Unit Plan & Creativity Project

By: Chantal Manna

April 6, 2021
French Poetry
A Grade 10 Academic French Immersion
Unit, entitled “Poetry, Past & Present”
Click here for Unit Plan
The Big Idea
Poetry is a powerful mode of self expression.
It conveys ideas, expresses emotions, tells
stories and connects us to worlds--past and
present--beyond ourselves.
1. What is this poem saying?
2. How does the artist choose to convey their
thoughts/emotions?
3. How does the poem make YOU feel? Why?
The Big Questions

Message Content
What is the poem How does the poet
saying? choose to express
thoughts/feelings?

References Reflections
What literary devices How does it make you
are used? How does feel? Why?
the poet employ them?
 Poetry, Past & Present

Past Present
Students will learn how In contrast, they will also
French poetry reflected examine popular music
socio-political historic by Stromae, Camelia
changes through the Jordana and Coeur de
works of Jean de La Pirate, who offer a
Fontaine and Paul perspective from within la
Verlaine. francophonie.
Our Learning Outcomes

Alexandrin Lit. Analysis Interpretation

Reading Alexandrine Employing Literary Interpret a variety of
Verse & Identifying Analysis to explore poetic texts,
Cesura poetic meanings including music!

Social Justice Creativity

Understand the role Take the plunge, have fun and
of poetry to address try to implement some of the
social issues within la meaning-making strategies
francophonie we have discussed.
Unit Breakdown: Backwards Design
Continuation of the play; students gain
more independence as they practice
literary analysis in groups; viewing of the
An intro to French Poetry
conclusion of the film
& pop music
Introduction Acts IV & V

1&2 3-6 7 -9 10

Acts I - III Analysis through

Students read Cyrano de Bergerac as
a class and practice literary analysis.
the arts
Student Creativity
In Lesson 6, they view the film,
Presentations
starring Gerard Depardieu
 1-2
Lessons
What is French poetry?
Lessons 1 & 2 at a Glance
Lesson 2: Poetry of La Francophonie
Lesson 1: Intro
● Minds On: brainstorm ideas (think-pair-share) about
● Minds On: discuss the meaning of a quote
the relationship between poetry and music.
from a poem as a class
● Action: Listen to the music of Stromae, specifically
● Activity: View lecture-style presentation
the song Papaoutai, and then read the lyrics in
about the history of some of the French
groups. Students re-read Stromae’s words and
poetry. Read La cigale et la fourmi (1668) by
record on a placemat how the song hints at the
Jean de la Fontaine and discuss its meaning.
artist’s strained relationship with his father, who
The teacher will model a line-by-line close
abandoned him and his family in the wake of the
reading. Student Task: In groups, students
Rwandan genocide. Volunteers share their findings.
will read the short poem by Le ciel, par-dessus
Students view Camélia Jordana’s performance of
le toit… (1881) by Paul Verlaine.
Facile and discuss the the song’s message and her
● As a consolidation activity, students will be
delivery.
asked to write and submit before the end of
● Consolidation: join another group to do a quick “give
class a one-minute thesis identifying one
one, get one, move on” (GoGoMo) activity, where
literary device in Verlaine’s poem and
they will hear, comment and suggest new ideas to
explaining how it gives meaning to the line or
their peers about the ways in which Stromae and
poem on the whole.
Camelia Jordana broach important personal/political
themes in their oeuvres.
3-5
Lessons
Examination of Acts 1-3 of
Cyrano de Bergerac;
introduction to literary
analysis.
 L4 Cyrano &
L3 Intro to Cyrano L5, Act 3: Climax
Roxane
● Minds On: ppt of France, ● Minds On: Predict relationship
● Minds On: Recapitulation
1640s to set the stage between Roxane, Cyrano,
● Action: Class reads Act 2
● Action: Read Act 1; Christian
together, teacher models
teacher models how to ● Action: Read Act 3, scene 1 in
Alexandrine verse and
deconstruct Alexandrine small groups. Each member will
examination of literary
phrasing and lit. devices. read a certain role. Research
devices. Student Task: Groups
Student task: create a unknown words/expression,
of 2, create a think-pair-share
mind map about the place cesura on most powerful
of Roxane and Cyrano’s
main characters in Act 1 line (their choice). Write a
characters. Then write a
● Consolidation: Submit paragraph justifying their
paragraph contrasting them
exit ticket of 3 sentences selection of line
(midway check-in)
about what Cyrano’s ● Consolidation: Submit group
● Consolidation: Volunteers
nose means for/to him. work to teacher who will
share/justify reasoning
redistribute around the class so
other groups can comment
Midway Check-in Success Criteria &
Rubric
● Have I included preliminary notes I took about Cyrano
and Roxane’s personas in my group think-pair-share?

● Have I written a paragraph contrasting Cyrano and

Roxane that contains at least 6 sentences? Don’t forget
to reference the text!

● Have I selected (and linked) a piece of classical or

wordless music that evokes the relationship between
Cyrano and Roxane?

● Have I explained/justified my reasoning in a second

paragraph that is at least 3 sentences long?

See Rubric here

Lesson 6:

Students view half of the movie

adaptation of Cyrano de Bergerac.
Homework: compare the theme
of beauty as discussed in Cyrano
de Bergerac (thus far) and Coeur
de Pirate’s song T’es belle. Teacher
can write these ideas on the
board in the form of a mind map
for the class to copy.
L7 Act 4 & Defining
Success Criteria
● Minds On: One student
recapitulates the plot and a
few others share main
themes
● Action: Read Act 4
together, students
prompted to deconstruct
Alexandrine verse
● Time carved out to define
success criteria for
culminating project
L9 Film &
L8 Act 5, Analysis
Catch-up
● Minds On: Volunteer shares
examples of main themes ● Teacher will play end of
● Action: Class reads Act 5 the film
together, teacher will ask ● Discussion regarding
students to perform a literary the way the film
analysis orally with their portrayed the play,
peers. Idea is to bounce ideas putting on “criticality
off each other. Consolidation: cap”.
Volunteers share/justify ● Time for working on
reasoning Culminating taks
● Consolidation: So What?
Activity. Students explain how
a theme is relevant today.
 Lesson 10:
Arts-Based Learning
& the Culminating
task
Students will choose one of the following culminating
tasks. They may work independently or in groups
depending on their choice of task. In each of these
options, students should try to make their creativity
piece relevant to today’s society either in its message or
medium.

Lesson 10 is an opportunity to share student

presentations.
Culminating Task
Option 1:
Choose a scene from Cyrano de Bergerac and
illustrate it visually (can be abstract,
non-figurative) and write a 500-word reflection
that includes a literary analysis of 3 key lines.
The reflection should also discuss the major
theme of the scene and explain how their
artwork expresses one or multiple messages
discussed in the analysis. (Individual)
 Culminating Task
Option 2:
Choose a scene from Cyrano de
Bergerac and perform it as a
tableau vivant (either in class or take
a photograph) and write a 500-word
reflection that includes a literary
analysis of 3 key lines. The reflection
should also discuss the major theme
of the scene and explain how the
tableau vivant expresses one or
multiple messages discussed in the
analysis. (Group)
Option 3:
Choose a speech (at least 12 lines)
from Cyrano de Bergerac and set it to
a piece of classical music (or any
type of wordless music), which you
will play while reciting in front of the
class. Write a 500-word reflection that
includes a literary analysis that breaks
down the poem’s meaning and
explains how the wordless song
reflects one or multiple messages
discussed in the analysis. (Individual)
Success Criteria & Rubric
● Does my creativity component (visual representation, tableau
vivant, recitation) reflect the major literary themes
discussed in your reflection?
● Does my creativity piece somehow reflect a modern-day
medium or message? (Connecting past to present.)

● Is my literary analysis thoughtful and thorough? Is it similar

to the types of deep discussions we have had in class?
● Is my writing clear and grammatically correct?
● Have my contributions to the class (individual and during
group activities) been respectful and supportive of the
learning?
See Rubric here