Le Petit Chaperon Rouge
Medway
Year 6 CLIL Unit (Art Focus)
Wendy Cobb
This is a story based unit which builds on vocabulary and structures covered in earlier Medway Plans. It can be delivered as a
separate unit or delivered alongside other story based units. It links with QCA Art and Design Unit 6A People in Action and MFL Units
21 Le passé et le présent and 22 Ici et là.
A suggested teaching sequence is given together with suggestions for warm-up activities and example lesson plans.
A list of useful web links is also provided together with suggestions for additional cross-curricular activities.
Le Petit Chaperon Rouge can be adapted as a focus for a complete creative cross-curricular plan. The appendices outline subject
links, activities and stimuli for further study.
Wendy Cobb – Medway Primary Languages Team
1
2008
Guidance for teachers: How to use this resource as an example of CLIL (Content and Language Integrated Learning).
The language content has been selected so that it is challenging but still able to be understood by the pupils through the use of careful
scaffolding techniques (see below). Teachers may need to adjust it for their own class group and check pupils’ understanding
regularly.
Although the majority of the lesson will be conducted in the Target Language, initially pupils may need to communicate some answers
in the first language.
Use extensive scaffolding to support the children’s understanding and to encourage confident use of the target language. Scaffolding
can take the form of:
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Repetition of key words and phrases
Visual and aural cues
Use of drama
Linking to prior learning (e.g. through gesture, rhyme and song)
Involving the children in the learning intentions through a familiar start to the lesson – e.g. explaining the objectives using the TL
through careful use of words and phrases and with visual and aural cues
Use of writing frames
Use of activities to clarify key concepts e.g. completing tables, matching activities
Displays labelled in L1 and Target Language
Lesson objectives cover three aspects: subject content, language and learning skills. Links to objectives from the Key Stage 2
Framework for Languages are indicated together with KAL (knowledge about language). Teachers should direct pupils to use of the
correct language structure/form and encourage the class to identify errors. A climate of supportive peer feedback in terms of correct
language use should be encouraged and pupils should be supported in their development and use of language learning strategies
(LLS)
Wendy Cobb – Medway Primary Languages Team
2
2008
QCA Unit Links
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To question and make thoughtful observations about
starting points for their work.
To select and record from first-hand observation and to
explore ideas for different purposes.
To compare methods and approaches used by others to
show figures and forms in movement.
To investigate and combine visual and tactile qualities of
materials and processes and to match these qualities to
show movement.
To use a variety of methods and techniques to show
movement.
To adapt their work according to their views and
describe how they might develop it further.
To match materials and processes to ideas and
intentions.
Wendy Cobb – Medway Primary Languages Team
Useful Resources
Sports flashcards
IWB resource – screen shots of information about sporting hero
(e.g. Thierry Henry)
Clothes props
Different versions of Le Petit Chaperon Rouge and related tales in
English and French
Adventures of Tintin
3
2008
Web links (additional links indicated within activities and in appendix)
http://ngfl.northumberland.gov.uk/languages/Little%20Red/index.htm
Interactive version of story; versions in French, Spanish,
German and Italian; downloadable book version; song
PowerPoints; Smart Notebook; Thinking and Learning through
Fairy Tales in Modern Foreign Languages resource file
http://chaperon.rouge.online.fr/memory.htm
Memory game
http://fr.wikisource.org/wiki/Le_Petit_Chaperon_rouge_%28Perrault%29 Alternative version
http://www.momes.net/jeudepiste/jeudepiste.html
Interactive questions about the story
http://www.gommeetgribouillages.fr/Chaperonrouge/lotoscript.pdf
Pairs matching activity
http://www.gommeetgribouillages.fr/Chaperonrouge/tablo2PCR.pdf
French site, summary of different versions of the story
http://www.gommeetgribouillages.fr/Chaperonrouge/tabloPCR.pdf
Key vocab. and pictures for the above versions
http://www.standards.dfes.gov.uk/schemes2/art/art6a/?view=get
QCA art scheme of work
http://eric.lddv.free.fr/
3D film stills from an animation of Le Petit Chaperon Rouge
created by French art students and initial 2D concept art
http://moma.org/collection/provenance/items/580.67.html
The dynamism of a footballer by Boccioni
http://www.nationalgalleries.org/collection/online_az/4:322/result/0/472?a The Cardiff team by Robert Delaunay
rtistId=3053&artistName=Robert%20Delaunay&initial=D&submit=1
http://en.wikipedia.org/wiki/The_Three_Dancers
The Three Dancers by Picasso
http://www.artisancam.org.uk/flashapps/figureitout/figureitout
Interactive activity drawing poses using an artist’s wooden
model
Wendy Cobb – Medway Primary Languages Team
4
2008
http://fineartamerica.com/featured/soccer-world-cup-2010-gradyzeeman.html
Soccer World Cup 2010 – Grady Zeeman painting
http://www.sporting-heroes.co.uk/
Find French football, rugby, tennis, cricket and athletics
sporting heroes.
http://fr.wikipedia.org/wiki/Thierry_Henry
Biography of Thierry Henry
http://goal.blogs.nytimes.com/2007/10/16/qa-barcelonas-thierry-henry/
Interview with Henry when he discusses differences between
cultures of the countries where he has played football.
http://karenswhimsy.com/free-paper-dolls-print.shtm
Download free paper dolls to cut out and dress with clothes –
Little Red Riding Hood, Little Bo Peep and other costumes.
http://www.herefordlearning.org.uk/resources.asp?GRP_ID=8
IWB Red Riding Hood Story, playscript, wolf model template
http://www.nmm.ac.uk/tintinfun/
Tintin’s creator Hergé at work, games (in English and French)
and drawing activities
http://www.letintinmovie.com/tintin-characters-in-different-languages
Table of names of Tintin characters around the world
http://tintin.francetv.fr/#link=home/une.swf&mc=_root.ban1.contente
Official Tintin site (French). Explore Les dossiers interactifs
which take you on his adventures around the world through the
pages of a journal.
http://www.free-tintin.net/english/herge.htmhttp://www.freetintin.net/english/herge.htm
Short biography of Hergé (English)
http://www.chez.com/tintim/
French site about Hergé
Wendy Cobb – Medway Primary Languages Team
5
2008
Suggested teaching sequence
 Revise sports/actions and likes and dislikes, observe and record facial expressions.
 Find out about famous French sporting heroes and investigate how visual effects are
used to show movement.
 Revise items of clothing and agreement and positioning of adjectives.
 Compare art portrayals of Le Petit Chaperon Rouge and Little Red Riding Hood.
 Introduce French version of the tale (interactive version with choice of endings).
 Compare different versions of the tale.
 Role-play and represent in different media versions of the tale.
 Develop art sketches into a cartoon project linked to Les aventures de Tintin (Appendix
One).
Le Petit Chaperon Rouge can be adapted as a focus for a creative themed crosscurricular plan. Appendix Two outlines subject links, activities and stimuli for further
study.
Wendy Cobb – Medway Primary Languages Team
6
2008
Example Lesson One Outline
Resources: flashcards of sports, pictures of sports people in dynamic poses e.g. (Bill Hall soccer pictures)
Key vocabulary support
Teaching and activities
Objectives: - To initiate a conversation expressing opinions.
To select and record from first-hand observation and to explore ideas for
different purposes.
To compare methods and approaches used by others to show figures and
form in movement.
KAL
Framework refs.
Les objectifs: Aujourd’hui on va réviser les sports,
regarder et dessiner les mines (facial expressions)
 Warm up activities to revise sports and actions:
le football, le rugby, le ski, le tennis, le cricket, le judo, la natation
 Repetition
 Repetition with actions
 Guess the sport (flash the card/show part of the word/do action)
 Pictionary: divide class into teams, member to the front, teacher shows child a
sport. Child draws a pose but cannot show any equipment. His team has to guess
the sport.
 Revise likes and dislikes: J’aime, Je n’aime pas, J’aime beaucoup, J’adore, Je
déteste
 Get children to repeat phrases focusing on expression
 In pairs one child asks a question, e.g. “Aimes-tu le ski ?” The other child strikes
a pose and the first child has to guess the answer “Tu détestes le ski.” “Oui, je
déteste le ski.” “Pourquoi ?” “Parce que c’est ennuyeux.”
 Talk about facial expressions and poses which reflect opinions
Jean, montre-moi : ‘j’aime/ je déteste etc.’ Regardez Jean. Qu’est-ce qu’il fait ?
Regardez les yeux, le front, les bras etc.
 In pairs get children to take it in turns to pose for and quickly sketch facial
expressions labelling il/elle aime… il/elle déteste…etc.
Wendy Cobb – Medway Primary Languages Team
7
Use of le, la before
the noun:
J’aime le football
J’adore le judo
06.4 Use spoken
language confidently to
initiate and sustain
conversations and to
tell stories.
Devise questions for
authentic use.
2008
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Show and discuss the work of artists who have portrayed strong facial expressions
related to figures engaged in sporting activities (teacher’s tip: search for ‘soccer
paintings’ or ‘soccer drawings’ rather than ‘football’)
Follow up activities for art sessions:
 Ask the children to record faces and expressions in their sketchbooks. Encourage
them to notice differences in expressions.
 Practise drawing poses using an artist’s model (interactive activity)
http://www.artisancam.org.uk/flashapps/figureitout/figureitout
 Create a flip book portraying a simple action.
Embedding: during the week, talk about preferences for subjects and activities reflected
in facial expressions and intonation.
Wendy Cobb – Medway Primary Languages Team
8
2008
Example Lesson Two Outline
Resources: http://en.wikipedia.org/wiki/Thierry_Henry http://fr.wikipedia.org/wiki/Thierry_Henry (French and English versions)
http://en.wikipedia.org/wiki/Didier_Deschamps http://en.wikipedia.org/wiki/J%C3%A9r%C3%B4me_Leroy_%28footballer%29
http://www.football-heroes.net/tennis-heroes/displayhero.asp?HeroID=303 IWB Screen shots of Thierry Henry
Teaching and Activities
Objectives: - To consider the importance of role models.
To understand that learning languages can help to improve understanding
across cultures.
Les objectifs: Aujourd’hui on va jouer Devine qui c’est ! (Guess who!)
discuter l’importance des langues
KAL
Framework refs.
(N.B. The teacher will need to select carefully appropriate points during the lesson where
English may be needed for the discussions)
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Warm up. Get children to try to guess the name of sports stars from given clues.
Pictures of the sportspeople could be displayed on the board for support. This
activity could be done in teams – which team can work out the name with the least
number of clues? (Leave the name of the sport until the end) e.g. Elle a vingtdeux ans, elle est anglaise, elle a les cheveux blonds, elle joue à…..
 Introduce pictures of sporting heroes from France. Ask e.g. Pourquoi est-il/elle
célèbre ? to elicit e.g. Parce qui’il/elle joue... il/elle a gagné....
 Show pictures of footballers who play for English teams including some French
players and ask e.g. Qui sont français? Est-ce qu’ils peuvent parler l’anglais?
Why are languages so important? Talk about the need for players and managers to
give opinions e.g. about a match. Do they know of any English players who have had
to learn another language in order to play for another team?
 Look at a French language extract about a French sportsman
e.g. Thierry Henry http://fr.wikipedia.org/wiki/Thierry_Henry
Ask children to work in pairs to find out key facts about his life and sporting career
including the different countries that he has played for: France, England, Italy and
Spain.
Wendy Cobb – Medway Primary Languages Team
9
IU6.1 Compare
attitudes towards
aspects of everyday
life.
2008
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Talk about the different languages he will have had to learn and the culture
differences between countries.
Read an interview with Henry and talk about the cultural differences that he has
experienced. How does learning the language of the country help him to cope with
cultural differences? http://goal.blogs.nytimes.com/2007/10/16/qa-barcelonasthierry-henry/
Wendy Cobb – Medway Primary Languages Team
10
IU6.2 Recognise and
understand some of
the cultural differences
between people.
2008
Example Lesson Three Outline
Resources: Pictures of sports heroes, dynamic pictures of sportspeople
Teaching and Activities
Objectives: - Explore the ways in which visual effects can be used to show movement
Use drawing media to experiment with techniques
KAL
Framework refs.
Les objectifs: Aujourd’hui on va jouer Devine qui c’est !
dessiner/peindre les sportifs
Warm up Activity:
Play Devine qui c’est ! this time selecting a child to stand in front of the board
facing the class. Display a picture of a sporting hero on the board. The child has
to guess his/her name using clues given by the children. Depending on the ability
of the selected child this could be a question and answer activity linked back to the
warm up activity in the previous lesson: Il est anglais ou français ? Quel âge a-til ? etc., or the class could simply provide/read statements from which the child
has to make a guess.
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06.4 Use spoken
language confidently to
initiate and sustain
conversations.
Display a range of dynamic pictures of sports people (Bill Hall soccer pictures, The
dynamism of a footballer by Boccioni, The Cardiff team by Robert Delaunay, The
Three Dancers by Picasso) introduced by: Voici des images des sportifs…
Discuss the ways in which visual effects can be used to show movement:
Regardez bien les couleurs et les formes. Discutez l’image avec un(e)
partenaire.
Discuss how media and line, tone, shape and colour are used to express the idea
of movement.
Use drawing media to experiment with techniques seen in the work to create a
dynamic display of French sporting heroes.
Wendy Cobb – Medway Primary Languages Team
11
2008
Example Lesson Four Outline
Resources: clothes props (or flashcards), a range of picture resources of different versions of Le Petit Chaperon Rouge
Teaching and activities
Objectives: - Write sentences using a model.
KAL
Les objectifs: Aujourd’hui on on va réviser les vêtements
écrire des phrases
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Warm up: Use props to revise some items of clothing e.g. un chapeau (hat), des
gants (m) (gloves), un short (shorts), un pantalon (trousers), une jupe (skirt), un
pull (jumper)
Qu’est-ce que c’est ? (What is it?) C’est une jupe.
Take out a few items, say the name and challenge children to repeat them in the
same order.
Use the clothes to revise colours and the use of petit(e) and grand(e).
Write descriptions of clothing on the board and get children to suggest rules for the
positioning and agreement of adjectives.
Give the children mini flashcards of items of clothing in a suitcase une valise (use
an envelope). In pairs they describe the items positioning them on a ‘washing line’
and writing sentences to describe them. Dans la valise il y a … (In the suitcase
there is... )
Compare singular
and plural nouns in
either language.
Positioning and
agreement of
adjectives. Most
adjectives in French
come after the
noun. Petit and
grand go before the
noun.
Framework refs.
06.4 Use spoken
language confidently to
initiate and sustain
conversations and to
tell stories.
L6.4 Write sentences
on a range of topics
using a model.
Use the reveal tool on the IWB to show part of the Le Petit Chaperon Rouge
http://karenswhimsy.com/free-paper-dolls-print.shtm
Ask “Qu’est-ce que c’est ?” while moving the reveal tool across the picture.
Children can guess items of clothing and revise le panier (basket). When the
children guess that the clothes and basket belong to Little Red Riding Hood,
introduce the French name le petit chaperon rouge.
Compare art portrayals of Le Petit Chaperon Rouge
Throughout the week revise items of clothing when children change for PE/go
outside.
Wendy Cobb – Medway Primary Languages Team
12
2008
Example Lesson Five Outline
Resources: flash cards of key words, interactive version of story, song Petit Chaperon Rouge, questions about the text
Teaching and activities
Objectives: - To read and understand main points from a written passage.
To answer questions about a passage containing complex phrases.
KAL
Framework refs.
Les objectifs: Aujourd’hui on va apprendre une chanson
répondre aux questions
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Warm up: Use story board flash cards to teach/revise key words from the story
le loup (wolf), le vélo (bike), la maison (house), le lit (bed), les yeux (m) (eyes),
les oreilles (f) (ears), les dents (f) (teeth), la grand-mère (grandmother), le sac
(sack), les gâteaux (m) (cakes), le bûcheron (woodcutter), frappe (knock)
 Show the interactive version of the story (but do not show alternative endings).
http://ngfl.northumberland.gov.uk/languages/Little%20Red/index.htm
 Get the children in pairs to use the key word pictures to storyboard the events in
the order they appear in the story.
 Explain that they are going to écouter et apprendre une chanson (listen to and
learn a song).
 Play the PowerPoint of the song.
 Give pairs a copy of the text of the song and ask them to match pictures to the
text.
 Give pairs questions about the text (dictionaries available to support
understanding).
 Teach the song with the actions. Then allocate groups to learn different verses
from memory.
 Perform the song with different groups singing allocated verses.
Follow-up art activities:
Sketch action phrases from the story.
Wendy Cobb – Medway Primary Languages Team
13
06.1 Understand the
main points and simple
opinions in a spoken
story.
L6.1 Read and
understand the main
points and some detail
from a short written
passage.
06.2 Perform to an
audience.
06.4 Understand
longer and more
complex phrases or
sentences.
2008
Example Lesson Six Outline
Resources: Summaries of different versions of the story and key words (PDF files)
Teaching and activities
Objectives: - Read and understand the main points and some detail from a written
passage.
Les objectifs: Aujourd’hui on va chanter
lire
classer des mots
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KAL
Framework refs.
Use knowledge of
form to improve
access to a range of
texts.
L6.1 Read and
understand the main
points and some detail
from a short written
passage.
Warm up. Perform Petit Chaperon Rouge song.
Play the interactive story and explain that at the end of the session they will look
at alternative endings for this story.
Discuss other alternative versions of the story that they have read.
Explain that there are several different versions of the story in French.
Give pairs a copy of the table of different versions of the story. They should
apply previous knowledge and language cues to help them to understand the
summaries of the story.
Give out table of pictures of the main characters as support.
Mini whiteboard thinking skills activities – get pairs to produce groups of words
with links either in meaning or word types from the summaries and the key
words table, e.g. food objects, animals, family members, nouns, adjectives,
verbs etc. Do this as a timed activity. At the end of each period of time they
have to produce a new group of words.
Play the three different endings to the interactive story.
Play and learn Salut, Petit Chaperon Rouge.
Wendy Cobb – Medway Primary Languages Team
14
2008
Example Lesson Seven Outline
Resources: map and blank map (Petit Chaperon Rouge), sorting activity sentences
Teaching and activities
Objectives: - Use spoken language confidently. Match sound to sentences and
paragraphs.
Les objectifs: Aujourd’hui on va réviser les directions
lire le Petit Chaperon Rouge
créer un jeu de rôle
KAL
Framework refs.
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Warm up: revise directions à gauche, à droite, tout droit, au nord, au sud, à l’est,
à l’ouest
 Sort children into teams. Teams are given a blank map. Go through key
vocabulary needed for game: une fôret, un loup, le Petit Chaperon Rouge,
une maison, la grand-mère, le panneau (sign), Maman, Papa, une souris, un
lapin, un oiseau, un écureuil (squirrel), une poule, le bûcheron, Mémé, un
arbre (tree)
 One member of team comes to front and looks at the map. He/she returns to
the team and has to say one thing for the rest of the team to put on the map.
He/she must only use French words and no actions, e.g. Au nord-ouest il y a
quatre arbres et un loup dans une grande fôret. Team members have to
recreate and label the map with as much detail as possible.
(Support activity – pairs matching game with key words)
 Play the first part of the interactive story. Choose one of the sentences from the
sorting activity. Give out parts of the sentence to different children. Explain that
they are going to make a whisper chain. They have to walk around the room
whispering the words on their card until they find all the other children who have
the same part of the sentence. (Differentiate with choice of phrases given out.)
E.g. Il faut chuchoter (whisper), écouter bien, marcher autour de la classe
et trouver tous les enfants qui disent les mêmes mots.
 Then tell the children that they have to go round the room whispering their
phrase again but this time they have to make a chain of a complete sentence.
They need to find everybody to make a complete group and then sort
Wendy Cobb – Medway Primary Languages Team
15
O6.4 Use spoken
language confidently to
initiate and sustain
conversations and to
tell stories.
L6.3 Match sound to
sentences and
paragraphs.
2008

themselves into the correct order using punctuation clues.
E.g. Maintenant il faut chuchoter et écouter bien, marcher autour de la
classe et faire une phrase.
Get groups to work on a simple role-play of the story: créer un jeu de rôle to
perform to the rest of the class.
Art follow up activities:
Create a display of the story (and different versions) using a range of media.
Create a set of activities for younger children based around the text (e.g. cut out
figures to dress up).
Create moving puppets.
Wendy Cobb – Medway Primary Languages Team
16
2008
APPENDIX ONE
Cartoon Project Les Aventures de Tintin
Action drawings from art sessions could be developed into a mini project linked to the Tintin
adventures.
A good starting point for this would be the site http://www.nmm.ac.uk/tintinfun/ which has interactive
activities linked to Hergé’s cartoon drawings.
Use the official Tintin site http://tintin.francetv.fr/#link=home/une.swf&mc=_root.ban1.contente as a
trigger for cross-curricular studies. Click on the Les dossiers interactifs and read journal entries
about his voyages around the world with fact files on history, geography, art, music and culture.
Wendy Cobb – Medway Primary Languages Team
17
2008
APPENDIX TWO – SUBJECT LINKS
LITERACY
HISTORY
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Plan and write a short story with alternative endings.
Link to Narrative Unit One – Fiction Genres.
Research illustrators linked to different genre types.
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Write a fictional journal entry for a new voyage of Tintin.
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Link to Non-Fiction Unit One – Biography and Autobiography.
Explore different presentations of the biography of Hergé.
Write a fictional autobiography as Tintin.
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Find out about the different languages spoken and writing
systems used in the various countries visited by Tintin.
ICT
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GEOGRAPHY
Use ICT to help with geographical investigations of countries
visited by Tintin.
Create a presentation of a research project linked to the
voyages of Tintin.
Use ICT to create a series of activities for younger children
linked to Le Petit Chaperon Rouge.
Use a drawing program to create illustrations to go with a
traditional tale.
Wendy Cobb – Medway Primary Languages Team
Transform an historic photograph into cartoon form e.g. from
the period of the Victorians
http://www.nmm.ac.uk/tintinfun/drawingInspiration/drawingIn
spiration.cfm
Read Tintin’s journal re. his visit to S. America, read the
entry on Sir Walter Raleigh and link to Tudor study or
revision.
Read Tintin’s journal visit to China/Peru/Middle East and link
to a study of an ancient civilization.
18
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Carry out a comparative country study investigation of the
different lands visited by Tintin looking at details of
environment, climate, places etc.

Create maps of his journeys.
2008
ART & DESIGN
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MUSIC
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Question and make thoughtful observations about starting
points for their work.
Select and record from first-hand observation and explore
ideas for different purposes.
Compare methods and approaches used by others to show
figures and forms in movement.
Investigate and combine visual and tactile qualities of
materials and processes and match these qualities to show
movement.
Use a variety of methods and techniques to show movement.
Adapt their work according to their views and describe how
they might develop it further.
Match materials and processes to ideas and intentions.
Investigate the work of Hergé and other illustrators.



RE

CITIZENSHIP/PSHE

Investigate religions practised in the various countries visited
by Tintin and the significance of religion to the communities.
Wendy Cobb – Medway Primary Languages Team
Write and perform songs linked to other traditional tales.
NC Links: sing songs, in unison and two parts, with clear
diction, control of pitch, a sense of phrase and musical
expression; play tuned and untuned instruments with control
and rhythmic accuracy; practise, rehearse and present
performances with an awareness of the audience.
Research traditional music from the lands visited by Tintin.
NC Links: Explore a range of live and recorded music from
different times and cultures.
Find out about the different instruments used in the various
lands mentioned in the journals.
19
Think about the lives of people living in other places and
times, and people with different values and customs.
2008