What if your mom ordered you a new hockey jersey and the store sent the wrong one...from your arch rival team? It happened to Roch Carrier. I'm in the midst of a mini-unit on Le Chandail de hockey, within a mega-unit on les loisirs, and it is a gem. The story's theme is utterly relatable for my middle school students here in Red Sox Nation: that one's hometown team is a core identity and associating with the enemy, whether it be the Toronto Maple Leafs or the New York Yankees, is simply unthinkable. Set in 1946 rural Quebec, Le Chandail goes beyond sports rivalries to delve into the relationship between religion and sport and the division between French and English Canada.
We're spending about a week and a half on the story. My student Can-Dos are:
I can describe popular leisure activities in France and Quebec
I can discuss past events and say what I've done
I can tell when events take place and in what order
and my essential questions are:
What activities do friends in French-speaking countries do together? (straight from T'es branché)
What do activities and pastimes reveal about a culture?
I've made a packet with interpretive activities here based on the film and book. I also use a story map and/or 9-box flow chart to chart the action. The packet includes:
1. Ordering activity to do while watching the 10-minute film in silence
2. Key words to discuss the plot
3. Cloze listening exercise with the film's opening lines
4. ACTFL IPA-style interpretive reading activity for the book with key word recognition, important phrases, and purpose
I also highly recommend the visuals found at the Canadian Museum of History's website here. Show your students Maurice Richard's famous #9 hockey jersey, Roch Carrier in his Maple Leafs jersey, and more.
We spend a day working with the film, one or two days reading the book aloud in small groups and completing the reading activity, and then start to retell the story using expressions of order and the passé composé. I focus on the il/elle form of regular -er verbs to start to get students familiar with the pattern, but answer questions about other forms as they come up.
The unit concludes with students retelling the story in a format of their choice: skit, journal entry, calendar, poem, map, or creative retelling. Here's a description of the assignment with rubric.
I am curious about the Office national du film du Canada's other French-language films and would love to hear from teachers who use them in their French classes.