Resources for La France en Danger

French teacher friends, I know that Mira Canion is busy preparing a teacher’s guide for her novel La France en Danger. I offer you some ideas about how to teach the novel and offer access to some of the resources I have created for it. You can use them while you wait for the guide to be available for purchase, or even as a compliment to the guide once you have it.

Chapter 1

In the first chapter, the most important thing to do before you start reading the chapter is to make sure the students have some background information regarding some of the cultural references in the novel. In order to do that, I created this PowerPoint that I used to talk about Pauline and Luc (the two protagonists), Paris, the World’s Fair, Pablo Picasso, and the bombing of Guernica.

I also wrote this reading in very simple French to provide background knowledge about Charles de Gaulle and Maréchal Pétain, who do not appear in the book but are mentioned. I did not do any formal assessments on this, since all I wanted was that my students knew who fought on which side during World War Two.

And finally, I wrote this reading in English about the Spear of Destiny. I felt that the topic was too difficult for my students to read in French, so I came up with a reading in English followed by questions in French.

Chapter 2

The most important part of Chapter 2 is the introduction of the two agents, Roger and Marcel. After we read the chapter I divided my class into four groups and assigned each group a character from the chapter, either  Pauline, Luc, Roger, and Marcel. Each group was responsible for drawing a picture of their character and writing a description in French of each person. Then we displayed the pictures in class and I did some question/answer with the class where I asked questions like, “Qui a 24 ans?” and “Qui a de longs cheveux bruns?” Then we compared the four characters with students in the class (Alternatively, you could just have your groups draw a picture of their character, put them on display, and then describe them to the class in French one sentence at a time and have your students guess which character is being described).

Chapter 3

Chapter 3 contains information about Pablo Picasso’s Guernica painting, so I did a number of cultural activities related to the painting before we read the chapter. The activities were designed to help students develop an appreciation of the painting and to introduce some vocabulary that they would need while reading the chapter. You will see that I have five different activities here, but most of them are relatively short, lasting at most 15 minutes each.

First, I showed this PowerPoint about Pablo Picasso. I wanted my class to know that he had created realistic artwork before he developed his modern style that he is most known for and to connect Picasso to Paris, where he was living when he painted Guernica.

Second, I created this “I Spy” activity to encourage students to examine elements in the painting and develop the French vocabulary needed to comprehend the chapter.

Third, to familiarize students with some body part words they need for the chapter, I created this matching sheet where students had to match descriptions with the Picasso painting being described.

I also created this matching sheet to help students think about possible symbols in Guernica.

And finally, I created this quick drawing assignment to reinforce names of body parts in the chapter.

Chapter 4

In Chapter 4, Pauline and Luc go to the famous café-restaurant, Les Deux Magots. I created two resources to go along with it.

Here is the PowerPoint presentation I created about Les Deux Magots to give kids some background information about it.

Here is the Web Quest I created for which students had to search the menu and answer questions about it. Students accessed the menu in french but my Web Quest is in English because I am using it as an Interpretive Listening assignment.

Chapter 5

In this chapter, Pauline and Luc visit la Sainte-Chapelle. Here is the PowerPoint I made about la Sainte-Chapelle.

Chapter 6

In this chapter, Luc and Pauline arrive in Antibes in Pauline’s car, a 1937 Talbot-Lago. You can find lots of great pictures of one of these on Google Images, like the one below.

Talbot Lago 1937

Here’s a great poster for the car too.

Talbot-Lago

In this chapter, Luc and Pauline walk down the promenade Amiral de Grasse. I used Google Maps to “walk” along the promenade so students could get an idea of what the area looks like (and appreciate its gorgeous view!).

Chapter 7

In this chapter, Luc and Pauline enter the Château Grimaldi. Here is the PowerPoint I made to go along with this.

(By the way, it was in this chapter that I realized that the author is not being faithful to the original timeline (which I’m fine with, by the way, because it works in the story). Pauline and Luc go to Antibes because Luc said that Picasso had a connection with the Château Grimaldi. It is already a Picasso museum in the novel, which takes place in 1937. In reality, Picasso did not go to Antibes, where he lived in the Château Grimaldi and contributed a number of paintings to the museum that eventually opened there, until 1946. I don’t think it’s that important to mention the timeline manipulation to students but wanted to make sure that any teachers reading this knew the truth.)

Chapter 8 

In this chapter, Marcel approaches Pauline dressed as a princess with plans to steal her notebook, which contains notes about the location of the Lance du Destin. I did a little Reader’s Theater for this chapter, complete with props (a long-haired wig and a tiara).

Chapter 9

This chapter has the car chase. Roger and Marcel chase Pauline and Luc through Antibes. At the end of this chapter, Pauline and Luc escape when Roger’s car crashes. This is a really short chapter, but I did bring in some miniature cars so we could reenact the car chase.

Chapter 10

In this chapter, the action moves to the city of Arles. Here is the PowerPoint I made about the bull celebrations in Arles.

There are also many videos in YouTube with bull running in Arles. If you decide to look for a video for this, it is very important that you specify “Arles” in your search or else you will end up with bull running in Spain instead.

Since students were not familiar with the practice of bull running, this is a very important chapter to review visually. I used a SmartBoard so students could see the main characters jump the barrier onto the bull running course, the bulls running into the characters on the road, and the main characters’ subsequent jump back over the barrier to safety.

Chapter 11

In this chapter, Luc and Pauline go to a bullfight in Arles. Since bullfighting is only legal in southern France, I decided not to spend too much time talking about the practice. I showed this video about bullfighting in Arles and then explained events quickly in English as needed when we read the chapter.

Chapter 12

In this chapter, Pauline is in possession of the Lance of Destiny and runs to a park while Marcel and Roger pursue her. This is also the chapter where Roger captures Luc. This is another chapter that needs to be reviewed visually, so once again I used my SmartBoard to draw the action in the chapter.

Chapter 13

This is the final chapter! I won’t spoil the ending by telling you the outcome, but I will tell you that Reader’s Theater is a great activity to do as a chapter review.

If you are doing this book with your students, I would love to trade resources! Let me know what fun activities you planned for this text!

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