1 American Association of Teachers of French Francofeuilles Chicago/Northern Illinois Chapter Automne 2015 Un Message de votre Présidente Joyeuses fêtes, chers membres de notre chapitre ! Je ne sais pas si vous le savez, mais notre chapitre de l’AATF est considéré très actif et innovateur, en plus que tellement grand. Notre richesse vient d’une combinaison de choses. D’abord, grâce à une tradition d’officiers dédiés pendant des décennies, on a l’habitude de faire l’effort d’offrir des programmes valables et enrichissants pour nos membres. Mais en plus, nos membres et leur passion pour notre profession sont un vrai don. Avez-vous l’intention de profiter de nos programmes? J’aimerais vous assurer qu’ils vous plairont tant. Le premier samedi de février (le 6 février), notre ‘Atelier d’hiver’ aura lieu à Stagg High School (à Palos Hills), et nous donnera l’opportunité de choisir parmi une variété de topiques en continuant notre formation pédagogique. Le prix est incroyable, et l’expérience est tellement val able. Notre chapitre est, je dois vous admettre, une région immense, mais je ne regrette jamais le temps que je passe en voiture pour assister aux programmes. On essaie de varier les villes et les lieux pour nos rendez- vous autant que possible. Très bientôt, j’ai l’intention de vous envoyer une lettre que vous pourrez modifier et partager avec des collègues qui ne sont pas encore membres de l’AATF, pour que vous les encouragiez à devenir membres de cette organisation formidable. Avec pas mal de retraites de nos jours, il faut que nous fassions un effort à raconter les avantages de l’AATF et tous les programmes qui nous sont offerts. J’espère que vous accepterez mon défi et, comme le Petit Prince et son ami le renard, que vous nous aiderez a créer des liens avec ces professeurs que nous aimerions tant accueillir et connaître. Si vous n’êtes jamais allé à notre congrès national, il y a assez de temps pour planifier, ou même pour faire demande si votre école ou université a des fonds pour vous aider avec les frais d’inscription. Notre organisation nationale de l’AATF offre quelques bourses pour aider avec les frais aussi. Recherchez et faites l’effort de venir à Austin, Texas cet été … ça vaudra la peine, je vous promets. Meilleurs vœux pour une année inoubliable ! Martha Behlow, Présidente du Chapitre Chicago / Northern Illinois de l’AATF
Joyeuses fêtes, chers membres de notre chapitre ! Je ne sais pas si vous le savez, mais notre chapitre de l’AATF est considéré très actif et innovateur, en plus que tellement grand. Notre richesse vient d’une combinaison de choses. D’abord, grâce à une tradition d’officiers dédiés pendant des décennies, on a l’habitude de faire l’effort d’offrir des programmes valables et enrichissants pour nos membres. Mais en plus, nos membres et leur passion pour notre profession sont un vrai don. Avez-vous l’intention de profiter de nos programmes? J’aimerais vous assurer qu’ils vous plairont tant. Le premier samedi de février (le 6 février), notre ‘Atelier d’hiver’ aura lieu à Stagg High School (à Palos Hills), et nous donnera l’opportunité de choisir parmi une variété de topiques en continuant notre formation pédagogique. Le prix est incroyable, et l’expérience est tellement val able. Notre chapitre est, je dois vous admettre, une région immense, mais je ne regrette jamais le temps que je passe en voiture pour assister aux programmes. On essaie de varier les villes et les lieux pour nos rendez-vous autant que possible. Très bientôt, j’ai l’intention de vous envoyer une lettre que vous pourrez modifier et partager avec des collègues qui ne sont pas encore membres de l’AATF, pour que vous les encouragiez à devenir membres de cette organisation formidable. Avec pas mal de retraites de nos jours, il faut que nous fassions un effort à raconter les avantages de l’AATF et tous les programmes qui nous sont offerts. J’espère
que vous accepterez mon défi et, comme le Petit Prince et son ami le renard, que vous nous aiderez a créer des liens avec ces professeurs que nous aimerions tant accueillir et connaître. Si vous n’êtes jamais allé à notre congrès national, il y a assez de temps pour planifier, ou même pour faire demande si votre école ou université a des fonds pour vous aider avec les frais d’inscription. Notre organisation nationale de l’AATF offre quelques bourses pour aider avec les frais aussi. Recherchez et faites l’effort de venir à Austin, Texas cet été … ça vaudra la peine, je vous promets. Meilleurs vœux pour une année inoubliable ! Martha Behlow, Présidente du Chapitre Chicago / Northern Illinois de l’AATF
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CALENDAR 2015-2016 Important deadlines and dates
2016 Jan. 1 Deadline for Prix du Chapitre nominations and Small Grants applications Jan. 16 Deadline for student registration for National French Contest Jan. 20 Deadline to apply for the l’ASFAP Bourses d’été for high school and college
students Deadline for submission for Francofeuilles submissions for winter issue
Feb. 6 AATF Chicago/Northern IL Atelier d’hiver AND Executive Council meeting Feb. 14-28 FLES National French Contest dates Feb. 15 Tentative deadline for AATF teacher scholarships to France, Belgium, and beyond Feb.20-Mar. 21 AATF Chicago/Northern IL National French Contest Middle & High School Mar. 5 AATF Chicago/Northern IL Journée d'Immersion at Dominican University Mar 10-12 Central States Conference, Columbus, OH - Hilton Downtown Mar. 12-20 Semaine de la Francophonie Mar. 15 AATF Exemplary Program dossier submission deadline (Mar 22) Deadline to enter the National French Contest t-shirt logo design contest Mar 31 Registration deadline for Le Concours oral, Champions d’Expression Apr. 8 Alliance Française du North Shore Trivia Night, Evanston Apr. 9 AATF Chicago/Northern IL Executive Council Meeting Apr. 20 Deadline for submissions for Francofeuilles spring edition Apr. 23 AATF Chicago/Northern IL Concours oral at Elmhurst College May 7 AATF Chicago/Northern IL Spring Awards Program May 12 AATF Chicago/Northern IL Prize Distribution for NFC, Buffalo Grove H.S. May 19 AATF Chicago/Northern IL Prize Distribution for NFC, Hinsdale Central H.S.
July 3 - 6 AATF National Convention, Austin, Texas: En avant vers les nouvelles frontières du français
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Chapter President Martha Behlow ICTFL Teacher of the Year Bravo to our AATF Chapter President Martha Behlow on being named World Language "Teacher of the Year" for Illinois! At the October 16 General Session of the ICTFL Fall Conference in Tinley Park, ICTFL Awards Co-Chairs and members of the Chicago/Northern Illinois Chapter of the AATF, Samantha Godden-Chmielowicz and Kimberly Yee, introduced the 2014 "Teacher of the Year," Kathleen Priceman, who made this year's announcement of the winning candidate. Martha took the stage and received a plaque from ICTFL and a bouquet of flowers from our chapter. This choice of our chapter president for the honor reflects Martha's teaching experience, leadership of our chapter, willingness to share ideas and resources and make presentations at AATF events and at the ICTFL conference and our AATF national convention, her achievement of National Board Certification as well as bringing the AATF Exemplary French Program with Honor status to her school. This "Teacher of the Year" award is designed to "elevate the status and the public profile of the language profession" and "increase the visibility and importance of language learning with the media, policymakers, and the general public." Martha will be representing Illinois at the Central States Conference next March in Ohio where a regional "Teacher of the Year" will be chosen from among the candidates proposed by the several World Language state organizations within the CSC region. As part of this process, Martha has submitted many documents including samples of student work, evidence of student cultural exposure, reflection and personal statements, and a five minute classroom teaching video. The preparation of these kinds of materials is both a requirement and an opportunity to take stock, reflect on the present, and plan one's professional future. We are delighted and so very proud to see our leader and colleague publicly recognized with this significant award. We wish you the best, Martha, as you represent us and our profession. Vas-y, fonce, notre chère présidente! Eileen Walvoord, AATF Regional Representative, [email protected]
Martha with Kimberly Yee and Samantha Godden-Chmielowicz the co chairs of the ICTFL Awards committee.!
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AATF Réunion d’automne On Saturday, October 3, 2015, approximately thirty AATF members gathered at Elmhurst College for a very informative and interactive program, « Cultivons le Français, une langue pour la vie » organized by Rebecca Léal and the program committee. After café et croissants and announcements from President Martha Behlow, the program began with a series of mini-presentations by Chapter members who had attended the AATF National Convention in Saguenay. Each presenter shared an interesting take-away from her favorite session at the Congrès.
Afterwards, participants were divided into small groups for the main program. During the breakout session, each group was tasked with discussing and proposing answers to the following questions: How can we encourage students to pursue the study of French beyond the minimum? How can we communicate to them that the study of French is an asset for life? Small group activities included:!!!
a) an icebreaker « French Studies in the U.S. : Fact or Fallacy ?»,
b) discussion of several hand-outs: AATF Chicago/Northern Illinois’s, “21st Century Talking Points for French Language Educators and Allies” and “Why you shouldn’t take more French !”, an excerpt from Alain-Philippe Durand’s “A Certain Tendency of French/Francophone Studies in the United States”
c) a role play in which participants were able to practice what they had learned by proposing counter arguments to those who might question or discourage the continued study of French.
d) a brainstorming session to identify ways to encourage the study of French from high school through college.
Gloria Maliszewski (above) and Korin Heinz (right) share information from thier favorite sessions of the AATF Convention in Saguenay
Beth Landers, Dominican University, facilitates a break-out session.
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AATF Réunion d’automne (continued) Finally, all groups came together to present and share their ideas. Everyone left with armed with new talking points to encourage the study of French as a skill for life. The program ended with a tombola for some French-themed prizes. Kudos to Rebecca and her committee on a very enlightening program! Rebecca has recently agreed to share her leadership skills and talents with our Chapter by accepting the position as chair of the program committee. Merci, Rebecca! Cathy Kendrigan (Loyola Academy) [email protected]
Program Chair Rebecca Léal leads the large-group sharing session
A student from Elmhurst College, Loura Schmuck and Martha Behlow discuss “21st Century Talking Points for French Language Educators. Small groups included uiversity students, middle and high school teachers and university professors.
Mary Ann Richardson, Beth Landers and Janette Byles network during meeting. (left.) Diane Hoffmeyer and Phyllis Perkins draw names for the lucky winners of the tombola. (right)
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Summer Scholarships
CAVILAM – Vichy, France During the summer of 2015, I was fortunate to be awarded an AATF scholarship to spend two weeks studying at CAVILAM in Vichy, France. The country was experiencing an unprecedented heat wave during these weeks in July when temperatures reached over 100 degrees, but I was also warmed by French classes in this truly international center for Francophone studies. My courses included «Théâtre et français langue étrangère», «Lexique et grammaire en action: jeux et activités pour la classe», et «Faciliter l'enseignement du français grâce aux outils numériques». Not only were the courses strong and helpful, but I got to know a number of other American and international French teachers who were also at CAVILAM at the same time. In addition to classes at CAVILAM, the scholarship provided enrichment activities such as a cheese tasting, a wine tasting, a trip to Lyon, and a trip to Clermont-Ferrand. During my time in Vichy, I was housed with a very welcoming family (mother, father, and twenty-year-old son) and their menagerie. This family's "pets" included two dogs, four cats, a rabbit, two fish, and a horse. This family loved their animals, who grew to know me, as well. Following two weeks in Vichy, I spent a week at the Taizé Community in Burgundy. Founded in 1940, Taizé has become one of Europe's most important pilgrimage sites and a center of ecumenical cooperation between Protestants and Catholics. The week I was in Taizé, there were over 2000 young adults and 200 adults, mostly from Europe, who gathered for daily prayer, study, sharing, and communal work (I was assigned to lunch duty). Taizé is particularly well known for its chants that are sung in many different languages, including French and English. !Tom Sapp (Loyola Academy) [email protected]
What did you do this past summer ? Two of our Chapter members won scholarships to study in France and Belgium. Read about their experiences below. Maybe next summer it could be you. (Check National Bulletin for further information and deadlines.!
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L’Université de Mons - Belgium Wow! I pull out my « diplôme » and start to read, « Jeanne ENGELKEMEIR a participé, pendant la période du 1er au 17 juillet 2015, aux Cours Internationaux de Langue Française de l’Institute de Recherche en Sciences et Technologies du Langage de L’Université de Mons. . . » and I think back to what now feels like «un rêve» ! A pure and simple dream of so much that two and a half weeks could ever fill in one’s life ! Memories hold the cobblestone sidewalks the other students/teachers and I wandered over every morning to get to classes, after our «pain au chocolat» breakfast in the «cantine» at the dorm where we were all housed, with pigeons who came in (and left trails of their visits!) on a regular basis in our dorm rooms. Atelier théâtre, Expression, Journal du stage, Poésie, littérature et chansons, and Ciné-club were all enriching classes that held plenty of laughs and good times, too. Museum visits, café visits, a town scavenger hunt, along with specific listings of la chanson «belge», la bande dessinée belge, les écrivains belges de langue française, and les poètes belges de langue française, all filled that special place in only a French teacher’s heart. «Le Doudou de Mons» a special parade and celebration of «le Combat de saint-Georges contre le Dragon» and an amazing sunflower installation complete with musical headsets and colorful changing lights in honor of Van Gogh, highlighted Mons as only they could, along of course, with the amazing beer and chocolate . Belgium had been a country out in the francophone world that I had only ever heard of, and Mons I had never even heard of, but after this summer «grâce à» l’AATF, I can say that this dream become reality, enhancing my teaching forever, is one I shall be forever grateful for. Merci l’AATF! !!!Jeanne Engelkemeir (Deerpath Middle School)
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La Semaine Nationale du Français 2015
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How did your school celebrate National French Week ? Here is a photo gallery of NFW highlights from Suzie Giacotto and her students at Guerin Prep. Maybe some of these ideas will inspire you for next year !
Chicago Wolves Left Wing Yannick Veilleux, native of Montreal/St. Hyppolite Visits GP French Classes & made the local newspaper!!! !
Pain au chocolat sale during lunch periods (left) ; « Homage à Paris », student project to honor victims of the Paris attacks.
The French in Chicago field trip included visits to Kendall College, the Art Institute, the Chagall mosaic, the Honore Ballroom in the Palmer House Hotel, the Marquette Building and the Vivian Meier Collection at the Radisson Blu Hotel.
Other activities included decorating the sidewalk in front of the school with French-themed chalk drawings and viewing the film Midnight in Paris during a French Club meeting.
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AATF Exemplary Programs – A challenge worth pursuing
The Exemplary Program designation was created by the AATF in 2014 to honor Exemplary K-12, College and University French Programs throughout the country. This award recognizes programs rather than individual teachers. It’s an excellent way for you to promote your program and increase your visibility, as well as to recognize you, your colleagues, and your students, for the work you all do in promoting the study of French. Last year, ten schools in the United States were awarded this honor. There are three levels of the Exemplary Program designation: Exemplary with Distinction, Exemplary with Honors, and Exemplary. In the first year of the program, three Midwestern schools achieved the distinction – Parker High School in Janesville, Wisconsin (Exemplary with Distinction); Fairmont High School in Kettering, Ohio, and Geneva Community High School in Geneva, Illinois (Exemplary with Honors for both).
I know that our chapter has many outstanding programs, and I would like to do anything possible to help any of you who are interested to achieve the recognition and acclaim which you deserve. The applications materials are not due until March 15, 2016, so if you start compiling your program information now, the task is quite reasonable.
There is a complete explanation of the requirements on the national AATF website. Some people might find the description intimidating, but if you look at the summary below, you may see that your program already meets all or many of the qualifications. For those of you who are lucky enough to have middle school and even elementary school feeder programs, the Exemplary designation recognizes all levels available in your district. There is a separate designation for the post-secondary / college level. If you teach at the Community College level, I encourage you to contact AATF to see how your program could fit into this designation, since your structure and offerings are distinct from the four-year college programs. http://www.frenchteachers.org/hq/awardsandgrants.htm
1. High enrollment numbers OR stable numbers OR show any amount of growth. (you can get figures for the past two to four years from your registrar or guidance office).
2. 4 years of French offerings in high school, or (better) high school PLUS middle school, or starting in elementary school.
3. AP and/or IB test results for the past two to four years -- you can get these from your AP / IB coordinator. (In my school, kids are NOT required to take the AP test, even if they take the class, so I usually only have about 30% who do, but still, get their scores.
4. Teacher qualifications -- Do you have a French MAJOR? Are you endorsed in French? If so, you are considered ‘highly qualified.’ If you don't have a major, what have you done to increase your French? Are you National Board Certified?
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AATF Exemplary Programs – A challenge worth pursuing (continued)
5. Or have you done the OPI (Oral Proficiency Interview), and been 'rated'? (if you have multiple French teachers, find this out about any and all of them). Update your CV, and color this done.
6. Standards based curriculum and teaching practices (you need to include a couple of activities you and your colleagues do which are standards based -- just a matter of finding some of the MANY awesome things you do to teach!
7. Standards based assessments, including le Grand Concours. If you do participate in le Grand Concours, get your score reports from the last several years. Other assessments work as well, see the website description for more info.
8. Yearly professional development, including AATF chapter programs AND the national convention; ICTFL Fall conventions and workshops offered through the year, including TALL, and the Winter Workshop , as well as other professional development which you may do in your district and/or county.
9. Collaboration among teacher, administration, parents -- this is a narrative item, but you could include parent newsletters, email updates you send, or columns you submit to your school’s parent newsletter.
10. Self-evaluation and future goals for teacher and program, encouragement for future studies in French for students. (Another narrative reflection). How are you doing NOW? Where would you like to see YOU and YOUR program in the next few years?
11. Special programs that connect YOUR program with YOUR community. Do you do National French Week events? Do you ever have guest speakers? Do your Société Honoraire kids do any outreach in the community, peer-tutoring, or service projects? Do you ever invite parents to any events?
POST-SECONDARY programs are somewhat different -- does your program offer a major and minor in French? Do you participate in inter-disciplinary studies and work with other departments at your university? Faculty should be highly qualified, and administer standards-based curriculum and assessments to their students, collaborate with other instructors, and participate in faculty professional development through local, university, and national professional organizations.
Please contact me if I can help you in any way. Je vous souhaite bon courage.
Martha Behlow, Président du Chapitre (Geneva High School)
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La poésie inspirée de l’art !Mes élèves, même s’ils prétendent ne pas comprendre ou aimer la poésie, lorsqu’ils prennent la plume, ils arrivent à montrer leur créativité. J’ai créé ces trois activités après avoir participé à l’atelier, «Art and Language » à l’Art Institute en avril 2014. Je crois qu’on pourrait faire ces activités dans n’importe quel langue, y compris ELL. Je les ai faites avec mes élèves de Français IV-V au cours de notre unité que j’ai appelé « L’art, la beauté, l’esthétique ». Il y a d’autres possibilités mais j’ai choisi la fenêtre comme thème. Les élèves ont bien aimé la série d’activités et ont écrit de beaux poèmes ! Voici les étapes que j’ai suivies et vous trouverez les textes auxquels je fais référence. En cours, ils ont lu le texte « Fenêtre : chroniques du regard et de l'intime ». C’est un texte d’à peu près 285 mots et il parle de la notion de la fenêtre d’une approche un peu philosophique. Les élèves ont répondu à des questions de vocabulaire et de grammaire afin de les aider à comprendre le texte. Je leur ai également donné deux questions supplémentaires dont une est à propos d’une citation d’une fable chinoise qui figure dans le texte: « Quand le sage désigne (= montre) la lune, l'idiot regarde le doigt.» C’est du film Le fabuleux destin d’Amélie Poulain qu’ils avaient regardé le premier semestre ! Ensuite, nous avons lu en cours le poème en prose Les fenêtres de Charles Baudelaire. Encore une fois, je leur ai donné des questions afin de les guider dans leur analyse et la discussion du poème. Les premières questions traitent le vocabulaire et de la grammaire qu’ils voient dans le poème. Je leur ai donné par la suite des questions d’analyse et d’interprétation du texte. J’avais créé un powerpoint avec sept œuvres d’art françaises et belges – Magritte (deux photos et cinq peintures) sur lesquelles figure une fenêtre. Je l’ai téléchargé sur Moodle (similaire à Blackboard). Comme devoirs, les élèves ont regardé les images et en ont choisi une. Ils ont imprimé une copie et l’ont apportée en cours le lendemain.
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La poésie inspirée de l’art (suite) Il est important de vous dire que je ne leur avais pas encore dit qu’ils allaient écrire un poème ! En cours, j’ai dit aux élèves d’écrire directement sur la copie de l’image tous les mots qui leur venaient à l’esprit quand ils regardaient l’image. Ils pouvaient écrire des mots et des propositions, ou même des phrases entières. Je leur ai donné comme devoirs ce soir-là d’écrire une première ébauche d’un poème original dans lequel ils incorporeraient les mots qu’ils avaient écrits sur l’image. Ils ont choisi la forme du poème. Des élèves ont écrit un poème en prose, d’autres en vers et d’autres ont réussi à rimer. Je vous jure que personne ne s’est plaint de ces devoirs ! Après que j’ai corrigé et un peu rédigé leur poème, ils ont tapé une belle copie finale. J’ai trouvé intéressant que le thème de certains poèmes n’était pas en fait la fenêtre. En ce qui concerne l’évaluation, je ne me suis pas servie de critères. J’ai noté le poème pour la bonne grammaire. Si vous avez des questions et si vous faites ce projet avec vos élèves, faites-moi savoir. J’aimerais bien savoir comment vous l’avez modifié et amélioré ! Brenda Crosby (Illinois Mathematics and Science Academy) [email protected] (continued on the following page)
ANNONCE
AATF Annual Convention
July 3-6, 2016 Austin, Texas
"En avant vers les nouvelles frontières du français!"
PLAN NOW TO ATTEND !
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La poésie inspirée de l’art (suite)
Appendice: Documents pour les élèves #1 Préparation
L’art, la beauté, l’esthétique : La fenêtre
La fenêtre est un thème qui apparaît souvent dans la peinture (et le cinéma). Nous allons voir comment un poète et des artistes l’ont représentée dans leurs œuvres.
I. A lire Le travail préparatoire de l’étude de tableaux Fenêtre : chroniques du regard et de l'intime Par la fenêtre nous prenons des nouvelles du monde. Mais ouvrir une fenêtre, c'est non seulement s'ouvrir au monde, y plonger par le regard, c'est aussi le faire entrer, élargir notre propre horizon. Jadis, la fenêtre, via la peinture, a dessiné les territoires du monde, métamorphosant dans son cadre le pays en paysage. On a cependant négligé que cette fenêtre qui ouvre sur l'extérieur trace aussi la limite de notre propre territoire, qu'elle dessine le cadre d'un « chez soi ». La fenêtre qui ouvre sur le monde ferme notre monde, notre intérieur. Moi et le monde - ils se croisent à la fenêtre. « Qu'est-ce que le moi? Un homme qui se met à la fenêtre pour voir les passants », répondait Pascal. Se pencher (1) sur la fenêtre, ce sera réfléchir sur ce bord où viennent se rencontrer le plus lointain et le plus proche, et sur le fait que la fenêtre oblige peut-être à concevoir (2) que le Moi et le Monde ne peuvent que (3) se penser ensemble - jusqu'à ce point: et si la subjectivité moderne était structurée comme une fenêtre? C'est ici, tout de suite, qu'il faut préciser: pas n'importe laquelle : la fenêtre née à la Renaissance. Et là encore, pas n'importe laquelle: la fenêtre de la peinture, la fenêtre du tableau, exactement, celle inventée par Alberti (4). Voilà l'hypothèse, elle donne le fil de l'histoire. En grand hommage à l'idiot chinois de la fable qui, quand le maître montre du doigt la lune, regarde le doigt (5), j'invite donc ici à regarder la fenêtre. Invitation à détourner notre regard fasciné de spectateur du spectacle vers l'objet qui ferme et ouvre notre regard - la fenêtre. - Présentation de l'éditeur – http://www.franceculture.fr/oeuvre-fenetre-chroniques-du-regard-et-de-l-intime-de-gerard-wajcman.html Du vocabulaire du texte (1) se pencher : courber son corps dans une telle direction, vers quelqu’un ou quelque chose (2) concevoir : dans ce contexte, lesquels de ces verbes sont synonymes ? imaginer envisager comprendre (3) ne peuvent que Ecrivez l’adverbe qui est l’équivalent de ne + verbe + que.
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La poésie inspirée de l’art (suite)
Appendices : Documents pour les élèves (suite) (4) Léon Battista Alberti Humaniste et architecte italien (gênes 1404 à 1472) Ses traités de peinture (1435) et d’architecture (commencés vers 1450) font de lui le premier grand théoricien des arts de la Renaissance. Les références à l’Antiquité, à la nature et à la raison humaine le conduisent à la recherche d’une harmonie fondée sur des bases scientifiques. Deux questions L’auteur de ce paragraphe compare une fenêtre à un tableau (=une peinture) parce que tous les deux ont quoi qui les entourent ? _____________________________ (5) « Quand le sage désigne (= montre) la lune, l'idiot regarde le doigt. » Un personnage d’un film que nous avons regardé le premier semestre a dit ce proverbe chinois. C’est de quel film ? _____________________________ Mettez ce proverbe dans vos propres mots afin d’expliquer la signification.
#2 Questions sur Les Fenêtres de Baudelaire II. Les Fenêtres de Charles Baudelaire (1821-1867) : un poème en prose
Celui qui regarde du dehors à travers une fenêtre ouverte, ne voit jamais autant de choses que celui qui regarde une fenêtre fermée. Il n’est pas d’objet plus profond, plus mystérieux, plus fécond, plus ténébreux, plus éblouissant qu’une fenêtre éclairée d’une chandelle. Ce qu’on peut voir au soleil est toujours moins intéressant que ce qui se passe derrière une vitre. Dans ce trou noir ou lumineux vit la vie, rêve la vie, souffre la vie.
Par delà des vagues de toits, j’aperçois une femme mûre, ridée déjà, pauvre, toujours penchée sur quelque chose, et qui ne sort jamais. Avec son visage, avec son vêtement, avec son geste, avec presque rien, j’ai refait l’histoire de cette femme, ou plutôt sa légende, et quelquefois je me la raconte à moi-même en pleurant.
Si c’eût été un pauvre vieux homme, j’aurais refait la sienne tout aussi aisément. Et je me couche, fier d’avoir vécu et souffert dans d’autres que moi-même.
Peut-être me direz-vous : « Es-tu sûr que cette légende soit la vraie ? »
Qu’importe ce que peut être la réalité placée hors de moi, si elle m’a aidé à vivre, à sentir que je suis et ce que je suis ?
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La poésie inspirée de l’art (suite)
Appendices: Documents pour les élèves (suite)
Le vocabulaire •une chandelle = une bougie •une vitre : un panneau de verre garnissant une ouverture •ridé/e (adj.) couvert de rides, de plis de peau dû au vieillissement La peau d’une personne très âgée a des rides ; un bébé n’en a pas. “un pauvre vieux homme: l'archaïsme « vieux » pour « vieil » La grammaire •C’eût été *le passé du conditionnel deuxième forme = cela aurait été La particularité du conditionnel est d'admettre deux temps du passé. Comme on le verra, la première forme est de loin la plus utilisée alors que *la seconde trouve principalement son usage dans la littérature. •la sienne : un pronom possessif à la forme féminine. Quel nom remplace le pronom possessif la sienne ? ____________________________ Analyse lexique 1. ______________________ est le sujet du poème. 2. Quel est l’autre mot de la première strophe qu’utilise Baudelaire pour dire « une fenêtre » ? ______________________ 3. Ecrivez les adjectifs dont se sert Baudelaire pour décrire une fenêtre. 4. Ecrivez des mots qui montrent des contrastes ou des oppositions. 5. a. Ecrivez les mots dont se sert Baudelaire pour parler de la situation de la femme. b. Basé sur les mots que choisit Baudelaire, quelle est votre impression de la vie de cette femme (comment est la vie de la femme)?
COIN PÉDAGOGIQUE
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La poésie inspirée de l’art (fin) Appendices : Documents pour les élèves (suite) Interprétation 1. Selon vous, pourquoi Baudelaire, se sert-il du pronom « je » ? Ou si vous préférez, pourquoi se met-il dans le poème ? 2. Baudelaire écrit :
« j’ai refait l’histoire de cette femme, ou plutôt sa légende, et quelquefois je me la raconte à moi-même en pleurant.
Si c’eût été un pauvre vieux homme, j’aurais refait la sienne tout aussi aisément. » Baudelaire où trouve-t-il l’histoire de cette femme ? 3. A quoi sert Baudelaire d’avoir « refait l’histoire » d’une autre personne ? Quelles raisons donne-t-il pour le faire ? 4. Baudelaire, pourquoi trouve-t-il une fenêtre fermée plus intéressante qu’une fenêtre ouverte ?
COIN PÉDAGOGIQUE
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« Mon Serment pour mon avenir » - A Unit for French 3
For our final project of the French 3 unit “Mon Avenir et le Monde du Travail”, I ask students to write a one-page personal oath following the structure of the “Hippocratic Oath” and informed by their reflections on several authentic texts that we study during the unit. The texts we study were selected to have students think about their personal values and the person they want to be as an adult. The Essential Questions that guide our Unit are: Comment imaginez-vous votre avenir? Qu’est-ce que vous trouvez important maintenant? Qu’est-ce que vous continuerez à trouver important dans l’avenir ? Comment contribuerez-vous à la société? The authentic texts we study include:
• « Pirate » la chanson interprétée par Usmar:; In studying this song, students uncover and consider the critique of society which Usmar makes. Ultimately, he sings that he will do any work except that which takes advantage of others. In discussing this song, we use elements of the TV5 lesson plan, specifically the discussion of professions that are bien-vue et mal-vue, why they are seen the way they are, and any bias one might hold about different professions. http://enseigner.tv5monde.com/search/site/pirate
• « Le Huitième Jour » le film de Jaco Van Dormael : This film provides many interesting discussion points that are relevant today and when reflecting on one’s future. This film tells the story of Georges, an adult male with Down syndrome, and Harry, a businessman who has no balance between his professional and his personal life. Students reflect on what is important for themselves now and what they want for themselves in the future. In addition, we discuss how people react to Georges being “different” and seek to better understand others who are different than us.
• « Le Serment d’Hippocrate » : We use the modern version of the
Hippocratic Oath in French and determine ways to categorize the information included in it. The main categories that we work with are « Ce que je ferai… » et « Ce que je ne ferai pas… » The reading of the Hippocratic Oath leads us to the unit project. https://www.conseil-national.medecin.fr/le-serment-d-hippocrate-1311
We also read two supporting texts from the class textbook. One of the supporting texts discusses the school system in France, including the grading system.
COIN PÉDAGOGIQUE
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« Mon Serment pour mon avenir » - A Unit for French 3 (continued) Several students reacted that the French have it easier than us and that they wish our system was like their’s. Uncovering this assumption, I felt it was necessary to have students read additional authentic texts and use these to discuss their assumptions. I selected two texts that helped cast doubt on the assumptions, they were:
• « Extraits de l’article : « Les élèves français sont-ils les plus malheureux
au monde? » which discussed French students as very stressed and under much pressure.
• « Les gagnants et les perdants du classement PISA » which showed that France ranked 18th in Math performance while the US ranked 27th.
I wanted students to think about if the French school system is much easier and less competitve than our own, than where does the information in these two documents fit into our understanding? We did much of the discussion via a Moodle Forum (please see Appendix for my introduction to this discussion). We discussed nos idées reçues, where do our assumptions come from and how can we check our assumptions. Ultimately, students understood the importance of checking their assumptions and seeking information. The texts « Pirate » and « Le Huitième Jour » also include discussions of les idées reçues and gave us the opportunity to be better informed. With the song « Pirate », as mentioned above, we discussed the value of jobs that many see as mal-vue. With the film « Le Huitième Jour », students learned about the humanity of an individual with Down syndrome. I was very pleased with discussions after the film in which one student mentioned she would have been afraid to speak to someone with Down syndrome but now she wasn’t. When preparing to write the final project, students revisit the authentic texts we studied and reflect on what they learned from each text. In addition, they are provided with a simple graphic organizer encouraging them to think through any combination of the following:
• Ce que je ferai… / Ce que je ne ferai pas… • Comment je traiterai les autres… / Comment je ne les traiterai pas… • Comment je veux être traité par les autres / Ce que je n’accepterai pas… • Comment je réagirai aux différences… / Comment je ne réagirai pas aux
différences… • Des adjectifs qui me décriront… / Des adjectifs qui ne me décriront pas… • Mes responsabilités aux autres… / Mes responsabilités à moi… • L’équilibre entre ma vie professionnelle et personnelle
COIN PÉDAGOGIQUE
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« Mon Serment pour mon avenir » - A Unit for French 3 (continued) The students appreciate the opportunity to think about their future and what matters to them. They also wrote very thoughtful and insightful oaths that were interesting for me to read. Snapshots from a few of the student oaths:
Appendix : Moodle Forum Bonjour tout le monde, J’ai bien aimé lire vos pensées sur la question: « quels citoyens ont plus de liberté à l’école et au travail – les Français ou les Américains ? » Il y a beaucoup de points de vue différents – ce qui est attendu et très intéressant! J’ai remarqué que nous avons une occasion ici de découvrir les idées reçues (uncover assumptions) – ce qui est un de nos « SSLs » expliqué ici : II A. Students are expected to identify unexamined cultural, historical, and personal assumptions and misconceptions that impede and skew inquiry by:
• recognizing the existence of other peoples' world views, their unique way of life, and the patterns of behavior which order their world demonstrating mutual cultural understanding and respect
«!Je! continuerai! à! apprendre! …!
même!quand!je!ne!serai!pas!encore!à!
l’école! parce! que! les! gens!
découvriront! beaucoup! de! choses!
chaque!jour.!»!!! Hélène R.
J’imaginerai,!j’innoverai,!j’inspirerai.!!! Pascale M
« Mon Serment pour mon avenir » - A Unit for French 3 (continued)
• assessing the linguistic and cultural differences that contribute to the
distinctive viewpoints that are only available through the foreign language and its cultures
• identifying patterns among language systems • recognizing that language learning is not simply a word-for-word
translation process, but rather the acquisition of an entirely new set of concepts
Quand nous lisons qu’en France 16 sur 20 points est une A, il peut sembler que leur système est beaucoup plus facile et moins compétitif que le nôtre. Alors, j’ai affiché deux documents sur Moodle avec le but de mieux comprendre la culture française en lisant plus d’information sur leur système et en réfléchissant sur nos idées reçues. « Qu’est-ce que je dois faire ? » vous demandez ! Il faut : 1. lire les deux documents suivants qui sont affichés sur Moodle:
o « Extraits de l’article : « Les élèves français sont-ils les plus malheureux au monde? » et
o « Les gagnants et les perdants du classement PISA » 2. écrire et afficher un bon paragraphe avec une réaction à une partie de l’article que vous trouvez surprenante et/ou à une semblance ou une différence que vous trouvez entre la France et les Etats-Unis. Développez votre idée. Posez les questions. Afficher votre paragraphe sur « Moodle, News Forum » avant midi samedi (12h00 le 15 novembre). 3. avant notre cours lundi, lire les commentaires de vos camarades de classe et répondre à trois commentaires qui sont différents que les vôtres. Il faut répondre à un(e) élève de deuxième (sophomore), un(e) de première (junior), et un(e) de terminale (senior). 4. rester en français et chercher des mots (larousse) dont vous avez besoin. L’idée est que nous discutons et entendons, développons, et réfléchissons sur nos idées et celles de nos camarades de classe. N’hésitez pas à mes demander des questions si je peux clarifier quelque chose. Mme Fiona Spence (Illinois Mathematics and Science Academy) [email protected]
Le Petit Prince d’Antoine de Saint-Exupéry has been réinventé pour le cinéma !
Bande Annonce (anglais)
Bande Annonce (français)
Site avec Fiche Pédagogique: Link
«Viens jouer avec moi!»
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IL N'EST PAS TROP TARD!!!
If you are a retired French teacher, you can continue supporting the work of the AATF and of local French teachers. Here is the link to a survey that will help your local chapter find retirees who can be of help. While classroom teachers at all levels know that they need to continuously promote and recruit, the time may not be there to do all that they would like. Similarly, the AATF of Chicago/N IL can use the help of retired French teachers to support its efforts to provide activities for both members and their students.
Please copy this address to access the survey for "L'Amicale des Retraités" https://docs.google.com/forms/d/1oRQRZvDPJ8Xh4k2NBiAXuHXJd3sbgVbZeRWMrFhPThY/viewform?usp=send_form
Advocacy Committee
Anne Hébert, Rebecca Léal, Kellye Guzik, Clara Orban, Margot Steinhart, and Eileen Walvoord
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P R O M O T I N G F R E N C H A T E V E R Y L E V E L
Spotlight on HigherEd Institution Name: Lake Forest College
Institution Type: 4 year, private, liberal arts
Location: Lake Forest, IL
Faculty: Jean-Luc Garneau Cynthia T. Hahn Daniel J Hanna Degrees: BA in French Courses: Elementary and Intermediate Language courses; Contemporary France, French-Speaking World; Popular Song in the Francophone World, French Literature, Narrative, Poetry; French Literature Through Film, Cinéma Français, Linguistics, Advanced Grammar, Translation and Creative Writing, Oral Proficiency; French for International Affairs and Business. Internships include international and domestic opportunities. Other: Paris Program (semester, with internship, advanced coursework in language and culture, excursions, host family)
Contact: Dr. Cynthia Hahn, Professor of French (847-735-5273| [email protected])
Exploring language study and careers Matthew DeMaris Major: French, International Relations College: Lake Forest College Job Description: FCm Travel Solutions
FF: Why did you decide to take French?
In 2006, 2 years prior to my acceptance at Lake Forest College, I had the opportunity to travel to France for a brief stay where I learned about the culture and history revolving around writers such as Victor Hugo, musicians like Edith Piaf, and leaders like Charles de Gaulle. Lake Forest College gave me the opportunity not only to learn about the French culture, but to study and work abroad through the College's Paris Program at the prestigious Assemblée Nationale. Both on and off-campus, each French class I took came with the chance to learn about new authors, leaders, and cultural icons linked to the French language in France, Canada as well as North and West Africa. French has given me the opportunity to grow as a student, leader and person.
FF: What was most enjoyable about taking French?
For me, the most enjoyable thing about learning another language is access to understanding the points of view of people around the world. For instance, it was illuminating learning about French as a language not only of France, but also of Canada, Haiti, Algeria, and West Africa. It was a joy learning the different accents and phrases spoken by each region and how their people interact with one
another. It was interesting to learn about France's great thinkers like Balzac, Flaubert, and Baudelaire while listening to folk/regional music from Canada and Algeria. At Lake Forest College I was also given
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F R E N C H F O R L I F E
Exploring language study and careers (continued)
the opportunity to research and write about French history, architecture, and culture found in the city of Chicago; I eventually compiled my findings into a French blog called "L'Experience Française à Chicago." To this day, French gives me the motivation and drive to continue learning about new cultures, regions, and people across the world.
FF: How has French helped you in your education, career, and personal life?
A very successful person once told me that in order to succeed in life, you must harness and develop the tools you have at your disposal to fine tune your skills as a professional and human being. Having said that, French has given me the tools to succeed on a personal and business level. In terms of education, French has given me the chance to expand on topics like poetry, philosophy, European history, and literature. In terms of career, I've used French in a number of career settings ranging from my time at the Assemblée Nationale in France, to facilitating medical evacuations out of Burkino Faso with my job at UnitedHealthGroup to my current position as an Assistant Team Leader at FCm Travel Solutions, where our largest client works out of Paris, France. With each new task comes the opportunity to meet new people working, studying, or teaching abroad and find a way to bridge a connection to build new and successful intercultural relationships. French has given me the ability to be a more well-rounded.
FF: Do you think that your French skills have helped you to obtain a job?
The answer to this question is absolutely "Yes". Whether it be my two undergraduate internships at the Assemblée Nationale and VISTA MME, or my career as an International Evacuation Specialist or Assistant Team Leader, my French skills have always given me an edge over the competition. My skills have been crucial in a wide variety of situations ranging from the retention of multi-million dollar clients to saving lives in West Africa in need of urgent medical attention. Without French, I don't think I'd have the wonderful career opportunities that I have today.
FF: Did you have a second major at Lake Forest College and how did it complement your French studies?
My second major at Lake Forest College was International Relations; it was the perfect complement to my French studies as it allowed me to take my language skills and apply them to international theory, world studies, and cross-cultural phenomena. For example, at one position, I was able to use the skills I learned while taking Contemporary French Theory and combine it with my studies of South African Cultural Studies, while working with hospitals and clinics to arrange medical transit recommendations for patients from Burkina Faso to South Africa. As I discovered during my studies, it's not only necessary to understand language, but to also understand the location, time, and circumstances in which it exists. Both French and International Relations helped me to grasp the cultural context that is so important for successful global interactions.
FF: Do you use your French skills at your current position?
My current position is Assistant Team Leader at a corporate travel company called FCm Travel Solutions. There we work with multi-million dollar national and multi-national corporations to assist in doing corporate travel for their employees. One of our main client's largest offices is based in Paris, France, where I have been called upon many times to assist in French. The satisfaction of being able to communicate effectively with native speakers of French across the world makes these clients who may be having a rough day or even a good day, feel better about their situation and more willing to build a trusting relationship based on common language. French has given me a leg up at my current position and I hope to continue to progress in that regard.
FF: Do you have any advice for students pursuing French studies?
My advice to students considering the study of French is simply to enjoy it. Find out what your passion is, don't quit. Even if you don't necessarily plan on using French for your career, study it for the literature, the poetry, the music, or for understanding the many people who use it across the world. Do it with a goal in mind. Mine was to have a successful experience in France, I accomplished this through rewarding work and study abroad. Never worry about slow progress; be patient and enjoy the learning process.
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F R E N C H F O R L I F E
Exploring language study and careers (continued)
FF: Do you have any relevant plans for the future?
When I graduated from Lake Forest College, my goal was to take French in three different directions. I wanted to see how French could be useful on a business level, personal level, and a philanthropic level. Having worked using French, and having used it to communicate with friends and family abroad, I'd now like to give my use of French additional meaning by doing my part to help others abroad. Whether this means assisting refugees in Africa or earthquake victims in Haiti, I'm currently planning my next vacation with the aim of devoting it to help others as I can. I believe that the Lake Forest College mission of preparing 'globally responsible citizens' is a serious and lifelong endeavor, and French studies are central to achieving that goal for me.
In this Francofeuilles series, we focus on higher education opportunities in Northern Illinois. Feel free to share this information with students (handouts, class website, bulletin board) or consider signing up for enrichment courses yourself! If you wish for your institution to be included in this feature, contact [email protected]
Economic importance of French for the US:
FRENCH = $$$
Breaking down US export revenues for 2014, and looking at our top 15 trading partners, we discover that 20% (3) are countries where French is an important official language. About a third of our export revenues come from these countries.
What about foreign companies investing in the US? Looking at the cumulative foreign direct investment figures for 2013 (latest year for which we have the figure), we see, among named countries $875 billion from countries where French is an important official language. This represents 31.25% of the $2.8 trillion total.
It represents the second most common foreign language skill sought in jobs databases for the entire US. TBob Peckham (busker, songwriter, poet) Dec 2, 2015, at 4:55 PM, Bob Peckham [email protected]<mailto:[email protected]
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EXECUTIVE COUNCIL 2015-2016
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President Martha Behlow (1-2) Geneva Community High School Email: [email protected] 1st Vice President - Programs Rebecca Léal (1-2) Elmhurst College Email : [email protected] 2nd Vice President - Francofeuilles Editor Cathy Kendrigan (appointed) Loyola Academy Email : [email protected] 3rd Vice President - French Contest Administrator Ted Haldeman Tel: 708-873-1194 National French Contest Chicago/Northern Illinois Chapter AATF Box 2732 Orland Park, IL 60462 Email: [email protected] Secretary Maureen Madden (1-2) Milwaukee French Immersion School Email: [email protected] Treasurer Tom Sapp (1-2) Loyola Academy Email: [email protected] Immediate Past President Robin Jacobi Hoffman Estates HS Email : [email protected] Ex-Officio Eileen Walvoord Email : [email protected] Jane Castle Email: [email protected] Rosalee Gentile Dominican University Email: [email protected]
*Did you know...? Executive Council members are elected for one two-year term, after which they may be re-elected for a second two-year term. The numbers after the name of each Council member indicate the term and year of service, i.e.. (1-2) = Term 1, Year 2.
EXECUTIVE COUNCIL 2015-2016
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Council Members (continued) Clara Orban (1-2) DePaul Unversity [email protected] Phyllis Perkins (2-2) retired Email : [email protected] Lynn Robinson (2-2) School: Andrew High School Email : [email protected]! Stephanie Saul (1-2) Benet Academy Email: [email protected] Laura Schmuck (1-2) Carl Sandburg High School Email : [email protected]! Fiona Spence (1-2) Illinois Mathematics and Science Academy [email protected] Nitya Viswanath (1-2) Amos Alonzo Stagg High School [email protected] Gretel Webster (1-2) Gallistel Language Academy Email: [email protected]!
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AATF National Headquarters
AATF Executive Director Jayne Abrate Executive Director P.O. Box 2617 Carbondale, IL 62902-2617 Ph: 815-310-0490; Fax: 815-310-5754 Email: [email protected] AATF President Sister Mary Helen Kashuba Email: [email protected] Regional Representative (Region VI) Eileen Walvoord Email: [email protected] Attaché Culturel Denis Quenelle Attaché Culturel Adjoint Chargé de Mission Pédagogique French Cultural Services 205 N. Michigan Ave. Suite 3710 Chicago, IL 60601 Tel : 312-327-5232 Email : [email protected] Délégation du Québec Eric Marquis Délégué du Québec au Midwest 444 N. Michigan Ave. Suite 3650 Chicago, IL 60611 Tel : 312-645-0392 [email protected]
Articles for Francofeuilles! If you have a successful lesson or idea for promotion or advocacy, please share it with your colleagues. Deadline for the next issue : Jan. 20. Submit all articles to [email protected].
AATF WEBSITE www.frenchteachers.org
CHAPTER WEBSITE www.aatf-chicnorthil.org
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FRANCOFEUILLES Chicago / Northern Illinois Chapter American Association of Teachers of French Cathy Kendrigan 1525 N. Beverly Lane Arlington Heights, IL 60004
Grants and Awards Martha Behlow (chair) Eileen Walvoord Rosalee Gentile Anne Hebert Robin Jacobi Elections Brenda Crosby (chair) Rosalee Gentile Eileen Walvoord Robin Jacobi ICTFL Martha Behlow National French Week Phyllis Perkins (chair) Lindsey Evans Kellye Guzik Lynn Robinson Clara Orban Diane Hoffmeyer Immersion Day Tom Sapp (liaison) Jane Castle Lynn Robinson Gretel Webster Laura Schmuck Cathy Kendrigan
Program Brenda Crosby Rebecca Léal Phyllis Perkins Nitya Viswanath Suzanne Giacotta Laura Schmuck Francofeuilles Cathy Kendrigan (chair) Rebecca Léal Suzanne Giacotta Tom Sapp Fiona Spence Gretel Webster National French Contest Ted Haldeman (chair) (Korin Mihevc) (T-shirt) Stephanie Saul Diane Hoffmeyer (Prizes) Leah Bolek (Materials) CEUS/CPDUS Leah Bolek (chair) Robin Jacobi Timothy DuVall-Brown Laura Schmuck (?)
Social Media Lynn Robinson (chair) Nitya Viswanath Timothy Duvall-Brown Fiona Spence Lindsey Evans Erin Gibbons Advocacy Eileen Walvoord (chair) Anne Hebert Margot Steinhart Kellye Guzik Clara Orban Membership Tom Sapp (chair) Martha Behlow Robin Jacobi Oral Concours Erin Gibbons (chair) Maureen Madden Eileen Walvoord Cathy Kendrigan Stephanie Saul
