FARRE partie 2 fiche enseignant

Jean Farré – « Le pauvre gars que je portais »
Fiche enseignant – niveau avancé
Fiche réalisée par Emily Levine, DePaul University
Compétences : Compréhension écrite Niveau des élèves : B1/B2 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 Begin by having students read the poem Le pauvre gars que je portais by Jean Farré. It might be a good idea for you to read it aloud while students follow along, or for more advanced classes, have volunteer students read aloud. Have them create a lexicon of unknown words like the following: sautant un os foutu le col une bande molletière une bouillie tirer glisser demeurer broyé jumping bone doomed, done-­‐for collar puttee (a cloth wrapped around a soldier’s leg for protection and support) mush to pull to slip, to slide to remain, to stay ground up, crushed un trou la chute mordre (mordait) une capote la chair a hole the fall to bite a greatcoat flesh saignant une bouffée un poilu étendu bloody a puff a WWI soldier extended, stretched out Activity 2: Concept map: The life of a soldier Farré talks about several aspects of life in the trenches: In small groups (2-­‐4 students) create a concept map about “la vie d’un poilu” using lines from the poem Le pauvre gars que je portais to guide you. Students can either draw their map on paper with markers or other materials, or create one online using a tool like https://www.text2mindmap.com/ or http://www.nwmissouri.edu/library/courses/research/conceptMap.html. Below are samples of the concept map activity created via these two online tools, if your class has laptops, tablets, or other computer resources. They can also give ideas for how to create them by hand, if you or your students are unfamiliar with concept mapping. 2 Created via http://www.nwmissou
ri.edu/library/courses/
research/conceptMap.
html Activity 3: Writing prompt: Ordinary men, extraordinary circumstances The men who fought in the trenches were not career military men, but rather everyday people who volunteered to serve and protect their country. Have students select one of the following prompts and form groups based on which prompt they choose. Give them time to discuss, and then ask them to write a short paragraph based on their discussion and their own ideas: -­‐ Imaginez que vous êtes camarade du narrateur. Décrivez votre expérience quotidienne dans les tranchés. Pretend you are the narrator’s comrade. Describe your daily experiences in the trenches. -­‐ Ecrivez une lettre au narrateur du poème. Posez-­‐lui des questions à propos de sa vie de combattant. Write a letter to the narrator of this poem. Ask him questions about his life in combat. -­‐ Posez une ou deux questions factuelles qui vous intéressent. Faites des recherches pour y répondre et rédigez un texte à partir des éléments recueillis. Ask one or two factual questions that interest you. Research them and report on your findings. 3 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