F3.11 cinderella v22

3.11 Cendrillon

11. Cendrillon Cinderella

This section presents children with an extended text with a range of language and structures. It links with their Literacy work on genre, story structure, and fables.

Language work will focus on learning more adjectives and revisit simple agreements.

Children can be given the opportunity to use the language creatively and to perform to an audience, boosting their confidence in spoken French.

Part A is based on children’s memory of the story. It starts by naming and describing the main characters in simple French.

Part B re-tells the story. It unpicks the plot and the characters’ motivation within the context of French life at the time of Louis XIV. We see Charles Perrault was writing moral tales for sophisticated adults loosely adapted from popular traditional stories.

Films to see Part A: Introducing the characters A1. Lesson: Children list the characters, and draw them A2. Children describe the characters Part B: The story of Cinderella B1. Scène 1- Chez Cendrillon B2. Scène 2- L’invitation B3. Scène 3- La bonne fée B4. Scène 4- Le bal B5. Scène 5- La pantoufle B6. Scène 6- Le mariage Part C: The complete story [Repeat the films from part B]

Find transcripts on the disc

Part A: The characters

Activities Warm up

Before showing the films, ask the class to list the main characters in ‘Cinderella’ and describe them (in English or your own language).

Watch film A1

❑ Watch film A1 which shows a French class having a similar lesson to your warm-up followed by children drawing a character.

Film A1: The class make a list of the characters in the story.

Get used to the sounds

Planning your lessons

❑ Echoing: Select ‘characters’ on the e-flashcards, or show the activity sheet pictures.

Films A1 and A2 show a class of French children list the characters in the story.

They tell their teacher what they remember about what each is like and what they do.

Your class can also start from what they remember of ‘Cinderella’. The French names offer scope to explore pronunciation, and you can work with your class to develop your own descriptions, building on previous work with adjectives.

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Early Start French Pack 3 NEW WORDS AND PHRASES

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

A1. The characters in ‘Cendrillon’

le conte (de fées) - (fairy) tale l’histoire - story les personnages - the characters

as in Cendrillon (but NOT belle)

heard before in fille,

The main characters

Cendrillon - Cinderella le père - father (...de Cendrillon) (...Cinderella’s 1

père, marraine, prince, roi, horrible, cruelle heard before in restaurant, frites

father)

la belle-mère - step-mother les demi-soeurs - step-sisters la marraine - godmother une fée - a fairy le prince - prince le roi - king

as in...Cendrillon,

heard before in

as in...prince,

intéressant, insecte, main

as in conte,

Cendrillon heard before in attraction, saison, bon, combien

Places

le château - castle/ grand house le palais - palace

as in roi,

histoire, heard before in balançoire, noir, oiseau, doigt

e-flashcards A1

as in...château,

charmant, heard before in chenille, chocolat, chien, chat

Show each picture, initially with sound on and text off. Pupils echo the words, e.g. “Cendrillon”, using the flashcards to practise the pronunciation of each character and explore some of the key sounds, e.g. “Cendrillon” (en /r / i / ll / on).

Which letters correspond with which sounds?

Repeat this several times until children are beginning to be familiar with the characters, then select ‘places’.

as in...horrible, seen before in

NOTE this introduces ‘le palais’ which is not heard on-screen until film B4.

1

bien, oreille

gentil, charmant, palais hiver, huit, histoire

e-flashcards A1,A2

Respond with understanding

HOW FRENCH WORKS: Belonging - no apostrophe-’S’

❑ Give each pupil one of the pictures from the activity sheet.

You call out, e.g. “Cendrillon”; all the pupils with that card hold it up for all to see.

Swap pictures occasionally for variety.

In Ch.3.6 we saw that the French equivalent of “Cinderella’s father” is: “le père de Cendrillon” “the father of Cinderella” They say “X de Y” where in English you’d say, “Y’s X”. There is no apostrohe-‘S’ in French; “de” is used to show belonging.

❑ Play “true or false?”

Show the e-flashcards (select ‘A1 characters’ and ‘places’) with sound and text off. (or use pictures from the activity sheets).

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3.11 Cendrillon NEW WORDS AND PHRASES A2: Describe the characters Cendrillon est belle, elle est gentille Cinderella is beautiful, she is kind le père de Cendrillon est gentil aussi Cinderella’s father is also kind

beau (m)/belle (f) -handsome (m)/ beautiful (f) gentil(le) - kind charmant(e) - charming horrible - horrible désagréable - unpleasant jaloux/jalouse - jealous méchant(e) - nasty cruel(le) - cruel (très) riche - (very) rich

You say, e.g “le château”.

Children respond, “Oui” if the picture shows the château. If it doesn’t, pupils say “Non”.

e-flashcards A2

Film A1:Children are asked to draw one of the characters.

Get used to the sounds

❑ Ask each child to choose one character from the story to draw, as Mme Antit’s class does in Film A1. They can research their character.

❑ Echoing: Select “describe characters” on the e-flashcards. Pupils echo the phrase describing each picture.

Warm up for film A2

❑ Adjective brainstorm In film A2, Mme Antit’s class describe the characters from Cinderella; make a list of all the adjectives your class know already.

Watch film A2

❑ Watch film A2 in which French children describe the characters they have drawn. Ask pupils to look out for the adjectives.

Now look at the new adjectives: many of them are ‘cognates’...

(cognates = words in different languages that have similar sound and meaning, and are derived from the same word in an older language)

Cognates like horrible, cruel, désagréable can help pupils to work out what each statement means, although you have to beware of ‘false friends’ - words which appear to be cognates, but have different meanings (like mille = a thousand not a million; la librairie = bookshop not library).

Drawing on previous work with adjectives, discuss the patterns you can spot in how an adjective is written and in what you hear: n how the adjective changes when the noun or pronoun is masculine or feminine;

Film A2: “Cendrillon est belle. Elle est gentille.”

They may be surprised at how many adjectives they know!

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2

Early Start French Pack 3 Discuss beforehand what each character would wear and any physical characteristics they might draw (e.g. small/tall; long/short hair) so that they can later describe their picture in French.(Note: do not to spend the whole lesson drawing!)

While the class is drawing, you could move around the room asking individual children: “Tu dessines-qui?” (Who are you drawing?)

“Qu’est-ce qu’elle/il porte?” (What is s/he wearing?)

“Comment est-elle/il?... (What is s/he like?)

Offer prompts to help less confident children, e.g. “Est-elle belle? ...gentille?...” etc. n Ask each child in turn to show their completed drawing to the whole class, and describe that character in French, e.g.

“Voici la belle-mère.

Elle est cruelle et méchante.

Elle porte une robe rouge”.

You could bring in other children who have also drawn the same character, to compare how they have depicted them.

If a child has drawn the two step-sisters they could either describe: n both (“Voici les deux demi-soeurs. Elles sont horribles...” (you don’t hear the extra “s” at the end of any of the adjectives); n each individual - i.e. point to the first sister “Elle est horrible”, point to the second sister, “Elle est horrible aussi”.

n what happens with plurals, e.g.“les deux demi-soeurs sont cruelles”.

Respond with understanding

❑ Play “Show me” 1 Select “Portraits” on the e-flashcards, which shows groupings of 3 or 4 characters - to be shown on the whiteboard.

Ask a volunteer to point to the right“portrait” when you say, e.g. “Montre-moi... (le prince)” (Show me... the prince). Alternatively you could say, “Où est... (le prince)?”.

Repeat with other characters and other selections of portraits. ❑ Play “Who is what?”1 Display the “Portraits” again on the e-flashcards.

This time focus on which characters you can apply a particular adjective to. You ask, for example, “Qui est charmant?”

Pupils reply “le prince”; “Qui est cruelle?”, etc.

Sometimes it will apply to several people e.g.

Q -“Qui est gentil(le)?”; A - “Cendrillon, la marraine, le père”. ❑ Describe your character Ask each child to draw one character from the story, as Mme Antit’s class do in Film A1.

wh 2

TEACHER QUESTIONS A1: Drawing characters

Nous allons dessiner les personnages We are going to draw the characters Qui veut dessiner ... (le prince)?

Who wants to draw ... (the prince)?

Tu dessines qui?

Who are you drawing?

HOW FRENCH WORKS: Describe with an adjective

Children are quite used to this structure: “Cendrillon est belle”

<NOUN> is <ADJECTIVE> ...and that you can also say:

“Elle est belle”

<PRONOUN> is <ADJECTIVE> They know that in French, the adjective very often changes depending on whether the noun or pronoun is masculine or feminine.

Because the feminine version is generally longer, in dictionaries it is shown like this:

gentil(le)

A2: Describing drawings

Est-ce que tu peux décrire ...

(Cendrillon)?

Can you describe ... (Cinderella)?

Comment est-il? Comment est-elle?

What is he like? What is she like?

Montre-moi Show me (to individual)

which means that il est gentil and elle est gentille.

As in this case, you can often hear the difference.

e-flashcards A1, A2

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Cendrillon

Je mâ&#x20AC;&#x2122;appelle .............................

This page may be photocopied for classroom use

Š 2012 Early Start Languages

Cendrillon

Je mâ&#x20AC;&#x2122;appelle .............................

This page may be photocopied for classroom use

Š 2012 Early Start Languages

3.11 Cendrillon

Part B: The story of Cinderella Planning your lessons

NEW WORDS AND PHRASES

Children explore this simplified version of the ‘Cendrillon’ story in six scenes, looking at how the narrative structure develops through ‘beginning’, ‘middle’ and ‘end’.

They will not know all of the narrative, but there are plenty of familiar phrases - which, together with the pictures, make it possible to follow and enjoy the story.

Activities are suggested to explore the language and themes of each scene.

B1: Scène 1: Chez Cendrillon

les cendres - cinders la cheminée - chimney

Key phrases in scene 1

après le travail - after work elle travail - she works elle s’assoit - she sits elle se couche - she sleeps tout en haut de la maison right up high in the house

Activities Warm up

Before watching film B1, ask pupils to listen out for words and phrases they recognise.

e-flashcards B1

Pupils echo the phrase describing the relationship between those characters, e.g. “le père de Cendrillon” where ‘père’ is arrowed.

Watch film B1: “Chez Cendrillon”

❑ Watch film B1 which starts with Clara in the Château d’Olhain imagining she is Cendrillon 300 years ago. She sees the step-sisters in Cendrillon’s household; the relationships between them are the dynamic of the plot.

Respond with understanding

❑ Give the class other examples of using “de” in French to indicate “belonging”, using examples to hand, e.g. children’s pictures: “le chateau de Cendrillon”; “le frère de (name of child in class)”; “la soeur de ... ”; “le chien de ... ”; “le sandwich de ... ”, etc. “ You could do this with classroom objects, e.g. walk round the room “Qu’est -ce que c’est?”; “C’est le crayon de (Daniel)”; “C’est le stylo de Daisy”; etc. ❑ Disscuss “Who likes whom?”

Remind the class of how to say like/dislike, e.g. with food: “J’aime les chips”, “Je n’aime pas le fromage” (see Pack 2, Ch.2.10).

Select “Relationships” on e-flashcards again; for each pair, ask the class if one character likes the other, e.g. “Cendrillon aime son père?”, “La belle-mère n’aime pas Cendrillon?”.

Suggest using other words, e.g. “X déteste Y”.

. Film B1:Clara at the château, imagines she is Cendrillon.

Get used to the sounds

❑ Echoing: Select “Relationships” on e-flashcards; each shows 2 characters

CROSS-CURRICULAR ACTIVITIES

❑ History: Domestic chores and servants Ask pupils what they noticed about household tasks at the château (see “Talking point 1”).

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Early Start French Pack 3 Why were the pump and the oven needed?

How did they work? ❑ History: Rich and poor Select “B1. Step-families, rich and poor” on the e-flashcards; use this presentation to show children the main ideas in “Talking point 1”.

Talking point 1 EVERYDAY LIFE IN France Step-families, rich and poor

Step-families Why did Cendrillon have a step-mother?

Around the start of the 18th century, infectious diseases like smallpox spread to rich and poor alike - amongst adults as well as children. As a result, the situation of having a step-parent was very common.

A baby’s average life expectancy in Cendrillon’s day was just 25 years. It rose to 37 years by 1810, partly thanks to smallpox vaccination, and continued to increase slowly during the 19th century, passing 45 years in 1900. French babies can now expect to live into their 80s, due to progress with heart diseases and cancer.

Child and baby deaths are much rarer. Many women used to die in childbirth.

Charles Perrault’s own experience The author of “Cendrillon” lived until age 75, but his younger wife died aged 25 after only 6 years of marriage, leaving Charles to bring up a girl and 3 boys; he did not re-marry.

Rich and poor There was great inequality in France before the 1789 Revolution. The King had absolute power, and amassed huge wealth from taxes and rents on all his lands, which he squandered on Versailles and on costly wars.

The aristocracy (including most bishops) lived in luxury compared with the grinding poverty of most other people. Aristocrats dressed in fine clothes adorned with lace, a fiddly trimming that took skilled workers long hours to make.

They also had servants toiling for small wages to keep their clothes smart, clean their houses, groom their horses and make their food.

Millions more peasants worked on the land producing food. In a bad winter there could be famines in the French countryside Lace-making One step-sister wears “la garniture d’Angleterre” (English lace) to the ball, but this probably came from Brussels or northern France (there was an English ban on lace imports in Stuart times, so Brussels lace was sold with a false description as “made in England”).

n In what ways did rich people use the poor to make their lives better? n What modern inventions might have made housework easier for Cinderella?

n Why were people less likely to live long in then? Why is vaccination so important? ❑ Literacy: Start making a ‘story board’ Ask the children to work in pairs: each pair re-tells each scene of the story in a French comic strip. Start with one picture with French speech bubble(s) to sum up this scene - possibly reusing drawings from work in Part A. They can create the story board on a large sheet of paper or on the interactive whiteboard; share with the whole class when complete.

What happens next?

❑ Before you show film B2, ask the class what they think of Cendrillon’s situation.

It’s a bit sad and hopeless, isn’t it?

Unhappy home life, nobody to stand up for her - what hope has she got?

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3.11 Cendrillon In his story, when preparing for the ball, the sisters add accessories rather than buy new dresses. One will trim her red dress with lace (“garniture d’Angleterre”), and the other will add a “golden flowery coat” and diamonds.

See “B1. Step-families, rich and poor” on the e-flashcards, especially where it shows rich people’s clothes, poor lace-makers, and the jobs that servants did. n How would you prepare for a party today?

Watch film B2: “L’invitation”

❑ Film B2 opens with a family gathering in the living room of the Château d’Olhain.

An invitation arrives from the royal palace.

CROSS-CURRICULAR ACTIVITIES

❑ Design an invitation Children can design their own French invitation to an event; it could be a royal ball!

Give date, time and place, and who to reply to.

Explain ‘RSVP’ (‘répondez s’il vous plaît’=’ please reply’).

Choose fonts that add the right ‘royal’ style. ❑ Literacy: carry on making a ‘story board’ Children are working in pairs to re-tell the story in a French comic strip. They add Scene 2‘s picture with speech bubbles to their story board, to share with the class when complete.

Film B2: The invitation to the ball; Cendrillon is not going.

❑ Talk about French author Charles Perrault’s version of the story (see “Talking point 3”).

He adapted plots from familiar folk tales, rewrote them with literary style and a clear moral.

He set the stories in his own time, around the beginning of the 18th century.

NEW WORDS AND PHRASES B2: Scene 2: The invitation

What happens next?

une invitation - invitation un bal - ball ma garniture -myEnglishtrimmings d’Angleterre

❑ Before you show film B3, ask the class why they think the young women are so keen to go to the ball? What is so special about the chance to meet and marry the Prince?

refers to lace collars and cuffs from England* (see talking point 1)

fleurs d’or - golden flowers diamants - diamonds impossible - impossible

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

as in invitation,

impossible heard before in prince, insecte

Key phrases in scene 2

le prince envoie une invitation the prince sends an invitation je vais porter ... (ma robe rouge) I will wear ... (my red dress) ... dit une des demi-soeurs ...says one of the step-sisters Cendrillon veut aller au bal Cinderella wants to go to the ball tu ne vas pas au bal you are not going to the ball e-flashcards B2

as in invitation,

impossible, cheminée, garniture, diamants heard before in Cendrillon, famille

as in...invitation,

heard before in Cendrillon,

fille, pied

as in invitation

heard before in Cendrillon,

e-flashcards B2

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attraction

Early Start French Pack 3 Watch film B3: “La bonne fée”

NEW WORDS AND PHRASES B3: Scene 3: The fairy godmother (la citrouille)...se change en...(un carrosse) (the pumpkin)...changes into...(a coach)

❑ Film B3 starts with the darkest point of the story. Cendrillon’s spirits are very low; ...

une citrouille - pumpkin un carrosse - coach une souris (revision) - mouse un cheval - horse le rat - rat un cocher - coachman des lézards - lizards des serviteurs - servants 3 une robe...(revision) - dress... ...d’argent - (made of) silver une pantoufle - slipper 3 de verre - (made of) glass la magie - magic la baguette magique - magic wand il est minuit (revision) - it’s midnight

Film B3: “Cendrillon est triste...”.

The intervention of the fairy godmother brings about the possibility of change. Magic gives Cendrillon the basic equipment so she appears to be a well-born lady, making it possible to go to the ball and meet the Prince after all.

Get used to the sounds

❑ Echoing: Select “B3. Transformations” on the e-flashcards, starting with ‘Before’. Pupils echo the word(s) for each object Cinderella brings from the kitchen garden.

Key phrases in scene 3

Cendrillon est triste Cinderella is sad elle pleure she cries (sa marraine) apparaît (her godmother) appears apporte-moi ... (une citrouille) bring me ... (a pumpkin) Cendrillon trouve ...(un gros rat) Cinderella finds ...(a big rat) elle agite sa baguette magique she waves her magic wand

Click on wand to transform

Repeat for ‘After’ to introduces the word(s) for what Cendrillon needs to be a grand lady.

Now select ‘Magic!’, which links the two. Ask children to predict what each garden object will change into, e.g. “la citrouille se change en...?”

Offer suggestions, e.g. “un carrosse ou un cocher?”. n Add adjectives: switch OFF sound and text; ask children to add commentary to what they see, describing the objects as in film B3, e.g.: une grande citrouille un beau carrosse six beaux chevaux un gros rat un gros cocher la bonne fée une magnifique* robe d’or et d’argent

e-flashcards B3

“Cendrillon cherche une grande citrouille ou une petite citrouille? Un gros rat ou un petit rat?” ❑ Using “de” meaning “made of”: Give the class examples of using “de” in French to mean “made of” rather than “belonging to”: “le pantoufle de verre” (glass slipper);

*NOTE:if “magnifique” were the only adjective, you would say “une robe magnifique”)

You could also ask children to choose between alternatives relating to the adjective used e.g.

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3

3.11 Cendrillon KEY SOUNDS

3

Listen and enjoy copying these typical sounds: where have you heard them before?

HOW FRENCH WORKS 2: French adjectives

Children know that French adjectives change to match the noun they describe e.g.: “Je vais porter ma petite robe noire.”

(I’m going to wear my little black dress.)

Children know most French adjectives come AFTER the noun (not before as in English) but that a few come BEFORE, like grand/ petit, beau/belle.

They also hear another type of description: “Cendrillon porte des pantoufles de verre”, (“Cinderella wears glass slippers”) (LITERALLY “slippers of glass )

as in magique,

magie, argent, agite, heard before in jalouse, gentille, janvier as in pantoufle, argent, heard before in Cendrillon, balançoir, panda-roux, France as in pantoufle,

citrouille, trouve heard before in couscous, genou, tous, nous

What happens next?

❑ By the end of Scene 3, a previously hopeless situation for Cendrillon has been transformed.

Ask children what they think could happen at the ball?

They know the story, but what would happen if...? ...Cendrillon couldn’t dance? ...the Prince thought she was boring? ❑ Before you show film B4, ask the class what skills do they think the young women will need to be successful at the ball?

Dancing? Interesting conversation?

Attractive dress and appearance?

What about the young men?

as in citrouille

heard before in Cendrillon,

vanille as in...souris, rat, lézard, argent, minuit seen before in bras, serpent e-flashcards B3

“la robe d’or et d’argent ” (gold and silver dress); “mon manteau à fleurs d’or” (gold flowery coat); You could do this with other objects, e.g. “chemin de fer” (railway - LITERALLY: “way of iron”). n Add objects: ask children to draw some more flashcards on paper of other objects Cendrillon could find useful at the ball, e.g. a mobile phone, watch, handbag, hankie...; together with things she might find in the garden for the Fairy Godmother to change into these things.

They could perform their suggestion to the class, who select the best addition to the story, e.g. “la feuille (leaf) se change en un mouchoir (hankie)”. ❑ Literacy: carry on making a ‘story board’ Children are working in pairs to re-tell the story in a French comic strip.

Now they add Scene 3‘s picture with French speech bubbles to their story board, to share with the class when complete.

185

Cendrillon

Je mâ&#x20AC;&#x2122;appelle .............................

This page may be photocopied for classroom use

Š 2012 Early Start Languages

Cendrillon

Je mâ&#x20AC;&#x2122;appelle .............................

This page may be photocopied for classroom use

Š 2012 Early Start Languages

Early Start French Pack 3 NEW WORDS AND PHRASES

Watch film B4: “Le bal”

B4: The ball

❑ Film B4 moves the action to the King’s Palace, which we’ve based on the Palais de Versailles.

Cinderella arrives at the ball as a ‘mystery lady’, having been miraculously enabled to go to the ball against the wishes of her step-mother.

tout le monde - everyone content(e) - happy (m/f) Key phrases in scene 4

il tombe amoureux he falls in love elle tombe amoureuse she falls in love elle oublie l’heure she forgets the time je dois partir I must leave elle court she runs elle perd un pantoufle she loses a slipper

Film B4: Cendrillon has to flee at 12 midnight.

Respond with understanding

❑ Play “I went to the ball and ate...”

The children sit in a circle. You begin by saying, for example, “Je suis allé(e) au grand bal et j’ai mangé... (une glace)”.

The next person repeats your sentence and adds another food item and so on (refer to Ch.3.1).

The children can name any food item they like regardless of whether or not it is really suitable for fine dining at a ball! n You could also try this with other phrases: Je suis allé(e) au grand bal et j’ai bu ...

J’ai vu ...(le Prince, Cendrillon, un beau carrosse, Mickey Mouse) J’ai entendu ... (la musique; minuit) ❑ Talk about the past: The story is told in the present tense but it provides a great opportunity to practise talking about the past using language learnt in chapters 3.9 and 3.10.

Ask pupils to describe the ball after the event:

Le grand bal était... (super)

Cendrillon était... (belle)

Le prince était... (beau)

Le dîner était... (bon)

La robe de Cendrillon était... (magnifique)

e-flashcards C4

KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?

as in monde,

content(e), tombe, heard before in Cendrillon, crayon, combien, as in...amoureux,

court, tout heard before in pantoufle, genou, mauvais

as in...amoureux, trop, marie, Cendrillon, rouge, reptile, présent

heard before in

as in...amoureux,

heard before in

CROSS-CURRICULAR ACTIVITIES

❑ History: Palaces and castles Show “ B4. Palaces and castles ” on the e-flashcards, and talk about grand palaces and old medieval castles - see “Talking point 2”.

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euro, yeux, bleu

as in...amoureux,

chez, trop seen before in dangereux, nez, beaucoup e-flashcards B4 & 5

3.11 Cendrillon In Perrault’s lifetime the Château was still involved in fighting; French forces captured it from the Spanish in 1641 as Louis XIV brought this border area into France; in 1710 the castle and nearby towns were briefly captured by the Dutch.

Palace of Versailles Far from the Château d’Olhain and the northern borders of France, King Louis XIV was building an extravagent palace at Versailles, just outside Paris. This was not a defensive fort, but to show off the power and wealth of the King. It was new when ’Cendrillon’ was published.

n Ask children what other palaces and castles they know, e.g. Buckingham Palace, the Tower of London... What are they used for today? n Challenge children to model a 4-wheeled coach with 6 horses that can turn corners, using Lego or similar construction kit. ❑ Literacy: carry on making a ‘story board’ Children are working in pairs to re-tell the story in a French comic strip.

Now they add Scene 4‘s picture with French speech bubbles to their story board, to share with the class when complete.

What happens next?

❑ The Ball has created a new problem situation: the Prince is in love with the mystery lady, (and Cendrillon with him) - how can he find her?

Before you show film B5, ask children what they think the Prince could do if this situation arose today? ...are there other ways to identify who wore a shoe? Is there anything Cinderella can do? n Could Cinderella “google” the Prince and send him an email? n Could he post a message on Twitter or Facebook?

Palace of Versailles: interior courtyard today

Here the Royal Family lived, held court and could accommodate hundreds of guests. Louis made his Palace a centre of culture, and lavished money on entertainments like ballet, opera, music and literature as well as painting. sculpture and architecture.

Talking point 2

EVERYDAY LIFE IN France The old castle and the grand palace

In this version of ‘Cinderella’, her family lives in an old medieval castle, like the Château d’Olhain where it was filmed.

Balls were held in the Hall of Mirrors at Versailles

The stone walls and moat of the Château d’Olhain.

Castles like this were built with high stone walls surrounded by a flooded moat, to withstand attack by medieval weapons and fighting tactics. In the Hundred Years’ War (1337 to 1453) castles were places of safety where people could seek shelter from marauding armies such as the English.

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Charles Perrault, author of ‘Cendrillon’, was one of the officials in charge of the royal building works. He helped choose artworks to decorate the Palace and Gardens, where he suggested having a Maze based in Aesop’s Fables.

Grand events (like Cendrillon’s fictional ball) would be held in the newly-built Hall of Mirrors, or (in summer) out in the Gardens.

Perrault would have seen the Queen and important guests arrive in gilded, decorated covered coaches, like Cendrillon’s.

Early Start French Pack 3 NEW WORDS AND PHRASES

Watch film B5: “La pantoufle”

❑ In Film B5 the slipper becomes the key to finding the mystery lady, as the Prince scours the country looking for a woman it fits.

B5: The slipper

chez Cendrillon - Cinderella’s house trop petit(e) - too small c’est parfait(e) - it’s perfect Key phrases in scene 5

il cherche la belle fille he looks for the beautiful girl je me marie avec elle I marry her

elle essaye (de mettre) la pantoufle

Film B5: One of the step-sisters tries the slipper

she tries (to put on) the slipper

Children may be interested in looking at old folk-tale versions of the story (which Perrault “borrowed” and adapted), which also feature the slipper plot (see www.earlystart.co.uk).

elle perd une pantoufle

she loses a slipper e-flashcards B5

Respond with understanding

n You could do this as multiple choice.

Present pupils with two contrasting choices e.g. “Le grand bal était ‘super’ ou ‘horrible’?” ❑ Practise talking about the past: our version of the story is told in the present tense. ❑ Literacy: carry on making a ‘story board’ Children are working in pairs to re-tell the story in a French comic strip.

Now they add Scene 5‘s picture with French speech bubbles to their story board, to share with the class when complete.

❑ Interviews Do “interviews” as if they are the characters e.g. an interview with the prince: Prepare them beforehand in pairs. e.g.

Bonjour, ça va?

Oui ça va bien merci.

Comment t’appelles-tu?

Je m’appelle /je suis le Prince Ou habites-tu?

J’habite dans le palais Quel âge as-tu?

J’ai 25 ans Qu’est-ce que tu aimes faire?

J’aime faire de la danse au grand bal.

J’aime l’equitation aussi.

Est-ce que tu as un animal?

Oui, j’ai un cheval.

Qu’est-ce que tu aimes manger?

J’aime les glaces.

Qui est ton père?

Le roi.

Est-ce que tu aimes Cendrillon?

Oui! Merci Prince....

You could put some key questions on the board or give them some suggestions as a framework for the interviews. Ask them to take on the personality of their character.

What happens next?

❑ The proper end of the story is the moral, (and the marriage)...

Before you show film B6, ask children what they think the happy couple will do about Cinderella’s step-sisters, who have been rather cruel to her up until now?

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3.11 Cendrillon NEW WORDS AND PHRASES

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

B6: The wedding

le palais - palace

heureux / heureuse - happy

as in heureux

Key phrases in scene 6

heard before in amoureux,

Cendrillon épouse son prince Cinderella marries her prince je me marie avec elle I marry her la fin de l’histoire the end of the story

queue, euro

bleu,

as in... épouse

lézard, fée, vélo, est né(e)

heard before in

as in...f in,

e-flashcards B6

Watch film B6: “Le mariage”

heard before in

❑ In Film B6 the Prince marries Cendrillon and they live happily ever after...

Film B6: The couple are married in the Royal Palace

What is the moral of the story? Select “B6. Charles Perrault” on the e-flashcards; use this presentation

to show children about the man who wrote “Cinderella” (see “Talking point 3”).

Charles Perrault (see “Talking point 3”) draws two morals: n Beauty is a blessing but graciousness is priceless; without it nothing is possible, with it we can do anything. n You need luck or magic to succeed; whilst it’s a great advantage to have intelligence, courage, good breeding and common-sense, these may not bring you success unless you have a fairy godmother.

CROSS-CURRICULAR ACTIVITIES

❑ History: Charles Perrault’s moral tales The Fox and the Stork This fable had two fountains: one showed the

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prince, train, insecte

as in... heureux,

palais, seen before in train, amoureux, Calais, souris

e-flashcards C6

Fox’s mean trick on the Stork. Fox invited Stork to eat supper of soup, but serving it in a flat dish so it just slipped out of Stork’s long bill.

The other fountain (see above) showed Stork getting his own back, by serving supper in a long narrow jug that Fox couldn’t get into. The improving moral? “Do unto others what you would have them do unto you.”

Discuss with the class: n Was the Fox being a bad host?

Why do you think that he was doing this? n How should a good host behave? n Was the Stork’s behaviour acceptable? n What does the moral ‘Do as you would be done by’ mean? n Invite pupils to think of other morals or sayings with similar meanings, e.g.

‘An eye for an eye’;

‘One bad turn deserves another’.

Ask the class if the know other morals that contradict the moral of this story e.g.

‘Turn the other cheek’,

‘Two wrongs don’t make a right’ You might extend this work by having a debate between those who favour the moral ‘Do as you would be done by’ and those that favour the moral ‘Two wrongs don’t make a right.’

Early Start French Pack 3 ❑ Literacy: Complete the ‘story board’ Children are working in pairs to re-tell the story in a French comic strip.

Now they add Scene 6‘s picture with French speech bubbles to complete their story board.

In Part C they will share their work with the rest of the class as they look at the whole story. ❑ Literacy: the “Moral” of the story Our story of “Cinderella” is very loosely based on the version by Charles Perrault (see “Talking point 3”). Talk about the audience for Perrault’s stories . n Your class could read Angela Carter’s English version of the Perrault tale - follow the link on www.earlystart.co.uk. This translation offers an interpretation that is true to the Perrault version, e.g. what happens to the step-sisters. n Pupils may like to discuss what they thought might (or should) have happened to the stepsisters after all they had done. Refer to the Angela Carter translation: it shows Perrault’s Cinderella is very forgiving; she invites them to live in the palace and finds “great lords” to be their husbands. In other versions, the outcome for the step-sisters is not so fortunate. n Compare with Roald Dahl’s “Revolting Rhyme” version of “Cinderella” (see link on www.earlystart.co.uk). Dahl suggests a modern moral; this might prompt more ideas on how an updated version of the story might end.

Perrault advised Louis XIV on designs for a maze with 39 fountains representing Aesop’s fables, e.g. Fox and the Stork

Talking point 3 EVERYDAY LIFE IN France Charles Perrault and Louis XIV

Charles Perrault lived from 1628 to 1703.

He made a career as a civil servant, working for Louis XIV, in the office of a leading minister, in charge of works on “the King’s buildings”.

The King wanted to build a maze in the gardens of the Palace of Versailles that would be educational for his young son. As an expert on ancient literature, Perrault suggested a series of statues with fountains, each representing one of Aesop’s Fables.

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The maze (called the ‘Labyrinth’) was said to represent the problems of life, where “only an honest man” could find the right way. At the entrance, there were statues of Aesop and Cupid (“Love”)....

King Louis XIV Louis XIV lived from 1638 to 1715. He was the longest reigning king in European history, ruling France for over 72 years, starting when he was five (but he took over power in 1661).

During his long reign he fought several wars which extended the boundaries of France to the north and west, bringing Lille and most of Nord Pas-de-Calais into France that were previously part of the Netherlands and ruled

by Spain. During this period, Britain was weakened by the effects of civil war between cavaliers and roundheads.

He consolidated France’s position as the largest, strongest and richest country in Europe; built the magificent huge Palace of Versailles.

He was a patron of ballet and literature as well as painting. sculpture and architecture, all of which flourished at his court which was a centre of fashion across Europe.

Perrault’s books As an author and leading intellectual, Perrault published some books which were much talked about. In 1671. was elected to the Academie français, which was set up by Louis’ father, Louis XIII, as a learned body and official authority on everything to do with the French language - and in charge of publishing an official dictionary. There is no equivalent for English.

In 1695, when he was 67, Perrault lost his post as secretary. He decided to dedicate himself to his children. In 1697 he published a slim volume of short stories supposedly for children: “Tales and Stories of the Past with Morals” (Histoires

3.11 Cendrillon ou Contes du Temps passĂŠ) subtitled â&#x20AC;&#x2DC;Tales of Mother Gooseâ&#x20AC;&#x2122;. Based on some well-known folk tales handed down by oral tradition, and some stories from older authors, Perrault rewrote them in modern literary form, adding poetic descriptions and transformed them to present morals about the behaviour of aristocrats and others facing the thorny issues of the day.

At a time when the French court valued embellishments and elaboration, Perrault modified simple plots, embellished the language, and wrote for an audience of the nobility and aristocracy., who were used to fine poetry, literature, music and art.

Its publication made him suddenly widelyknown beyond his own circles and marked the beginnings of a new literary genre, the fairy tale, with many of the most well-known tales, such as Cinderella and Little Red Riding Hood.

More information at www.earlystart.co.uk.

Cupid and Aesop at the entrance to the Maze at Versailles.

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Early Start French Pack 3

Part C: The complete story Planning your lessons

(i.e. agreement) as well as character. Especially with the TWO step-sisters, pupils need to look carefully at the written words to see which adjectives are appropriate.

Some of the adjectives can be used to describe more than one person e.g. “gentille” can be placed on either Cendrillon or la marraine. ❑ Play “Who am I?”1 Give each pupil a picture of one of the characters.

Pupils take it in turns to describe their character using at least one adjective e.g. “Je suis belle”.

The rest of the class identifies who is being described. NOTE: for pupils holding the picture of

Having worked through the 6 scenes of the ‘Cendrillon’ story, you can return to looking at the significance of the whole story and what it means.

Pupils can enjoy preparing and performing their own production of “Cendrillon”.

This is suggested as an ‘end-of-unit’ activity to celebrate all the progress they have made, and to help with transition to the next phase of the language education.

Activities

“les soeurs”, you could explain beforehand that it is fine to describe just one sister. Some pupils may be able to say “Nous sommes désagréables”, but it is probably best to keep things simple at this stage.

Warm up

Before watching the films straight through, tell pupils they are going to develop their own production of the Cinderella story.

❑ Play “Who am I?”2 This is a variation of a well-known party game.

Attach a picture of one of the characters to each pupil’s back. They move around the room while music plays. When the music stops, they stop and ask a partner a question, , e.g. “Je suis gentille?”. The partner replies “oui” or “non”.

The easiest way to ask a question is via intonation (with a raised tone at the end to show that this is a question); alternatively pupils can say “Est-ce que je suis gentille?” or “Suis-je gentille?”. When they think they know who they are they say “Je suis Cendrillon”).

Watch film B1: “Chez Cendrillon”

❑ Watch each scene of the Cinderella films in sequence without a break. Then talk with pupils in English (or your own language) about what they would like to have in their production.

As a starting point for developing their own production, pupils can re-examine the characters in the story. This can be used to consolidate pupils’ understanding of how adjectives work in French. ❑ Play “What are they like?”

Go to “C1 What are they like?” on the e-flashcards.

Pupils see portraits of all the characters. A series of adjectives appears on the screen, e.g. “cruelle”.

The aim of the game is to place each adjective on the portrait it best describes.

Note the right answer depends on grammar

CROSS-CURRICULAR ACTIVITIES

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❑ Drama: “Who am I? What am I doing?”

Children work in pairs.

They choose two characters from the story and plan a short scene to represent an everyday activity which they can describe in French.

This could be anything they like, e.g.

“Je mange une glace”; “Je vais au supermarché”; “J’aime le football”.

The rest of the class has to guess who is being represented and what the phrase is.

You may prefer to give each pair pictures of their characters and a picture of the activity to be described.

You could use pictures from pack 2 of places; hobbies; school subjects; food etc.

The aim is to really “act” the characters: n the stepsisters could be very disdainful

3.11 Cendrillon to use for their production. Will it be:

n a stage show?

n a puppet show?

n a multimedia presentation?

What are the pros and cons of each medium?

Your class may wish to work in smaller groups, each producing a different version of the story in their choice of medium.

as they buy things in the supermarket; n the King could be very regal; n Cinderella could be sad; etc.

The funnier the better!

Preparing for your performance

Preparing for a live performance of “Cendrillon”, or devising a multimedia presentation of the story, is a great way to bring together all the skills pupils have developed during the time they have been learning French - speaking, listening, reading and writing. It can also be a truly cross curricular project.

It is worth taking plenty of time to devise, develop and rehearse your pupils’ version of the tale to make the process of creating the performance as memorable as the event itself.

❑ Drama; Literacy - improvisation Before preparing their script for the production, you could encourage the children to improvise scenes using as much familiar language as possible. You could make it a challenge to see how many phrases from Packs 1, 2 and 3 can be incorporated into the script.

For inspiration, we suggest looking at a “Cendrillon” script (see website and Resources disc) which was developed by Joan Dickie and Bawburgh Primary School in Norfolk.

❑ Literacy: Sharing the ‘story boards’ Use pupils comic strip storyboards as a starting point for discussion in English (or your own language) about the essential parts of the Cendrillon story that will need to be included in your performance. In choosing a key image and one or two essential phrases to sum up each scene, pupils will have pin-pointed pivotal moments in the narrative.

You can then talk about how you want your production to develop: n Do the children want to be true to the well-known story? n Would they like to make up a different ending? n Would they like to set their version in the past or the present? ❑ Drama; art/design; technology

❑ Literacy: Pupils can prepare their own versions of the script for their productions, using key phrases from the films as a starting point. They could also adapt the Bawburgh Primary script to suit their interpretation of the story. Some pupils may want to include improvised scenes as part of the whole show. ❑ Art/design; technology

- props and costumes Whichever form of presentation they choose, pupils will need to design and make essential props and costumes. Try to make opportunities to talk in French while the children are engaged in these tasks, e.g. ask pupils what they are making or drawing; talk about size, measurements and colour.

If they have prepared models or drawings, prior to making finished versions, ask them to label them in French.

How will they tackle the transformations? ❑ Art/design; technology - tickets, posters, programmes, credits Pupils can prepare tickets, posters and programmes for their production. If they are making a multimedia presentation they can add their cast and production list to the credits at the end of their movie or slideshow. You can look at the closing of TV programmes and films to see how many different styles there are.

If possible look at the closing of French

Pupils could choose to stage a puppet show: this simple example comes from the ‘Cendrillon Activity Book’.

Pupils can decide upon the medium they wish

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Early Start French Pack 3 Your backstage team or camera and sound team will all need to work together to make everything run smoothly. There can be a role for everyone.

If some jobs are more popular than others, pupils can share roles both on stage and behind the scenes.

Rehearsals can be great fun if everyone is involved and happy with the contribution they are making.

children’s TV programmes. ❑ Art/design; technology: puppets and scenery If your pupils are producing a puppet show, they can design and make their own puppets and scenery.

They may choose, for example, to make glove puppets, finger puppets, string puppets, or cardboard cut-out characters.

They may want to design backgrounds for each scene - possibly even a complete puppet theatre.

If time is short, we recommend a cut-out theatre activity book at www.earlystart.co.uk. ❑ Music and sound effects.

Pupils can be involved in choosing music for their production to add interest and atmosphere.

Perhaps they want to use classical music for the ball scene by composers such as Lully.

Alternatively, they may want the ball to be a disco. Some children may be able to play their own instruments. What sound effects might be needed? Fanfares? Horses hooves galloping?

Midnight striking? How could these be produced? Will they be performed “live”? Will they be pre-recorded? Will you need specific editing software to add music and sound effects to a multimedia presentation?

Some pupils may prefer the anonymity of being the “voice” for a puppet (illustration from ‘Cendrillon Activity Book’).

It is worth remembering that the best French speakers are not necessarily the most confident actors or actresses. Some pupils will relish the chance to perform in public in a live show; others will prefer the anonymity of being the “voice” of a puppet, or the multimedia approach which enables their performance to take place without the immediate, sometimes intimidating, presence of an audience. ❑ Personal and social: Relate to your audience On the day of performance or viewing of a multimedia presentation, pupils can use their French to meet and greet the audience.

They can take tickets and direct people to their seats. Afterwards, there may be opportunities to serve drinks and snacks. Pupils could offer visitors or other classes their choice of snacks in French.

For more tips and links, see www.earlystart. co.uk.

❑ Music Some pupils may like to compose a song for their production. It could have very simple lyrics based on key phrases from your show.

It doesn’t necessarily have to rhyme as long as the children devise a good tune and rhythm. ❑ Personal and social: Teamwork Devising a successful production is dependent on teamwork, not star performances. Everyone in the class can be involved in many different ways. It is a good idea to develop “crowd scenes” so that a large number of children can have a significant amount to do as part of the action. Shy children can enjoy “cameo” roles which do not require them to learn lots of words in French. For example, the role of the King and Queen at the ball could be developed; servants and other guests at the ball could comment on how beautiful Cinderella is.

The ball scene offers scope for “entertainment”: there could be a jester who tells some of the jokes from this Pack; there could be musicians, dancers or singers. You could also include narrators and scene announcers.

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