original and modern-day versions of the fairy tales they read
Language: Content Obligatory
Students will:
- learn key vocabulary that allows access into the original text
- review / learn the past tense structures used in written and oral narration (imparfait, passe compose, plus-que-parfait, passe simple)
- learn vocabulary that allows them to analyze and discuss theme, style, storyline, etc.
Language: Content Compatible
Learning Strategies / Social and Skills Development:
Students will:
- practice reading strategies
- practice narrating (both in writing and speaking)
- work cooperatively with partner and small group
- create idea/association webs
Time Frame:
3 days
Materials Needed:
- text in French for "Le Petit Chaperon Rouge" - url can be found in "References and Resources" section
- highlighted versions of "Le Petit Chaperon Rouge" for "Reader's Theater"
- reading tasks sheet for pairs (found in "Attachments")
- transparency sheets and overhead pens for pair work
- Chapter "Peasants tell tales..." from The Great Cat Massacre (in "Attachments")
- excerpt from Bruno Bettelheim article (in attachments)
Description of Assessment (Performance Project):
Day One
In pairs, students create an idea/association web on a transparency and share with the class their knowledge of the fairy tale genre. Students with access to Inspiration could use technology to support these ideas and mind maps. The teacher assists with the French vocabulary that will allow them to discuss genre, theme, tone, evidence, etc. in the target language as much as is feasible for the particular group. The teacher may wish to read or tell the modern version of the tale of "Le Petit Chaperon Rouge" (in French) in order to activate prior knowledge and to teach some of the vocabulary needed to read the original Perrault tale.Teacher provides background s/he deems appropriate on the historical time frame (15-18th centry France) such as that based on the chapter entitled "Peasants tell tales . ." from The Great Cat Massacre (see "References and Resources" and "Attachments" sections)to help students understand the differences reflected in each version of the tale. Students are provided with the French text and a pre- and during reading guide ("Reading Tasks" in "Attachments) to help students accomplish the task. They are encouraged to work with a reading partner on this task as preparation for discussion at the beginning class the following day.
Reading Tasks
1. Think of the version of the story you are most familiar with. What are the key elements? Keep them in mind as you read the original version.2. Look at the illustration. What impression does it give as compared with the illustrated story you are familiar with?
3. Skip ahead to the ending and the moral. Is this an obvious feature of the modern version in your opinion? How would you state the modern moral message?
4. Scan for familiar vocabulary (nouns, verbs, adjectives) and make a list of those words (10 or more) that will help you follow the story line.
5. Skim the tale, looking for differences - compare it to the modern version. What are some key differences?
6. Questions or comments
Before most students begin with the tasks, the teacher will invite volunteers to take roles for a "Reader's Theater" of the story. While the rest of the class is reading, the teacher will provide highlighted copies of the text to several volunteers to practice the roles of the narrator: the mother, the wolf, red riding hood, and the grandmother. The student volunteers will practice their roles and be prepared for a class reading the following day. Props and pantomime are encouraged to make the re-telling more comprehensible and entertaining.
Day Two
Students discuss what they have read. The teacher reviews key vocabulary (may put on overhead for reference during oral presentation of the tale by the student volunteers.) Some discussion of important grammatical elements will be helpful here, particularly the past tense structures used in the text. The student volunteers playing the roles of the mother, the wolf, red riding hood, and the grandmother, will read and act out the tale for the class. After the presentation, the teacher reads and discusses the "moralite" with the class to see what interpretations students have and the differences and possible reasons for those differences when comparing with a modern-day version. (see "References and Resources" section in the unit overview for the Bettelheim article and the world literature text)The following summary may be useful for the follow-up discussion and is found in the "Attachments" section.
Folktales
1. are secular, not associated with religious rituals
2. exist for entertainment as much as for the teaching of values
3. feature magic/enchantments, and gods/goddesses are not central characters in the story as they would be in a myth 4. feature common heroes with no special powers or superhuman abilities
Fairy tales
1. are a kind of folktale
2. do include supernatural elements such as spirits, talking animals and magic
3. heroes are generally good-hearted people who defeat evil
4. events generally come in threes - three characters, three trials, three attemps to reach a goal
5. often point out a moral lesson about how people should behave
At the end of the class period, have students turn in their pre-reading sheet. See the "Assessment" section of this lesson for context of this collection.Day Three
Students work in pairs/threes to create their own re-telling or version of "Le Petit Chaperon rouge." Students may share their tale either by writing a script or creating a "story board" with illustrations on an overhead transparency. This activity should include verbal and written French. Students are encouraged to use the vocabulary and phrases compiled during the Reader's Theatre experience with "Le Petit Chaperon rouge." To keep this activity both attainable and motivating, students should have approximately 30 minutes to prepare. The pairs or groups of three present their stories to the class. The teacher should note consistent successes and challenges as a beginning point for learning in the coming days.
Assessment:
This is more of a checklist than assessment. The students receive five points per completed task. You may or may not need this depending on your classroom environment and grading system.
__ completion of pre-reading worksheet
__ participation in class discussion
__ group presentation of "Le Petit Chaperon rouge" in French
References and Resources:
Bettelheim, B. (1977). The Uses of Enchantment: the Meaning and Importance of Fairy Tales. Alfred A. Knopf: New York.
Darnton, R. (1985). Peasants tell tales....The Great Cat Massacre and Other Episodes in French Cultural History. First Edition Vintage Books: New York.
Perrault, C. (1997). Contes de Ma Mere L'Oye. Editions Gallimard Jeunesse.
Perrault, C. "Le Petit Chaperon Rouge" http://www.multimania.com/ganymede/perrault/rouge.html
World Literature. (1993). Holt, Rinehart and Winston, Inc. Orlando, Florida.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Reading tasks (Word Doc)
Comparison of folk tales and fairy tales
For Students
For Teachers - German Example and instructions