teacher’s resource: a cat in paris - wikispacesmarzulla.wikispaces.com/file/view/a cat in paris...

Teacher’s Resource: A Cat in Paris2nd Level: transition P7/S1 and S1-S3 Curriculum for Excellence links: Modern Languages French, English with activities linking to Expressive Arts, and Health & Wellbeing

Created by Chloé Millet and Marie-Christine Thiébaut,Institut Français d´Écosse

Discovery Film Festival: Sat 22 October - Sun 6 November 2011discoveryfi lmfestival.org.uk

© Dundee Contemporary Arts 2011With support from DCA Cinema and DCA Community & Education Team

Introduction

Discovery Learning Resources give you exciting classroom activities to enhance Curriculum for Excellence delivery. This resource provides you with a film synopsis, things to help prepare your class for seeing the film, follow up activities and useful references. We hope that you and your pupils have fun and enjoy learning with this resource.

They are created by classroom teachers and education professionals. Each resources aims to:

• support and extend working with film in the classroom

• help prepare teachers for a class visit to a Discovery Film Festival film and to extend the impact of that visit

• develop confidence in Moving Image Education approaches and working with 21st Century Literacy/moving image texts

Each resource is free and available to download from discoveryfilmfestival.org.uk/resources or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st Century Literacy Group.

Teacher’s note - French vocabulary and guide to activities:

This resource is written to support mainly Modern Languages: French and English at Level 2.

It has been created with English and French sections and accompanying vocabulary lists to help pupils grow their range of words.

I work on my own and with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the text in a logical sequence, for example. MLAN 2-08a

Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a

I am learning to use language and style in a way which engages and/or influences my reader.ENG 2-27 a

The level of difficulty for each activity is indicated by the following symbols; the more challenging has the symbol or and these start each section, followed by the easiest activity and vocabulary.

We hope you enjoy them.

Chloé Millet and Marie-Christine ThiébautInstitut Français d´Écosse

01 / discoveryfilmfestival.org.uk

Synopsis

A Cat in Paris (Une vie de chat)Directors: Jean-Loup Felicioli et Alain GagnolFrance 2010 / 1h10m

Jeanne works as a police officer in Paris. Since her husband was killed by the gangster Victor Costa, her daughter Zoé has been traumatized and doesn´t speak anymore.

Thankfully, Dino the cat is there to comfort her. But he seems to be leading an exciting double life… By day, he lives with Zoé, by night, he works with Nico, a burglar with a big heart.

One day, Dino brings Zoé a very valuable bracelet. Lucas, Jeanne’s second-in-command, no-tices this bracelet is part of a jewellery collection that has been stolen.

One night, Zoé decides to follow Dino. On the way, she overhears some gangsters and discovers that her nanny is part of the gangsters’ team.

They try to capture the little girl in a thrilling chase around Paris’ rooftops…

“A Cat in Paris is a completely refreshing and unique throwback to the traditional form - every cell of the film has been hand-painted, and its highly stylized, colour-saturated design looks absolutely gorgeous on the big screen.”

Key Themes Adventure - Friendship - Detectives and robbers - Chase - Family - Mourning - Love


Before the film / Avant le film

Activity 1. Le commissaire de police mène l´enquête / Your detective mission

Your mission is to find out which one of these characters has stolen a diamond bracelet in the museum last night.

I work on my own and with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the text in a logical sequence, for example. MLAN 2-08a

Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a

I am learning to use language and style in a way which engages and/or influences my reader.ENG 2-27 a

Show the following characters on the smartboard or hand out as hard copies:


a. Look at the pictures of the characters. Which one do you think is the thief? Why?Write her/his name on a sheet of paper and the reason why you think she or he might be the thief. b. Working in pairs – interviewing a witnessOne of you is a police officer. You have to choose one of the attributes of a French police officer and wear it throughout the game.

Línsigne de la police Le brassard de la police La casquette de la police

The other player is the only eye witness who saw what the thief looks like. The police officer can ask 5 questions in order to find out who the witness saw last night. He/she must fill in the ‘profile sheet/ fiche d’identite du voleur’ (below) of the character he suspects to be the thief.

Vocabulary : Un de ces personnages a volé des bijoux dans un musée. Tu as vu le voleur. Le commissaire de police te pose 5 questions et doit deviner qui est le voleur. Complète avec láide du témoin la fiche d’identité du voleur.

Fiche dídentité du voleur

Le sexe q un homme q une femmeL´âge environ …… ansLe physique

Les cheveux

Signes particuliers

Le suspect, cést


Vocabulary: Here is a little help

Le physique Les cheveux Les vêtements Les couleursGrand(e)PetitGros (grosse)Mince

Blond/blondeRoux /rousseBrun / bruneLong = courtfriséchauveUne queue de chevalUn chignon

Un tee-shirtUn pantalonUne jupeUn costumeUne vesteUn pullUne chemiseUn sacUne cravate

Gris/griseRoseJauneViolet / violetteNoir / noireOrangeVert / verteBleu/bleueBlanc / blancheMarronà rayures

Etre ….. Etre ….Avoir ….

Avoir ….Porter ….

c. Did you (as the police officer) think of the same suspect?If not, describe in 5 sentences who you suspected to have stolen the jewels last night without saying his/her name.

Your team must guess who have in mind.

In French:

Tu es le commissaire de police et tu décris en 5 phrases « ton » suspect numéro 1.

Ton équipe doit deviner qui tu suspectes d´avoir volé les bijoux.


Activity 2. Qui suis-je? / Who am I?

Look at the pictures of the characters below. Each character has a corresponding letter.

a b c d e f g h i

• Read the following sentences from each of the characters. • Write down in the empty column the letter matching the character and their description. • Finally, write down the names of the characters underneath each picture.

Salut, je máppelle Dino. Le jour, je joue avec Zoé. La nuit, jáccompagne Nico sur les toits.

Je suis petit et gros. Je suis le gangster que la police recherche : jái tué le papa de Zoé. Je veux absolument avoir le « colosse de Nairobi », une statue africaine de très grande valeur.

Moi, cést Zoé. Jái 8 ans. Jái un chat noir. Il sáppelle Dino. Ma maman travaille à la police. Mon papa est mort. Il a été tué par Victor Costa et sa bande de gangsters.

Je máppelle Nico. La nuit, je monte sur les toits des maisons. Je passe par les fenêtres, jéntre dans les maisons et je prends lárgent et les bijoux.

Nous, on fait partie de la bande de gangsters. On a chacun un surnom : M. Grenouille, M. Patate, M. Bébé, M. Hulot. On aide Costa à kidnapper Zoé.

Je suis Jeanne. Jái une petite fille, Zoé. Je suis commissaire de police. Mon mari, policier lui aussi, a été tué par lénnemi public numéro 1 : Victor Costa. Avec mon col-lègue Lucas, on veut arrêter Costa et sa bande. de gangsters.

Je máppelle Claudine. Je suis grande et brune. Je suis élégante. Jáime le parfum. Je suis la nounou de Zoé, mais je travaille aussi pour Victor Costa.

Et moi, cést Rufus. Je déteste les chats… et les voleurs !

Je m’appelle Lucas et je suis policier. Je travaille avec Jeanne et en ce moment, j’enquête sur le casse de la rue Mouffetard et de mystérieuses empreintes de pattes de chat.


Activity 3. Une vie de chat / A Cat’s LifeLiterally “a cat’s life” but translated as “A Cat in Paris”, is the title of the film you will see next with your class.

In small groups, describe what cats are usually doing day and night. Make up a spider diagram with the word “UN CHAT” in the middle.

Think of all the words and phrases that might be associated with this word.

Activity 4. Write a short story using some of the following characters Zoé, Dino, Claudine, Costa, Nico, Rufus, Jeanne – work only from the pictures of each character.

Choose who is the main character of your story, then decide on a location (where) and then write your story (action).

• It can be in French or English.• You could illustrate your story OR make a simple storyboard.

Once pupils have seen the film they can then discuss how close their version of the story is to the real one and how important the character designs are, the images and scenery used on the poster, he ‘look’ and ‘feel’ created by the design and sounds in the trailer are.


Activity 5. Exploring the design of the film poster.

I can make comparisons and explore connections between spelling patterns in English and the language I am learning. MLAN 2-11b

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Show the French poster on a Smartboard.

Brainstorming can take placein English (or partly in French for more advanced levels) in small groups for 15-20 mins.

Here are some questions to help you explore the imagery and designa. Who do you see on this poster?b. Who is the main character?c. When does the scene take place? d. What impression do you have? Is it scary? Threatening? Mysterious? Why?e. In which country / city does the cat live? What is the evidence or clues?

Or in French Voilà quelques questions pour t’aidera. Qui vois-tu sur l´affiche du film?b. Qui est le personnage principal?c. Quand est-ce que la scène a lieu? d. Quelles impressions as-tu? Est-ce que ça fait peur ? Est-ce que c´est menaçant? Mystérieux? Pourquoi ?e. Dans quel pays/ dans quelle ville est-ce que le chat vit? Trouve une preuve.


Activity 6. Compare the English version of the poster with the French oneSpot the differences;

a. What characters appear on the front cover on the English poster?b. Compare the French and the English title. Why do you think that the English title is different from the French one?c. Which title sounds more appealing to you? Why?d. Which version of the poster do you like best? Why?e. What do you imagine the story is going to be about from the image? f. Make a list of possible themes and key words related to the film.g. What type of film genre do you think it might be? Why?

Or in French - Regarde et compare láffiche française et l’affiche anglaise du film. Trouve les différences.

Voilà quelques questions pour táider.

a. Quels sont les 4 personnages qui apparaissent sur láffiche anglaise?b. Compare le titre français et le titre anglais du film. Pourquoi sont-ils différents?c. Quel titre te semble le plus accrocheur? Pourquoi?d. Quelle version de láffiche (anglaise ou française) préfères-tu? Pourquoi?e. Imagine, en quelques phrases, l´histoire du film.f. Fais une liste de thèmes et de mots-clés liés au film. g. De quel genre de film ságit-il dáprès toi? q un film d´horreur q une comédie q un film policier q un film dámour


Activity 7. Listening to the soundtrack from the trailer of « Une vie de chat ».Listen to the trailer of the film without watching the pictures: www.youtube.com/watch?v=H7e07c52VWg

Pay particular attention to the background noises – what can you hear ?Here is a list of possible answers. Tick the ones you found:

q “MIAOU” : un chat qui miaule q Le bruit du tonnerreq Un homme qui crie « A láide !» q « SMACK » : un bruit de bisouq Floc floc : le bruit de la pluie q Aïe : une femme qui a malq PAN PAN : le bruit dún pistolet q Hi, hi, hi : une petite fille qui ritq Le bruit dúne alarme q « Cocorico ! » Un coq qui chanteq « OUAF ! OUAF ! » Un chien qui aboie q Le bruit de la sirène de la police

Activity 8. Some questions in French for you to answerWork in smalls groups. Read the questions before you see the film and answer them after the screening of the trailer. Each group can then prepare 5 more questions related to the trailer and pose them to the other groups.

In French1. Que volent Nico et Dino au musée ?2. Quést-ce qui est écrit en rouge sur une des maisons ?3. Qui est mort?4. Quels instruments de musique entend-on?q la clarinette q le violon q le piano q la flûte q le saxophone q la guitare q la trompette 5. Quels sont les animaux que tu vois dans la bande annonce?q un chat q un gorille q des girafes q un poisson q des éléphants q un chien q un zèbre

VocabularyUn/une commissaire de police – a (male/female) police officerVoler – to steal Un voleur – a thief Un vol – a theftUn casse – a break-inDes bijoux – jewelsUne poursuite – a chase Poursuivre – to chase Les toits de Paris – the roof tops of ParisTu as donné ta langue au chat ? – cat got your tongue ?Mener une double vie – to lead a double life


After the film / Après le film

I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language. MLAN 2-08b

I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a

I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Activity 1. In French: Vrai ou faux? / True or FalseRead the following statements about the film. Decide wether they are true or false. Correct them when false.

V F1. Dino le chat a une double vie.2. Il passe ses nuits chez une petite fille, Zoé, et ses journées chez un voleur, Nico.3. Dino aime le parfum de Claudine, la femme de ménage de Jeanne.4. La nuit, Nico vole de l’argent, des bijoux et des œuvres d’art.5. Le père de Zoé a été tué par un gangster.6. Ce gangster, Victor Costa, a l’intention de voler le Colosse d’Alexandrie.7. Claudine connaît bien Victor Costa.8. Zoé surprend les gangsters et c’est Nico qui vient la sauver.9. Jeanne pense que Nico a kidnappé sa fille.10. Les gangsters réussissent à s’enfuir.11. Tout est bien qui finit bien : Jeanne, Nico, Zoé et Dino se retrouvent en famille.


Activity 2. In French: Qui est-ce ? / Who is it ?Using the pictures of the main characters of the film, in teams of 3 or 4 pupils, each team must guess what the other teams’ cards are by asking questions in turn.

The first 3 questions have to be “yes” or “no” type of questions, then open-ended questions canbe used but of course nothing too precise like “who is it?” otherwise it’s too easy.

A list of questions is provided below as a start but pupils can add more of their own.:

• Est-ce que c’est - un garçon -une fille - un homme -une femme?• Est-ce que ce personnage est – jeune - âgé ?• Est-ce qu’il s’agit - d’un animal - d’une personne ?• Est-ce que c’est un personnage - gentil - méchant – courageux - dangereux? • Est-ce que c’est … ?

…until all the character cards have been guessed.

Activity 3. In French: Qui parle à qui? / Who is talking to whomWorking in pairs read the following sentences and decide who is speaking to whom:

• Tu es en retard ce soir, j’allais partir sans toi, mon vieux ! => ---------------------------------------------------------------------------------------------------• Je sais à qui tu penses, je ne connais pas de chose plus triste que d’avoir perdu son papa. Nous devons continuer à vivre sans lui. =>---------------------------------------------------------------------------------------------------• Tu me fais confiance ? Alors tu vas t’accrocher très fort à mon dos. =>---------------------------------------------------------------------------------------------------• Ils l’ont kidnappée ! =>---------------------------------------------------------------------------------------------------• Tu vas me lâcher sale bête => ---------------------------------------------------------------------------------------------------• Alors, t’as du nouveau pour moi, ma jolie ? =>---------------------------------------------------------------------------------------------------• C’est celui qui a tiré sur ton papa. Tu sais, bientôt je l’attraperai, ça je te le promets. =>---------------------------------------------------------------------------------------------------• Ah, vous êtes là ! Avec tout ça, on n’a même pas eu le temps de discuter. Je m’appelle Nico, tu ne veux pas me parler ? T‘as donné ta langue au chat ? =>


Activity 4. In French : a quiz about the filmOn this website you find 15 questions in French about the film with some scenes from the film. uneviedechat.crdp-lyon.fr/travaillerLeFilmEnClasseQuizz.php

Here are some other tricky questions ...Work in groups and see who can answer the most in 10 minutes.

1. Quels animaux est-ce que Dino chasse au début et à la fin du film?

2. Que donne Dino à Zoé comme cadeau?

3. Quel indice est-ce que la police a trouvé au musée?

4. Quel est le nom de code de Victor Costa?

5. Qui donne à Lucas des informations sur ládresse du chat?

6. Dino et Nico ont un point commun la nuit. Lequel?

7. Zoé et Dino ont un point commun au début du film. Lequel?

8. Quel est le plat « préféré » de Victor Costa?

9. Comment est-ce que Costa sait que Zoé est allée se cacher au zoo ?

10. Comment est-ce que Dino retrouve la trace des gangsters qui ont kidnappé Zoé ?

11. Quel est cet animal contre lequel se bat Jeanne?A qui ressemble cet animal ? Quést-ce quíl symbolise?

12. Quel objet dárt est-ce que Costa essaie de voler? Pourquoi?

13. Quést-ce que Nico offre à Jeanne pour Noël?


Activity 5. Es-tu un bon observateur? / Are you a good observer ?

Find the four animals hidden in the above picture.

Can you write them out in English and in French?

1.

2.

3.

4.

Activity 6. Let´s play “Taboo”: Guess the characterPupils need to have a card/copy image of a character from the film.

In groups, make up a spider diagram with the name of your character in the middle.

Find out verbs and adjectives that may be associated with it.

Then describe that character without using its name (it is taboo to pronounce it).

The other group have to guess who the character is.

You can use a bilingual dictionary as support.


Activity 7. Vocabulary raceWork in teams. In 5 minutes who can come up with the most words for the kitchen / household objects in the above picture.

Activity 8. In French: Match each character with the right description Draw a line from the characters’ name to the right description

se met facilement en colèreDino est très sensibleZoé est coquette et adore le parfumVictor Costa a horreur des lézards mortsRufus aboie quand il voit passer Nico et DinoNico veut absolument arrêter CostaJeanne se sent seulClaudine éternue à cause du parfum de Claudine

a perdu son papa


Activity 10. Circle time discussion & comprehension

As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a

I can share my developing views about values such as fairness and equality and love, caring, sharing and human rights. RME 2-05b

a. Discuss in class what Dino looks like, how he is like other cats and also different.

b. Discuss the development of Zoé´s character in the film. How does Zoé feel at the beginning of the film. Why?

c. When does Zoé laugh for the first time in the film?

d. Which word does Zoé try to pronounce for the first time? Describe the situation when she uses this word. What did she want to express?

e. In which situation does she pronounce “Mamaaaaan!” for the second time?

f. How does Zoé feel at the end of the film?


Activity 11. Expressive arts focus

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 2-05a

a. What is Zoé drawing in the above image?

b. Describe the ‘look’ of the film in your own words


Activity 12. Exploring Paris

Images source: vroum52.com/parisvisite.html

Look at the photos and find out the names of these well known buildings, then find them on the map

A. C’est .................................. B. C’est .................................. C. C’est ..................................

D. C’est .................................. E. C’est .................................. F. C’est ..................................


Which buildings do you recognise in this scene from the film? Make a list.

Use the Internet to find out on which building in Paris the fight between Costa and Nico happened.

You can try using Google and “google research”. Here are some clues:1. Je suis née en 1163 sur l´île de la cité en plein coeur de Paris, sur les bords de la Seine.2. Je suis en style gothique. 3. Mes deux tours font 69 mètres de hauteur.4. Cést dans mes murs que Napoléon a été couronné empereur en 1802.5. Victor Hugo má rendue célèbre dans un roman paru en 1831 avec le bossu Quasimodo et une tzigane nommée Esmeralda. Plus tard, un music hall a porté mon nom.6. Sur mon toit, il y a des animaux bizarres qui font peur. Ce sont des gargouilles qui servent à transporter léau de pluie qui tombe sur mon toit. As-tu trouvé qui je suis ?


Construis ta tour Eiffel / Build your own Eiffel Tower

Visit the following links and you can print out a net of the Eiffel Tower.

www.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-2.gif.shtmlwww.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-3.gif.shtmlwww.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-4.gif.shtmlwww.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-5.gif.shtmlwww.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-6.gif.shtml

Activity 13. Avez-vous aimé ce film ? / do you like this film ?Sondage : demandez à 4 camarades de classe ce qu’ils ont préféré dans ce film.

Prénoms => Moi 1 2 3Quel personnage préférez-vous ? Pourquoi ?

Quelle scène du film préférez-vous ? Pourquoi ?

Aimez-vous la musique ? Aimez-vous le style du film ?Quelle scène du film changeriez-vous ? Est-ce que la fin vous plaît?Est-ce que vous recommanderiez ce film à un ami/à une amie ?


Useful websites

• Official website and sources of images from « Une vie de chat » :www.uneviedechat-lefilm.fr• Presspack for “Une Vie de Chat” in English and in French:en.unifrance.org/movie/29898/a-cat-in-paris/press-papers• Trailer of the film “Une vie de chat” with English subtitles:www.youtube.com/watch?v=H7e07c52VWg• French Poster of the film:www.traileraddict.com/poster/a-cat-in-paris• English poster of the film :www.nzcinema.co.nz/movies/NZFF-2011-A-Cat-in-Paris-5255.php

• Activities in French for the class:uneviedechat.crdp-lyon.fr/index.php• Quiz pour la classe:uneviedechat.crdp-lyon.fr/travaillerLeFilmEnClasseQuizz.php

Animation techniques used in the film:This is a hand drawn animation – follow the links below to see how this film moved fromdrawings to moving images.uneviedechat.crdp-lyon.fr/expositionsEtapesAnimation.phpuneviedechat.crdp-lyon.fr/coulissesLayOut.phpuneviedechat.crdp-lyon.fr/coulissesAnimatique.php

There is a great resource to download and make your own flick book / Fais ton flipbook at:www.uneviedechat-lefilm.fr/doc/flipbook-une_vie_de_chat.pdf

French films for use in the classroom: films for developing use of French in the classroom can be found on www.ifecosse.org.uk (rubrique Education).

The Institut français d´Ecosse holds a number of films on DVD (in French with English subtitles) suitable for Secondary schools and can loan them out. Contact: [email protected]


Evaluating this resource

We hope that you found this resource useful and appropriate. We welcome film reviews, letters from pupils, documentation of classwork and your feedback; email them to [email protected] or post them to Discovery Film Festival, DCA, 152 Nethergate, DD1 4DY

Would you make a good Discovery Film Festival Case Study?

We are seeking a number of simple Case Studies in how teachers have used or are using Discovery films in the classroom across Curriculum for Excellence and across the Levels.

Any case studies that we develop would be intended for presentation on GLOW, the Creativity Portal and on Discovery Film Festival and participating venues’s website. We have a simple template to be completed and are keen to have classwork and documentation included.

If you would like to be a Discovery Case Study please email [email protected]


teacher’s resource: a cat in paris - wikispacesmarzulla.wikispaces.com/file/view/a cat in paris...

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