FIVE-DAY LESSON PLAN

SUBJECT
"La Chatte et Les Chatons": A 19th century Louisiana French poem written by Father Joseph Maltrait.

GRADE LEVEL
Intermediate French (Secondary School)

INSTRUCTIONAL GOAL
To introduce the student to 19th century Louisiana French literature with a poem in the genre of a La Fontaine fable.

OVERVIEW
This plan addresses all five domains specified by the National Standards for Foreign Languages - communication, cultures, connections, comparisons, and communities. There is interaction between students through structured pair and group work assignments. Activities are designed to develop higher-order thinking. By giving students a choice of expansion activities, individual differences are taken into account thereby encouraging creativity and accomplishment.

LEARNING OBJECTIVES
The student will:
__Analyze a poem of La Fontaine in the English version.
__Recall vocabulary associated with the poem, "La Chatte et Les Chatons>", as well as the biography of the poet.
__Correctly pronounce the words of the poem, "La Chatte et Les Chatons".
__Respond to oral and written comprehension questions about "La Chatte et Les Chatons."
__Analyze the poem, "La Chatte et Les Chatons."
__Compare and contrast the moral of the poem with contemporary life situations.

According to the expansion activity chosen, the student will:
__Relate the moral of the poem, "La Chatte et Les Chatons," to real life situations.
__Design a cartoon strip based on "La Chatte et Les Chatons."
__Memorize "La Chatte et Les Chatons."
__Translate proverbs from French to English and explain the moral.
__Create an original fable in free verse.

MATERIALS
1. Overhead projector transparency: Map of Louisiana indicating location of Kaplan and Vermilion Parish
2. Handout 1: La Fontaine Fables:
"The Crow and the Fox" (Le Corbeau et Le Renard)
"The Hare and the Tortoise" (Le Lièvre et La Tortue)

3. Handout 2: Vocabulary List
"La Chatte et Les Chatons"
Biography of Father Joseph Maltrait
Comprehension Questions
4. Handout 3: Oral Dictation Practice Sheet
5. Handout 4: Expansion Activities
6. Handout 5: Supplement: Two Louisiana French poems of the 19th century
7. Quiz: Vocabulary List [not included with this Lesson Plan]
8. Presentation Grading Criteria Sheets [not included with this Lesson Plan]

PROCEDURE
Day One
1. Motivational Beginning: Locate Kaplan and Vermilion Parish on transparency. [Rhetorical Question] Class, did you know that in the 19th century there was a priest in Kaplan who wrote some wonderful poems in the French language? We are going to read one of his poems together. His poem was written following the model of a La Fontaine fable. Therefore, before reading Father Maltrait's poem, we will read two of La Fontaine's poems in English so that you can learn to analyze this genre.

2. Introduction: Explain that La Fontaine was a 17th century French poet. Give the historical context of this period: During the reign of Louis XIV, the King and the Church had absolute power over the people. Explain that a fable is a story using animals to present a moral lesson (allegory).
3. Distribute Handout 1 to students.
4. Divide the class into groups of 2-3 (for larger classes, groups of 3-4) and assign each group one of the poems to analyze.
5. Allow 15 minutes for analysis: story line and moral.
6. Have each group present orally their analysis of the La Fontaine poem that they were assigned. Solicit comments, agreements, disagreements from other groups.
7. Distribute Handout 2 to students.
8. Present Maltrait's biography.
9. Pronunciation of vocabulary: Teacher models each word, students repeat together.
10. Closure: Deduction -- Ask students to explain why they think La Fontaine used animal characters rather than people to present moral lessons (personification).
11. Homelearning: The student will study the English equivalent of each French word on the Vocabulary List.
12. Evaluation: Informal assessment - teacher observation during classroom activities.

Day Two
1. Bellringer Review Activity (Writing Exercise) - The three following questions are written on the blackboard with instructions to answer in written French and in complete sentences: Répondez en phrases complètes:
__Où est né le Père Joseph Maltrait?
__Le Père Maltrait était curé de quelle paroisse en Louisiane?
__Le Père Maltrait a vécu pendant quel siècle?

2. Introduction: Explain that La Fontaine was not the first to write fables…that the first recorded fables were written by the Greek poet, Esopes, in 500 B.C. [intercurriculum connection]. Point out that Father Maltrait's poem, which will be read today, is therefore a continuation of a literary genre passed down from antiquity. Fables characteristically are written around eternal truths. The author, however, implicates specific contemporary elements. The students are to keep this in mind as they begin their reading of Father Maltrait's poem, remembering that he is writing in Louisiana.
3. Verify Homelearning: Quiz the students orally to assure that they have learned the Vocabulary List.
4. Model the reading of the poem, "La Chatte et Les Chatons."
5. Pose 2-4 simple comprehension questions (formulated by teacher).
6. Oral Comprehension Exercise: Have students write their answers to the following True-False questions on a sheet of paper:
Ecoutez la phrase et écrivez si elle est vraie ou fausse:
1. La chatte est blanche et noire.(v)
2. Elle avait quatre chatons.(f)
3. Deux chatons sont noirs.(f)
4. Elle leur défend de griffer les petits rats.(v)
5. La mère chatte conseille aux chatons de finir la guerre entre les chats et les rats.(v)
6. C'est le chaton noir qui a d'abord croqué un rat.(f)
7. La chatte s'est écrié " La vilaine action que nous venons de faire."(f)
8. C'est la mère qui a tué le rat. (v)
9. La mère dit qu'elle a pris le rat pour un oiseau.(v)
10. La morale de ce poème est que les gens se forgent souvent des excuses pour leurs actions.(v).

7. Using Pronunciation Guidesheet, drill the students on the correct pronunciation of the vocabulary.

Faites prononcer aux élèves les mots et les sons suivants:

8. Distribute Handout 3. Dictate the poem and have students write in missing words.
9. Tell the students that on Day Five they will be graded on the reading of the poem.
Have them practice the reading by working in pairs. Circulate to verify that their pronunciation is correct.
10. Closure: Ask for volunteer to model reading the poem. Ask four volunteers to act it out.
11. Homelearning: The student will review Vocabulary List in order to prepare for tomorrow's "game" activities.
12. Evaluation: Informal assessment - teacher observation during classroom activities.

Day Three
1. Focus Activity - Review vocabulary with "games"
a. Oral Exercise
Give a slip of paper with a word from the Vocabulary List to student who will go to the board and draw the word. The class guesses what this word is.
b. Writing Exercise:
Give a slip of paper with a word from the Vocabulary List to student who will go to the board to write a sentence using that word.
2. Have students answer the Comprehension Questions on Handout 2. They are to work in groups of 3, if possible. They are to alternate tasks:
__First student reads the question.
__Second student answers the question.
__Third student writes down the answer.
3. Call on students to give responses to Comprehension Questions
. 4. Lead class discussion: What contemporary life situations illustrate the moral of the poem?
5. Quiz on Vocabulary.
6. Have students work in pairs to practice reading the poem for Day Five's presentation. Circulate to verify that their pronunciation is correct.
7. Closure: Ask for volunteer(s) to model reading the poem. Make suggestions for improvement.
8. Evaluation: Formal assessment - Quiz on Vocabulary [Format and grading according to individual teacher's criteria]

Day Four 1. Focus: Announce that today the students will have their readings of the poem, "La Chatte et Les Chatons", recorded so that they can hear their own voice.
2. Have each student read and record part of the poem [length depends upon the number of students in the class]. Grade the reading. Have the class vote by ballot for the student who does the best reading.
3. Distribute Handout 4. Have the student choose and begin to work on one of the following expansion activities which will be graded:
a. Write a composition on the topic: An event in my life that relates to the moral of the poem "La Chatte et Les Chatons"
b. Design a cartoon strip which illustrates the moral of the poem "La Chatte et Les Chatons."
c. Memorize the poem, "La Chatte et Les Chatons," and present it to the class as a theater piece.
d. Explain in writing the moral of the proverbs on Handout 4.
e. Create an original fable in free verse.
4 Homelearning: complete expansion activity started in class.
5. Evaluation: Formal assessment done on reading of "La Chatte et Les Chatons" according to criteria of teacher's choice.

Day Five
1. Focus: Announce that today is the last day of the cultural unit developed around Father Maltrait's poem, "La Chatte et Les Chatons." Each student will present his work to the class.
2. Presentation of the expansion activities.
3. Closure: [Rhetorical Question] Class, now do you understand the value of this poem, "La Chatte et Les Chatons," from the point of view of its Louisiana origin as well as it's adherence to classical literature? In 19th century Louisiana there were many authors writing poems, short stories, plays, and novels in the French language. In New Orleans there were several newspapers available in French. Unfortunately, many of these writings are not accessible to the public today. However, university scholars and French teachers are rediscovering this literary treasure so that it can be passed on to their students. For those of you who are interested in reading more poems by 19th century Louisiana French authors, you may have a copy [Handout 5] of two additional poems.
4. Evaluation: Formal assessment done on expansion activity presentation according to criteria of teacher's choice.

HANDOUT 1

It is no use running; it is better to leave on time.
The hare and the tortoise are a good example.
"Let's bet," said the former, "that you won't reach
As soon as I our goal." "As soon as you? Are you wise?"
          Answered the swift animal.
          "My dear, you must purge yourself
          With four hellebore seeds."
          "Wise or no, I bet you again."
          So it was done, and each
          Put their stakes close to the goal.
          To know what, or what judge was chosen
          Is not our business.
Our hare had but four steps remaining;
I mean those he makes when, about to be caught,
He distances himself from the hounds, sends them to the calends,
          And makes them survey the moors.
Having, I say, time left to gaze,
          To sleep, to listen
          Whence came the wind, he leaves the tortoise
          And her senatorial gait.
          She goes, labors;
          She hastens along slowly.
The hare, however, disdains such a victory,
          Has little esteem for she who made the bet,
          Believe that he can naturally start off late.
          He grazes, he rests,
          He enjoys everything, save the bet.
          At the end when he saw
          That his adversary was about to reach the finish,
          He shot off like an arrow; but the bounds he made
          Were in vain: the Tortoise arrives first.
"There!" She exclaimed. "Was I not right?"
          "What good is your speed ?
          Me, the winner! And what would it mean
          If you carried a house?"

HANDOUT 2

Le vocabulaire:
le curé-(n.m.) parish priest
pendant-(prép) during
parmi-(prép) among
le séjour-(n.m.) stay
un chaton-( n.m.) kitten
lutin- (n.m.) ( employé comme adj. ici) playful
fit-(a fait-faire) here, said
Je vous fais défense-I forbid you
griffer-(verbe) to scratch
autrefois- (adv.) formerly
l'engeance (n.f.)-here,way we were raised
taquiner- (verbe) to tease
la guerre-(n.f.) war
la souris-(n.f.) the mouse
désormais-(adv.) hereafter
verser-(v.) to pour
le sang-(n.m.) the blood
l'avenir-(n.m.) the future
le péché- (n.m.) the sin
à peine-(adv.) hardly
achever-(v.) to finish
le discours-( n.m.) the speech
la patte-(n.f.) paw
croquer-(v.) to eat
se régaler (v.): régalez-vous! enjoy
le hibou-(n.m.) the owl
une prise-(n.f.) a take
bouillir (v.) to boil
la vilaine action-what a terrible act
venir de + infinitif -nous venons de faire- We have just done
un oiseau-(n.m.) a bird
Faut-il bien qu'on le dise? -What can we say?
la ruse-(n.f.) trick
faire exprès ( expr. Idiomatique) -Je n'ai pas fait exprès-I did not do it on purpose

La biographie de Joseph Maltrait

Maltrait est né en France, et il a émigré en Louisiane. Il était curé de Kaplan dans la paroisse de Vermillion pendant vingt-cinq ans. Il a publié des articles dans l'Athénée louisianais. Il a écrit d'autres poèmes, " Le Melon", " Louis XIV", et "Ballade à l' Horizon." Après ce séjour en Louisiane, il est reparti en France pour y finir sa vie.

1. Qui est l'auteur de ce poème?
2. C'est une histoire de qui?
3. Il y a combien de chatons?
4. Décrivez les chatons.
5. Où sont les chats?
6. La chatte défend à ses chatons de faire quoi?
7. Pourquoi est-ce qu'il n'y aura «plus de combats»?
8. Quel est le gros péché mortel dont parle la chatte?
9. Après le discours qu'est-ce qui se passe?
10. Si les chats ne mangent pas le rat, qui va le manger?
11. Quelle explication la mère donne-t-elle à ses enfants pour ses actions?
12. Selon l'auteur, qui fait la même chose?
13. Est-ce que vous avez aimé le poème? Oui ou non? Pourquoi?
14. Est-ce que vous avez déjà eu cette expérience?
15. Quelle explication la mère donne-t-elle à ses enfants pour ses actions?
16. Selon l'auteur, qui fait la même chose?
17. Est-ce que vous avez aimé le poème? Oui ou non? Pourquoi?
18. Est-ce que vous avez déjà eu une expérience comme ça?

HANDOUT 3

Écrivez les mots qui manquent:

HANDOUT 4

Choisissez une de ces activités:
1. Relatez un événement dans votre vie qui reflète la morale de ce poème.
2. Lisez ces proverbes et expliquez-les en quelques phrases.
a. Le bossu ne voit pas sa bosse et voir celle de son confrère.
b. Il ne faut pas mettre la charrue devant les boeufs.
c. Quand on veut, on peut.
d. Qui cherche trouve!
e. Après la pluie, le beau temps.
f. Tout arrive à qui sait attendre.
g. Le temps, c'est de l'argent.
3. Ecrivez et dessinez une bande dessinée qui illustre la morale.
4. Apprenez le poème par coeur.
5. Ecrivez une fable en vers libre.

HANDOUT 5

LE CHIEN ET LE CHAT
(Lélia Duhart)

Connaissez-vous Pataud? C'est un petit chien noir;
Il a pour compagnon Raton, un chat de race,
--Un bel angora blanc;--mais entre eux point de trace
De mauvais procédés, que c'est plaisir à voir!

     Pataud folâtre avec Raton en frère, Sans mordre, sans gronder, comme font les moutons;
     Mais Raton fait tout le contraire, Les chats, nous a-t-on dit, sont traîtres et fêlons--
Raton,--et ce n'est pas friction de la lyre,--
      Raton, bien qu'il jurât toujours
      De faire patte de velours,
Le griffait bel et bien!--"C'est histoire de rire,"
Dirait-il à Pataud prêt à se lâcher:
      "Ne sais-tu pas quand on badine,
      "On ne doit point faire la mine?
"D'ailleurs n'avons-nous pas--pourquoi donc le cacher--
"Les mêmes intérêts et la même existence?
"Ne suis-je pas ton frère et ton ami?"
--Tout beau. Raton! Un peu moins de jactance!
Prends le nom qui convient, ne sois rien à demi;
Crois-moi, j'aime bien mieux un loyal ennemi
Qu'un frère qui trahit dans l'ombre et le silence.

(Lélia Duhart est le nom de plume d'Adolphe Duhart )
dimanche, le 26 mars 1865

CATS AND DOGS
(Lélia Duhart)

Do you know Pataud? T'is a little black dog;
He has Raton, a pedigreed cat for a friend,
--A beautiful white Angora; between them
Not a trace of a quarrel, what a pleasure to see!

Pataud strolls with Brother Raton,
No biting, no snarling, as docile as a sheep;
But Raton acts in another sense,
Cats, they tell us, are traitors and thieves-
Raton-and this is not just grating on a lyre-
Swearing to play with a velvety paw,
Clawed him from head to toe!-
"It's just a joke," said he to a looming Pataud:
"All this is just in fun,
"To anger, why do you always run?"
"Anyway, don't we have-why hide it -
"The same interests and our existence the same?
"Am I not your brother and friend?"
--Nicely said, Raton! but be a little less lame!
Call it like it is, don't be half and half
Believe me, I'd prefer a loyal enemy
To a brother who betrays in shadows and silence.

(Lélia Duhart is the pen name of Adolphe Duhart)

MON TRÉSOR
(Lélia D…t.)
Canzone à Mlle L. A…y.

Si j'étais Dieu, tu verrais sous ta loi
Trembler le monde et les séraphins mêmes,
Et de l'enfer tu détruiras l'effroi.
Oui, tu serais seule arbitre suprême!…
Si j'étais Dieu, le ciel serait à toi!

Si j'étais roi, mes vassaux à genoux
T'adoreraient, ô gracieuse reine!
Et béniraient ton nom suave et doux.
Si j'étais roi, ma belle souveraine,
Dieu, dans son ciel, de toi serait jaloux!
Mais je ne suis, hélas! ni Dieu, ni roi,
Et je n'ai point de pouvoir ni couronne;
Et pourtant j'ai, dans mo n coeur plein d'émoi,
Un doux trésor…eh bien! Je te le donne:
Ce doux trésor, c'est mon amour pour toi!

(dimanche, le 3 juin 1866)

MY TREASURE

If I were God, you would see the world
And Heaven's angels tremble at your word,
Of Hell itself you would destroy my terror.
Yes, you would be the supreme arbiter!…
If I were God, Heaven would be in your power!

If I were king, o gracious queen
My subjects on bent knees would adore
And bless your sweet and noble name.