Apollinaire fête partie 2 fiche enseignant

Guillaume Apollinaire – « Fête »
Fiche enseignant – niveau avancé
Fiche réalisée par Emily Levine, DePaul University
Compétences : Compréhension écrite Niveau des élèves : B2/C1 Durée de la séquence : deux à trois sessions de 45 minutes Objectifs linguistiques selon le Common Core of Standards : -­‐
Understand the role of figurative language in the context of WWI (CCSS.ELA-­‐LITERACY.RL.11-­‐
12.4) -­‐
Identify the influences of war within the poem (CCSS.ELA-­‐LITERACY.RL.11-­‐12.5) -­‐
Analyze major themes of WWI (CCSS.ELA-­‐LITERACY.RH.9-­‐10.4 and CCSS.ELA-­‐LITERACY.RH.11-­‐
12.2) -­‐
Please also refer to these other Common Core Standards: CCSS.ELA-­‐LITERACY.RL.9-­‐10.2, CCSS.ELA-­‐LITERACY.RL.9-­‐10.6 1 Activity 1: Reading the poem Pre-­‐reading activity (5 min.): Think-­‐Pair-­‐Share: What comes to mind when you hear the word “Fête/Party”? Draw or write your impressions and discuss with a partner. Next, read the poem “Fête” by Guillaume Apollinaire aloud line by line. Ask students the following questions: -­‐ As you read each line, consider how your impression of the poem changes. -­‐ What kind of ‘party’ is Apollinaire describing? How can you tell? -­‐ Why do you think Apollinaire makes this comparison? Provide them with the following lexicon to assist in comprehension. You may also consult the translation for less advanced French classes. un feu d’artifice fireworks l’acier (m.) steel un artifice a trick mêler to mix, combine dégrafer unclip or unfasten les seins (m.) breast; heart; center (figurative) le cran d’arrêt safety switch (like on a gun) le cran a notch Activity 2: Introduction to imagery (Discussion) The following discussion should be introductory and point out broad ideas/themes to students so they can consider them on their own: ! Consider the poem as a whole: How does Apollinaire’s language progress, from positive to neutral and then to negative? ! What does the image of roses bring to mind? How does that image fit (or not) in the context of the poem? 2 ! How does Apollinaire portray death in this poem? Does he talk about human death, death in nature…? During the discussion, you can use the following elements to help the students: Progression of language: ! “Fête” (title), “charmant” (2), “grâce” (4) ! “Indifférence” (12) ! “L’air est plein d’un terrible alcool” (19), “mortification” (23) Image of roses : ! Apollinaire refers to the poem « Les roses de Saadi » by Marceline Desbordes-­‐Valmore (1786-­‐1859). In this poem, the narrator wants to bring roses to a lover, but the knot holding the roses together was too tight and it breaks. The roses fly into the wind and into the ocean, never to return. The wave looked like a red flame. The narrator is left with only the scent of the roses, and hopes that this is enough for his lover. ! Apollinaire references in this poem: ”rose éclatement”: a flash of pink from an explosion reminds him of flowers Theme of regret: Apollinaire himself (the narrator) is a poet, and thinking of sadness, regret, lost love in the form of this other poem Portrayal of death: ! Disguising death in nature, in bright lights/ “fireworks”; the narrator is in a forest with a gun, watching nature die around him ! Context: why is Apollinaire focused on death? It’s a war ! Epitaph: “HE KNEW LOVE/IL SUT AIMER” (9) ! Whose epitaph is it? Why do you think Apollinaire chose this epitaph? Activity3: Questions, Comments, Quotes After a brief discussion as outlined above, give students time to reflect and discuss with a partner or small group (2-­‐3 students). Ask them to brainstorm a few questions, comments, or quotes from the poem/lesson. Each group will then select one (either a question, comment, or quote) to share with the class. 3 Write students’ responses on the board in a table like this one: Questions Comments Quotes Discuss and follow up. Activity 4: Wrap up/After lesson Have students keep a “Captain’s Log” during the poetry unit: after each poem, have them write and define in their own words at least two figures of speech or vocabulary words they learned. They should also include one or two key points of the group discussion that summarizes what they have learned. Depending on French skill level, this journal may be in English or French. 4