The FLLITE Project ended in 2022.
You are welcome to browse and use the collection of openly-licensed lessons contributed by project participants.

Lessons > Perspective Play

Examples: point of view, characterization, mood, evaluation, judgment

Un portrait chinois

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Lesson Title:	Un portrait chinois [ A Chinese Portrait ]
Lesson Author:	Joanna Luks
Instructional Language:	English
Level of Activities:	College / 1. year
Text Title:	The Proust and Pivot personality questionnaires
Text Language:	French
FLLITE Form:	LLDQ, Perspective Play

Respect et verité

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Lesson Title:	Respect et verité [ Respect and Truth ]
Lesson Author:	Joanna Luks
Instructional Language:	English
Level of Activities:	College / 1. year
Text Title:	Three self-portraits
Text Language:	French
FLLITE Form:	LLDQ, Perspective Play

Taking Inventory

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Lesson Title:	Taking Inventory
Lesson Author:	Chelsea Steinert / Chantelle Warner
Instructional Language:	German / English
Level of Activities:	College / 1. year, 2. year / Novice
Text Title:	Inventur
Text Language:	German
FLLITE Form:	Genre Play, Perspective Play

Kleider machen Leute

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Lesson Title:	Kleider machen Leute [ Clothes Make People ]
Lesson Author:	Chantelle Warner
Instructional Language:	German / English
Level of Activities:	College / 1. year / Novice
Text Title:	Hilfe! Ich bin ein Junge film poster, synopsis and trailer
Text Language:	German
FLLITE Form:	Perspective Play

Das Modalverbengedicht

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Lesson Title:	Das Modalverbengedicht [ The modal verbs poem ]
Lesson Author:	Trez Norwood and Chantelle Warner
Instructional Language:	German / English
Level of Activities:	College / 1. year / Novice
Text Title:	Modalverben-Gedicht
Text Language:	German
FLLITE Form:	Grammar Play, Perspective Play

#ExplainAFilmPlotBadly

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Lesson Title:	#ExplainAFilmPlotBadly
Lesson Author:	Matthew Sherman
Instructional Language:	German
Level of Activities:	College / 3. year, 4. year / Intermediate, Advanced
Text Title:	ExplainAFilmPlotBadly hashtag
Text Language:	German/English
FLLITE Form:	Culture Play, Genre Play, Perspective Play

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Text
Text Title:	ExplainAFilmPlotBadly hashtag
Text Language:	German/English
Text Author:	Social media users
Genre:	Social Media
Topic:	Literature, Music, Art
Lesson
Lesson Title:	#ExplainAFilmPlotBadly
Instructional Language:	German
Lesson Author:	Matthew Sherman
Level of Activities:	College / 3. year, 4. year / Intermediate, Advanced
Pedagogical Practices:	Reading / Writing
Grammar Focus:	Subordinate Clauses and Complex Sentences in Expository/Explanatory Prose
Main Objectives:
Enhance comprehension of genre as describing forms of expository prose Enhancing awareness of the role of the audience in reading and writing Fostering use of complex sentences as necessary to expository prose; focus on subordinate conjunction difficulties and subordinate clause word order (particular problems in German acquisition; adaptable to other languages, like which conjunctions use subjunctive in Spanish) Texts, Genres & Practices analyzing, and categorizing tweeted plot blurbs distinguishing blurbs, summaries, and synopses Identifying “bad” versus “good” one-sentence film summaries, in both English and German. Explain how “accuracy” in genre depends on genre convention identify formulae and conventional short forms Cultural Knowledge & Mindset How to read and understand bias / perspective in summarizing vis-à-vis audience How to correlate content to audience (horizon of expectation) publication sources for blurbs: the hashtags: #ExplainAFilmPlotBadly and https://twitter.com/shiny1jux/status/941299435870609408?lang=en sources for summaries: imdb.com and https://www.amazon.de/) cultural positions of film viewers (and possible cross-cultural comparisons) Language Use & Strategies markers for point of view and audience in expository prose Identifying and contrasting formal and grammatical elements of long and short-form plot summaries (especially subordinate clauses, use of sentence fragments) = awareness of formulae within and register of genre Correlation of “accuracy” in plot replication with genre conventions, in both lexical choice and grammar
FLLITE Form:	Culture Play, Genre Play, Perspective Play

“Ein Tisch ist ein Tisch” – eine deutsche Kurzgeschichte

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Lesson Title:	“Ein Tisch ist ein Tisch” – eine deutsche Kurzgeschichte
Lesson Author:	Sina Colditz
Instructional Language:	German / English
Level of Activities:	High school, College / 1. year, 2. year / Novice, Intermediate
Text Title:	Ein Tisch ist ein Tisch
Text Language:	German
FLLITE Form:	Grammar Play, Perspective Play

Un journal intime

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Lesson Title:	Un journal intime [ A Personal Journal ]
Lesson Author:	Jim Law
Instructional Language:	French / English
Level of Activities:	College / 1. year / Novice
Text Title:	Journal d’une étudiante
Text Language:	French
FLLITE Form:	Culture Play, Narrative Play, Perspective Play, Word Play

Rat de ville ou rat des champs ?

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Lesson Title:	Rat de ville ou rat des champs ? [ Town Mouse or Country Mouse? ]
Lesson Author:	David Barny
Instructional Language:	French / English
Level of Activities:	College / 2. year / Intermediate
Text Title:	Nouillorc
Text Language:	French
FLLITE Form:	Culture Play, Genre Play, Perspective Play, Sound Play, Visual Play, Word Play

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Text
Text Title:	Nouillorc
Text Language:	French
Text Author:	Olivier Amsellem, Sébastien Pierre, Sylvain Thirache, Alexander Kalchev
Genre:	Advertisements and Personal ads / Image
Topic:	Travel and Vacation
Lesson
Lesson Title:	Rat de ville ou rat des champs ? [ Town Mouse or Country Mouse? ]
Instructional Language:	French / English
Lesson Author:	David Barny
Level of Activities:	College / 2. year / Intermediate
Pedagogical Practices:	Reading / Writing / Speaking / Listening
Grammar Focus:	Negation
Main Objectives:
This lesson is designed around one of the posters for an ad campaign by the French National Railway Company SNCF (Société nationale des chemins de fer français). This ad plays on the sounds of the French language and the imagery of the French countryside by comparing it humorously to the sounds of English and the expected imagery of global metropolises. Through humor, this artifact leads the learners to wonder about the relationship between urban and rural cultures/perspectives in France? Does this type of power relationship exist between their native urban and rural cultures? Does it surface in specific cultural practices? Additionally, students will reflect on advertising strategies in the target culture, while considering the different types of negation in French and their uses. The final task is designed as a team effort. Student will script and design their own parody of a commercial promoting their college town by reinvesting the semiotic codes they noticed in the various documents under study. This lesson can easily be implemented in most textbook-based curricula, as these typically include a thematic unit of tourism and traveling, although they rarely, if ever, discuss the issue of centralization and rural desertification. Texts, Genres & Practices Reading, watching, listening and interpreting the languaculture behind satirical texts (billboards, commercials, comedy sketches) Reading and analyzing a short touristic text on Auvergne (blog) Writing/Designing a script for a satirical commercial promoting a college town Presenting (through promoting) a tourist destination Cultural Knowledge & Perspectives Analyze French examples of satirical discourse. Conceive advertising as a satirical tool Reflect on the on the part of humor that is culture specific. Compare French advertising with equivalents in the learners’ native culture Discover historical and cultural aspects of French demographics and geography Language Use & Language Play Word play / Sound play: Subversion of the French phonetic inventory to create rural metropolises. Visual play: subversion of rural semiotics (reinterpreting the visual identity of the French countryside). Culture play: subversion of the theme of rural exodus. Genre play / Perspective play: subversion of the advertising genre by adopting a negative perspective. Language Skills: viewing, reading, listening, writing, speaking, cultural understanding
FLLITE Form:	Culture Play, Genre Play, Perspective Play, Sound Play, Visual Play, Word Play

Chante l’amour, chante !

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Lesson Title:	Chante l’amour, chante ! [ Sing love, sing! ]
Lesson Author:	Marylise Rilliard
Instructional Language:	French / English
Level of Activities:	High school, College / 1. year / Novice
Text Title:	Carmen
Text Language:	French
FLLITE Form:	Culture Play, Genre Play, Grammar Play, Perspective Play, Sound Play

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Text
Text Title:	Carmen
Text Language:	French
Text Author:	Stromae
Genre:	Music and Music Videos
Topic:	Family, Friendships, and Relationships / Media and Technology
Lesson
Lesson Title:	Chante l’amour, chante ! [ Sing love, sing! ]
Instructional Language:	French / English
Lesson Author:	Marylise Rilliard
Level of Activities:	High school, College / 1. year / Novice
Pedagogical Practices:	Reading / Writing / Listening / Viewing / Cultural Understanding
Grammar Focus:	Imperative
Main Objectives:
Students will listen to, and read the lyrics of, the song L’amour est un oiseau rebelle by Georges Bizet as an introduction to the theme “love/relationships”. Then, they will watch the video clip and analyze the lyrics of the song Carmen by Stromae, which is directly inspired by the previous song. Students will be able to analyze the effects of the use of lexical fields, borrowings, poetic devices, grammatical tools, music and visuals on a written text. They will make inferences about the intertextuality between the two texts. Students will be able to apply what they learned in their own tweets in the target language to defend a cause or denounce an issue they care about. Texts, Genres & Practices Reading songs as poetry and recognizing stylistic devices typical of the genre. Analyzing how different elements of a song (sounds, visual, etc.) add meaning to/reinforce the meaning of the written text. Reflecting on intertextuality and what it brings to a text. Writing tweets to support a cause/denounce an issue. Being impactful in few words. Cultural Knowledge & Perspectives Connecting texts to social practices and question one’s own social (media) practices. Reflecting on the cultural and social values behind the use of foreign words. Reflecting on appropriate and relevant usage of borrowings. Capitalizing on the affordances of social media practices. Language Use & Language Play Identifying lexical fields and poetic devices and reflecting on their effect. Analyzing the use of tense and pronouns in a warning message. Examining and reflecting on the use of borrowings in a text. Exploring how grammar, lexicon, and sound can be combined to convey meaning effectively.
FLLITE Form:	Culture Play, Genre Play, Grammar Play, Perspective Play, Sound Play