Listen to the poem Il pleure dan mon cœur on the Supersite. As you listen, write a list of three positive images and three negative images andfeelings that the poem evokes in you.
Play the dramatic recording of thepeoma few times. Remind students that it is not necessary to understand every single word, especially during the first listening. Then give students a few minutes to read the peom aloud to a partner and discuss the meaning. Have one student present the pair's interpetation to the class

Have students describe the photo. Then ask how the photo relates to the title of the poem. Ask students to make a sketch that shows how they would illustrate the title. Alternatively, students can research photos online.

Tell students to create a word web. The main circle has the word "la pluie"; students then write words they associate with la pluie - physical and emotional - in circles around the term. Ask volunteers to write their webs on the board and disscuss the result.

Ask pairs to reread the poem and write a paragraph of at least four sentences in French that capture the gist of it. Then have pairs get together to compare their summaries of the poem.

Discuss your list with a partner and talk about how the different parts of the poem make each of you feel and what images they bring to mind. Then, talk about some popular songs of different genres that the poem reminds you of; after all, many songs are just poems set to music. What images and feelings do these songs evoke in you? Pick one song that you feel particularly strongly about and write four or five reasons why.

Ask students to notice and describe the rhyming pattern in the poem. Talk about the effect and the musicality this creates.

Ask students what sound is alliterated in the poem - the "p" sound. Discuss its effect.

Ask students to find another poem by Verlaine, and then read it aloud and summarize it for the class.

Students will be able to connect with their own feelings and emotions. They will be able to reproduce what they have learned and create a song of their own expressing their feelings and emotionals connections with their living situations.

Ask students to think about another romantic poem with which they are familiar. They should locate a print version for reference. Then have them compare and contrast this poem with Verlaine's. They can look at the following features: the speaker, theme, tone, form, imagery and symbolism, meter and rhyme, and sound. Ask students to finish the analysis with their opinion of each poem, which one they prefer, and why.

Ask students to look for a Francophone song that shows their own emotions and feelings. A song that can be interpreted as a poem with rhymes.

Record your contest entry. It should not exceed one minute. Summarize the song you selected. Talk about who you think the song is written for, what emotions it is meant to convey, the images it brings to mind, and why it is special to you. (You can write out what you want to say if that is helpful, but make the recording sound as natural and unrehearsed as possible.)

ACTFL STANDARDS 1.1, 1.2, 1.3, 2.1, 5.2
Assign each student one of the two characters in the film. As students watch, have them observe that character and write down notes about her personality, body language, and emotions. After viewing the video, group students according to their character and have them compare notes. Then have each student write a short description of their assigned character.

Based on the title of the film, the vocaublary they have learned, and the activities they have completed, have students predict what the short film is about.

Point out the distance between the two girls. Ask if students think the girls are in each other's personal space. Discuss what this distance implies about the situation and/or relationship. Then ask students to compare this distance to that which is comfortable for them when speaking to another person. Point out that personal distance depends on an individual's culture, relationship, and the situation.

As students whats the short fil,. tell them to pay close attendtion to how the girls discuss love and friendship. Is their conversation similar or different from those they have with their friends? Were they surpised by what they observed? Did anything strike them as particulary notable? Have students discuss these questions in small groups.

Rarely do teens go on dates alone in France. Instead, they tend to go out in groups.

Explain students the difference in Formal and Informal speeches and their usage.

Ask students to discuss what they do when they go out with their friends. Such as paying for the bill.

Explain to students that teens in France rarely go out on dates alone. Instead they go out in groups. Everyone also tends to pay his or her own way, with checks split evenly among participants. For some dinners or parties, each person pays une participation (contribution) to offset costs. Ask students to discuss these practices with others in their group.

After students discuss their practices have them compare notes and create a presentational piece.

Have students review their notes and compare each other knowledge of what is to be in someone's personal space.

Have students in groups create a small skit with characters from the web to showcase their understanding.

Have each group present their skit with critics from other groups.

Have students create three or more statements from stills from the movie.

Review the concept of using " I Love You" in their own culture.

Using stills from the movie, how would they justify to concept of " I Love You"

Ask students to explain and justify their statements and provide evidence from the flim to support their answers. How does their own personal experience influence their ideas?
To help students understand the key point of the film, replay and stop at specific points 2:42 and 4:32. Ask students to jot down as many words as possible to describe Josephine up to that point. Then have students compare the two lists. Students can use the list to discuss the film in groups.

Students will react to "J'aime"

Write this prompt on the board: Un(e) ami(e) a reçu un commentaire de sa/son petit(e) ami(e) sur sa page de réseau social. Vous, ses amis, en parlez. À votre avis, doit-on dire "je t'aime" sur tous les réseaux sociaux?

Divide students into small groups to prepare a response. Call on groups to write their responses below the promt.

After each one, allow the class to react with "j'aime", emoticons, or short verbal responses.

Students will write a short essay comparing themselves to the character of ther movie.

Have students choose the character they mostly relate to. Have students write down that character traits.

Have students write down their own traits.

After selecting the character they mostly relate to and writing their own traits. Have them write a short essay comparing themselves to the character. Tell them to use personal anecdotes and choose moments in the film that illustrate similarities and/or differences between the character and themselves.

ACTFL STANDARDS 2.1, 2.2, 3.2, 4.2. 5.1

Ask students personalized questions about their experience with French language and culture in the United States.
Pourquoi avez-vous décidé d'apprendre le français? Où et comment le français est-il utilisé aux États-Unis?

Have students list the connections betweeen France and the U.S. mentioned in the article. Then have them try to add at least two ideas of their own. Addtionally, students can put the connections in the following categories: historic, cultural, or economic.

After reading, have students work in pairs to come up with additional French words and expressions that English speakers commonly use. List additional French words that have been borrowed or transformed by the English language on the board and have students guess their meaning. Examples: espace (space), forêt (forest), honnête (honnest), etc...

I love you in the US vs I love you in France

Ask students why they would say I love you and the reason behind it also ask them in what type of situations.

Have students read the article in Pairs. Write down the ways the author speaks about the concept of I love you in America vs France.

Have students compare their views to what the article stated. Have them work in Pairs to create and showcase a dialogue in which one is French and the other is American showcasing I love you viewed from each culture's view. For example first a dialogue can be how easy it is to say I love you in the US. Another could be how difficult and situation base I love you is to be said in France.

Have students listen to one of Céline Dion's French songs and locate the lyrics. Then have them present the song to the class and explain the meaning of the song with the different concepts of I love you.

Have students view the song catalogue of Céline Dion and select titles representing the value of love in different ways (Parental love, Friend Love, Kids Love, and Falling in Love)

Have students work in groups after selecting their song to understand the meaning of love in that song.

Have students present that song in front of the class with the concept of love in that song. Then have students compare that concept on how it is viewed in the US in the same situation. Also have students present with it, the side they would have chosen when listening and feeling the emotional connection with the song (Either the American way or the French way)

Students will be able to connect the illustration with the title of the poem.

To make students feel less aprehensive about reading poetry in French, have them bring in a favorite or well known English poem. Talk about the poem's structure (stanza, rhyming, or free verses, punctuation, alliteration, etc...) and its content (imagery, meaning, etc...)
Have students describe the title photo of the current poem (Il pleure dans mon coeur) in a paragraph. Then ask how this photo relates to the title.

Discuss your paragraph with a partner and talk about how realistic the poem can be while still trying to predict what the poem is about and the outcome.
Come to a general consensus on what the content of the poem is.

Ask students to read aloud the poem. Create a quick sketch and have them explain their sketches.

Listen to the poem Il pleure dan mon cœur on the YouTube link. As you listen, write a list of three positive images and three negative images and feelings that the poem evokes in you.
The student can easily list multiple positive and negative images that the poem evokes.

After listening to the poem. Give students a hand out of the poem. Have students highlight words they are not familiar with.

Ask students the question: Quelle est cette langueur/Qui pénètre mon coeur?
Have them write a paragraph first explaining what they think the question means and then predicting the content of the rest of the poem.

Have students work in pairs to evaluate their ideas of the poem and come to a consensus.

Students will then form groups of three. They will have the options of writing their own statement about the poem. You have just fallen madly in love with someone. Describe your feelings in a letter to your best friend, or even the person you are in love with. Follow the writing plan.

Write an article in French of no less than 200 words on the topic below. Review the film Tout le monde dit je t'aime and reread the poem Il pleure dans mon cœur to get ideas for your article.
Comparez les deux situations amoureuses dans le film et dans le poème. Quelles conclusions pouvez-vous en tirer à propos des relations humaines? Est-ce que les adolescents ont une idée différente de l'amour que les adultes? Comment?

Read the poem Il pleure dans mon cœur and write a diary entry in French on the topic below. It should be no less than 100 words. D'après vous, quelle est la cause de la tristesse du poète? Racontez un moment où vous avez été très triste. Avez-vous éprouvé des sentiments pareils à ceux du poète? Qu'est-ce que vous avez fait pour sortir de cet état?

Students will then form groups of three. They will have the options of writing their own statement about the poem. You have just fallen madly in love with someone. Describe your feelings in a letter to your best friend, or even the person you are in love with. Follow the writing plan.
Vous venez de tomber follement amoureux/amoureuse de quelqu'un. Décrivez vos sentiments dans une lettre adressée à votre meilleur(e) ami(e), ou même à la personne dont vous êtes amoureux/amoureuse.