Sarah Kay Hurst Teaching Portfolio

Sarah Kay Hurst
Teacher Work Sample
« Déjeuner du matin »
A poem by Jacques Prévert
French 3 Novice-Mid/High Unité 3
Two-part lesson, to be completed in two 45 minute blocks:
Thursday 10/20/2011 and Thursday 10/27/2011
Lesson plan for French III Class (Pre-AP/Pre-IB section) at Loveland High School
Lesson Topic: « Déjeuner du matin »
Unit Topic: Personal narratives
Essential Question: How does poetry evoke emotions?
Enduring Understanding: Poetry induces emotions in a way that is unique from other literary
forms.
Guiding Question(s): How can the structure and word choice of a poem affect the way we read
it? What other traits are unique?
Assignment to be collected: Each student’s personal stanza (alternative assessment), a cadavre
exquis drawing from each group of four students, and a Mad Libs stanza created by each pair of
students
Lesson Goals Alignment of Content, Objectives, Rationale and CDE Standards
Objectives and alignment with CDE Standards:
 Students will read and discuss Jacques Prévert’s poem “Déjeuner du matin” in French
(Communication 1.1).
 Students will listen to a spoken interpretation of the text (Communication 1.2).
 Students will talk about emotions in the text (Communication 1.1).
 Students will write their own poems using two different formats (Communication 1.3): one
with a more explicit structure to follow the poem being studied, and one with more creative
license, encouraging them to combine their understanding of the poem’s themes and
demonstrate grammatical mastery of the passé composé.
 Students will analyze and interpret “Déjeuner du matin” by Jacques Prévert, one of the classic
French poets (Cultures 2.2).
 Students will use the French surrealist technique cadavre exquis to create their own visual
representation of the poem, while also learning an avant-garde artistic technique (Connections
3.1) and learning about the French surrealist movement (Connections 3.2).
Colorado Department of Education Foreign Language Standards:
1. Communication: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a
variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
2. Cultures: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between
the products and perspectives of the culture studied.
3. Connections: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its culture.
4. Comparisons: Develop Insight Into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language
through comparison of the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Rationale: Jacques Prévert is one of the quintessential French poets, popularly regarded as a key
author for literary education in the francophone world. His work represents a pivotal component
of French culture. Through analysis of his poem “Déjeuner du matin,” students will be able to
explore the relationship between poetry and emotions and think about poetry as a unique literary
genre.
Motivation and “Can Do” statements:
 Motivation: Students will be able to express their interpretation creatively through
cadavre exquis and Mad Libs activity, as well as personalize the poem by creating their
own additional stanza.
 At the end of the lesson… (objectives)
I can
Visually represent my
understanding of a poem
Write my own stanza of poetry
By
using the cadaver exquis technique
using passé composé and the model
of “Déjeuner du matin”
LESSON PART 1
Preparation/ Anticipatory Set
 Practice the passé composé. Translate some overhead sentences on the set.
o Translate to English:
 Il a mis
 Elle a dansé
 Nous avons fini
 Vous vous êtes levés
o Translate to French using passé compose:
 They laughed
 He sang
 You (formal) left
 She brushed her teeth
Modeling
 Grammaire avec ta grand-mère!
o Remind students of the pronunciation distinction between
« Grammaire » (grammar) and « Grand-mère » (grandmother) ! 
 Pass out attached worksheet of the poem “Déjeuner du matin” with blanks for
each of the verbs. Referring to a Prezi review of passé composé and imparfait
conjugations, students will complete the poem filling in the blanks with
conjugated past tense verbs.
o I will identify the one verb (pleuvoir = to rain) that will be conjugated
in the imparfait and we will conjugate it together on the overhead. I
will also ask for a volunteer to conjugate the first verb in the passé
composé and write out the spelling on the overhead. Having recently
taken a test on passé composé verbs, this should be review.
Guided practice
 I will ask them to complete the rest of the blanks using the passé composé.
 The Prezi will include reminders for how to form the passé compose and the
imparfait:
o Passé composé :
 Conjugated form of avoir/être + participe passé
o Imparfait :
 drop « –ons » of nous form (au présent de l’indicatif) and add :
 –ais, -ais, -ait, -ions, -iez, -aient
 We will go over the answers together. (Check for understanding) Ask each
student to read two lines (which should, on average, include one verb
conjugation). The pronunciation practice should be beneficial, as well as
asking each student to participate in a non-threatening environment. I will ask
for spellings and write up the answers to the blanks on the overhead as we go,
clarifying where needed. (E.g. “Remember the Alamo! In this case, why is it
not “Il a parti.”?)
Group practice
 Visual representation
o An emotive painting inspired by the poem with the complete text on the
side will allow students to do a final check of their blanks.
o I will also ask them to begin thinking about the emotions portrayed in
the picture.
Individual practice
 Use Doodle to identify most important words
o Doodle is an excellent way to identify key words in a text because the
words that appear the largest in the word bubble are the ones that occur
the most throughout the poem!
o I will ask them choose three “big” words they need to look up. This is
to help them identify the most important words they have yet to learn in
order to grasp the essential meaning of them poem, rather than going
mad looking up all the words they may not yet know. “Cherchez-les
dans le dictionnaire!” (Independent practice) Then share with a partner
the words you learned.
Individual/partner practice
 Emotions
o In order to build on prior learning, I will ask them to take out their
emotions worksheet (all the crazy faces with descriptive adjectives).
Choose three that are represented in the poem and write them on the
back of your worksheet. Identify who in the poem feels this way (le
narrateur? “Il”?).
o “Share with your partner.”
o Ask for a few volunteers to share with the class.
Group practice
 Show the YouTube video interpretation
o By this point, students should have an essential grasp of the poem, as
they will have worked with the grammar, reflected on a visual
representation, looked up three new vocabulary words, and identified
emotions present in the text. I would like to solidify their understanding
by showing a YouTube video in which the poem is read in French,
subtitled in English, and acted out. This should help auditory learners,
as well as solidify understanding of the poem’s contents and emotions
as conveyed by this interpretation.
Modeling/ Guided practice
 Les cadavres exquis!
o On the Prezi, I have included two strange pictures which have been
contributed to by multiple artists, as well as the words « Les cadavres
exquis : jeu collectif inventé par les surrealists. »
o I want students to use their knowledge of cognates that they can
identify, as well as inferences based on the pictures to understand the
concept of cadavres exquis. I will ask them to talk to their partners and
then ask for class volunteers to piece together clues. I believe they will
notice that pieces of the pictures have been drawn by different people,
as well as identify words such as collectif (collective) and surrealists
(surrealists) and perhaps cadavres (cadavers/bodies). I will guide
students to deduced that this is a collective game invented by the
surrealists in which multiple artists contribute to the same picture,
which leads to a very stranger result.
Group practice
 To demonstrate understanding of the poem, I will ask students to recreate the
poem in picture form in groups, using the cadavre exquis technique. (Check
for understanding) I will split the class into five groups of four (or as close as
possible). Each group gets a few markets and a large piece of butcher paper.
 “With your group, you are going to draw the scene. You will each be
contributing three elements. For example, someone might add la cigarette.
Someone else could add la petite cuillère. The scene needs to be complete at
the end, so add more elements if you need to, but everyone needs to add about
the same amount. Use different colors if you want. Get creative!”
Closure


Markers put away and cadaver exquis pictures put on front work table (with all
group members’ names included!)
Choose a partner you haven’t worked with that day and select one of the first
three stanzas. Alternating lines, read that stanza to each other.
LESSON PART 2
Preparation/ Anticipatory Set
(Note: Students will need worksheet from last time, emotions worksheet, and
imparfait packet)
 What do we already know about passé composé and imparfait? (Stamp
student participation on Set sheet.)
 ON OVERHEAD: Passé composé and imparfait practice.
o Passé composé sentences to translate. (mettez en français)
 We drank coffee.
 He went to bed.
 They brushed their teeth.
 She put…her book on the table. (help them break it
down)
o Transition to imparfait: (mettez en anglais)
 Elle était dans une montgolfière. (with picture—they
watched a video about hot air balloons—review the
vocab and the irregular imparfait stem)
o Imparfait sentences to translate. (mettez en français)
 We were
 I was eating
 She was choosing
 When I was eleven years old
o Combination, ask them to think about which verb requires
which tense
 When I was nine years old…I went to the circus. (help
them break it down)
 I was eating breakfast…when…she woke up. (help them
break it down)
Group practice
 Bring back essential question: How does poetry evoke emotions?
o Next level: How can the structure and word choice of a poem
affect the way we read it? What other traits are unique?
 Choose three favorite words in the poem, or words you
find most expressive, and share with your partner.


Choose a stanza to read to your partner, first as though it
was not segmented into lines, then expressively, noting
pauses (I will model this)
Pick an emotion we did not talk about last time (we
mentioned triste, troublé, déprimé, solitaire…) and read
a different stanza using this new emotion
 Ex. Amoureux, sarcastique, ennuyé…
Modeling/ Guided practice
In partners (groups of 2), students will write their own poem using the format of
Jacques Prévert’s “Déjeuner du matin.”
Show them an example on the PREZI: this is the creativity I am looking for!
Elle a mis son hippopotame
Dans sa valise
Elle a mis sa valise
Dans une fleur
Elle a mis une fleur
Dans la bain
Avec le Roquefort
Each group will pick one stanza to start with (re-split into five semi-equal parts).
When students have completed one stanza and written up the final product on a
piece of butcher paper, they may proceed to the other stanzas.
“Fill in the needed words (nouns, verbs, etc); alternate whose is writing/asking for
un nom ou un verbe. When you have filled out your stanza on the worksheet, get a
piece of butcher paper to write up your stanza of your creative poem. We can put
them together to get a very eclectic class poem!”
Alternative assessment
Write one more stanza to the original poem, using four passé composé sentences.
Think of the emotions thus portrayed and the stylistic flow of the poem. Add your
creative flare, but think about how you could contribute to the poem in a way that
makes sense. Challenge: Add one imparfait if you can.
Show them an example:
Moi, j’ai bu
Un chocolat chaud
Parce qu’il faisait froid*
Et j’ai écouté une chanson nostalgique.
Et j’ai pleuré encore.
J’ai pensé aux jours
Ou nous avons dansé ensemble
Sous la pluie.
Accommodations/Differentiation
1. Differentiation
1.
GROUP -IB/AP Students (None)
1.
PREP-None needed.
2.
PRAC-None needed.
3.
EVAL-None needed.
Materials
 Attached worksheets : “Déjeuner du matin” poem with blanks to fill in verbs (one
per student) and Mad Libs worksheet (one per group of four students)
 Butcher paper (four large pieces for cadavre exquis activity and ten small pieces
for Mad Libs stanza)
 Prezi: http://prezi.com/iliohtsmn3hw/dejeuner-du-matin-2/
 YouTube interpretation of poem:
http://www.youtube.com/watch?v=mwTIrDRLjzE
 Overhead transparencies to write examples for grammar activities
Déjeuner du matin
Par Jacques Prévert
Il _______ le café (mettre)
Dans la tasse
Il ________ le lait (mettre)
Dans la tasse de café
Il _______ le sucre (mettre)
Dans le café au lait
Avec la petite cuillère
Il _______ (tourner)
Il _______ le café au lait (boire)
Et il _______ la tasse (reposer)
Sans me parler
Il _______ (allumer)
Une cigarette
Il _______ des ronds (faire)
Avec la fumée
Il ______ les cendres (mettre)
Dans le cendrier
Sans me parler
Sans me regarder
Il ________ (se lever)
Il _______ (mettre)
Son chapeau sur sa tête
Il _______ son manteau de pluie (mettre)
Parce qu'il _______ (pleuvoir)*
Et il _______ (partir)
Sous la pluie
Sans une parole
Sans me regarder
Et moi j(e) _______ (prendre)
Ma tête dans ma main
Et j(e) ________ (pleurer)
Mad Libs
Elle a mis _______ (nom #1)
Dans _______ (nom #2)
Elle a mis _______ (nom #2)
Dans _______ (nom #3)
Elle a mis _______ (nom #3)
Dans _______ (nom #4)
Avec _______ (nom #5)
Elle __________ (verbe #1, au passé composé)
Elle a bu _______ (nom #7)
Et elle a reposé _______ (nom #8)
Sans ________ (verbe #2, à l’infinitif)
Sans ________ (verbe #3, à l’infinitif)
Elle a allumé
_______ (nom #9)
Elle a fait _______
Avec _______ (nom #10)
Elle a mis _______ (nom #11)
Dans _______ (nom #12)
Sans ________ (verbe, à l’infinitif)
Sans ________ (verbe, à l’infinitif)
Elle s’est levé(e)
Elle a mis _______ (nom #13) sur _______ (nom #14)
Elle a mis _______ (nom #15)
Parce que _______ (une petite phrase !)
Et elle ________ (verbe, au passé composé)
Sous la pluie
Sans ________ (nom #16)
Sans ________ (verbe, à l’infinitif)
Et moi, j’ai pris
_______ (nom #17) dans _______ (nom #18)
Et je _______. (verbe, au passé composé)