CARTE POSTALE PROJET
1.
You will receive the name of a city or area in France
to research
on the Internet. Go to “Chez Madame Kopecky” and click on “Regions de la France”.
 Click on “FRANCE TRAVEL” if you have one of these cities: Aix, Avignon,
Bordeaux, Cannes, Lille, Lyon, Marseille, Nice, Paris, Strasbourg,
Toulouse
 Click on “CONCIERGE” if you have one of these cities or areas:
Chamonix, Megève, St. Tropez, Loire Valley, Côte d’Azur, Provence
 Click on “REGIONAL DEPARTMENTS MAPS WITH CITIES: Terrasson,
Sarlat, Périgueux (go to Aquitaine, then Dordogne), Blois (go to Centre,
then Blois), Amboise (go to Centre, then Tours)
2.
You will create your postcard using Microsoft Word
 Select a picture to copy and paste into a Word document
 Type your message in French using size 14 font, only five words per line
 Include your
o name
o age
o French city you live in
o French region your city is in
o name of the site in your picture
o write back
 Follow the sample postcard
3.
Use the card stock to assemble your postcard
 Glue your picture to the blank side of your postcard
 Glue your message in the box on the left side of your postcard
 Leave the smaller box on the right blank
 Sign your postcard with your French name
 SAY HELLO AND TELL YOUR NAME
 TELL YOUR AGE
 TELL WHERE YOU LIVE
 TELL THEM SOMETHING TO SEE IN YOUR
CITY/AREA
 TELL THEM TO WRITE BACK AND SAY
GOODBYE
Bonjour! Je m’appelle Chantal.
J’ai 13 ans.
J’habite à Amboise.
Amboise est dans le Centre.
Venez voir le château
d’Amboise!
Ecris-moi bientôt!
AMBOISE
POST CARD PROJECT
1. Introduce location of regions and major cities in France
2. Assign each student one of the cities or regions (I used slips of paper and
they selected at random)
3. Explain project, show post card sample, and go over instructions for
research and Microsoft Publisher
4. Print post cards for students to assemble, or print double-sided onto card
stock.
5. Deliver post cards to seniors who then locate the cities and regions on a
map of France. (They can mount their map on a wall and use colored
tacks to indicate the cities and regions .)
6. Extended options: Seniors can write back to their pen pals at the school;
students can visit the seniors
CROSS-CURRICULAR
FRENCH PROJECTS
WAFLT FALL CONFERENCE
2010
Jeanine Kopecky
French Teacher
Lake Geneva Middle School
L’Epicerie
Directions: You are at an “Epicerie”, a grocery store. Choose 6 items from the list to
add to your “shopping cart”. Write in numbers how much each item costs and total up
the “bill”. Write the total amount out in French.
baguette
deux euros
eau minérale un euro quatre-vingt
bananes
soixante-douze eurocents
fromage
bifteck
cinq euros cinquante
jus d’orange un euro quarante
bonbons
vingt-cinq eurocents
rosbif
douze euros
carottes
trente-sept eurocents
salade
quarante-huit eurocents
céréale
trois euros
soupe
soixante-et-un eurocents
chocolat
quatre-vingt-huit eurocents
tarte
six euros trente
croissant
dix-neuf eurocents
tomate
quatorze eurocents
Item
TOTAL:
TOTAL in French:
Euros
quatre euros vingt
Eurocents
You may work alone or with 1 or 2 partners
Assignment:
 Choose a theme (back-to-school clothes, beach vacation, ski trip,
wedding, sports, holiday, business attire, party wear, etc.)

Create a company name and slogan describing your product line
(Example: “Nous Sommes Groovy” “Pour les vêtements des 70’s”

Draw, cut out pictures, or download images to illustrate the pages of your
catalogue

Label your clothes and accessories en français

Describe colors, fabric, etc. en français
(Example: Une chemise blanche en coton avec boutons noires.)
 Price the items in your catalogue accurately in Euro
(1 Euro = 75 cents 1,35 Euro = $1.00) (Divide dollars by .75 to get Euro)
Evaluation:
Required:




D
C
B
A
Cover with title and slogan (a logo is optional)
6 different items, accurate labeling and prices
10 different items, accurate labeling and prices
10 different items, accurate labeling, descriptions, prices
15 different items, accurate labeling, descriptions, prices
Neatness and visual appeal will be considered in your evaluation.
Your assignment



Part 1: You have just learned briefly learned about
some of the influences that France has had on United
States history. We would like for you to share this
information with your counterparts in France by doing
the following.
From the three different parts (A brief overview of the
French in North America, French involvement in the
early years of the United States, The Statue of
Liberty) write a paragraph summarizing the FrenchAmerican connection. There should be a total of three
paragraphs (5-7 or more sentences each.
These paragraphs should be typed in a Word
document and saved in the file as directed by your
teacher.
Your assignment cont.

Part II
◦ You must also answer three of the following
questions for your French counterparts. Typed and
saved in the proper file.
 What do you do for fun?
 What is your school day like?
 What is Lake Geneva, Wisconsin like throughout the
year?
 What is your favorite music style and favorite groups?
 What is your average day like in Lake Geneva,
Wisconsin?
 What is the best part about living in the United States?
Brochure du Wisconsin/Brochure de Lake Geneva
1.
La Couverture: The cover should include a slogan inviting people to visit,
discover, explore, experience, travel to, or come to Wisconsin or LG.
2.
Les Saisons:
This brochure panel should list the four seasons, what
the weather is like in each season, and types of activities people can do in Wisconsin or
LG during each season.
3.
Les Industries:
This brochure panel should tell about
several industries important to Wisconsin’s or LG’s economy.
4.
Les Attractions: This brochure panel should offer several fun or interesting
attractions Wisconsin or LG has to offer.
5.
Les Intérêts Historiques: This brochure panel should offer several points or
facts of historical interest relative to Wisconsin or LG.
6.
Les Hôtels et Restaurants: This brochure panel should list several hotels and
restaurants you recommend in Wisconsin or LG, naming at least one reason why for
each.

Your project will be created on Microsoft Publisher. Click on
“brochures” and use the 3-panel brochure style. You will only be creating
one panel that I will combine with the other panels made by the people in
your group for the final brochure.

Save your project on the shared “G” drive. Click on the
“BROCHURES” folder and save in the folder made for your class (4A,
5A, 4B, 5B)

Your grade will be based on the accuracy of your French, the variety of
appropriate vocabulary, and on the visual appeal of your panel.
Les Régions de la France
1. Your project is to choose a region in France and prepare a brochure. The purpose
of the brochure is to inform and entice the reader to want to visit your region. You may
work with a partner on this project. If you work with a partner, I recommend dividing the
work so you will each have your own responsibilities.
2. As indicated on the sample brochure you receive in class, the following panels will
make up your brochure:
Cover-Panel 1: Introduce the name of your region in an inviting way. Include a
picture or drawing which represents your region.
Panel 2:
What is the weather like in your region? Are there any special
geographical features? Include an illustration or graphic.
Panel 3:
Tell us something about your region's culture, economy, industries,
agriculture, or history. Include an illustration or graphic.
Panel 4:
What is something interesting to see or do in your region? Is there an
interesting town we should visit? Include an illustration or graphic.
Panel 5:
What would be a good slogan to advertise your region? Give the
name and address of a hotel or place to stay in one of the cities in your region. The
hotel can be real or imaginary. Suggest a restaurant or café.
Panel 6:
This is actually the back of your brochure. Include your own name,
class and date on the back panel.
EVALUATION:
You will be graded on each of the following areas (10 points each):
QUALITY OF INFORMATION - accurate and interesting
QUALITY OF FRENCH - vocabulary and grammar
COMPLETENESS OF REQUIRED INFORMATION as specified above
requirements
ARTWORK AND DESIGN - visual appearance and appeal
PREPARATION - neatness, effort, and deadline met
Assessment Tool for Brochure Project
10
PREPARATION
ET EFFORT
QUALITE
D’INFORMATION
VOCABULAIRE
FRANÇAIS
PRESENTATION
GRAPHIQUE
EFFET PUBLIQUE
TOTAL
8
6
LE MOYEN ÂGE
(World Language Standards: Communication, Cultures, Connections, Comparisons, Communities)
Students will gain an understanding of the Middle Ages in France through classroom discussion and
activities designed to explore symbolism used in literature and art. Students will read a simple version of
the poem, La Roman de la Rose and discuss the role of symbolism. Students will view the tapestries of
La Dame à la Licorne and discover the Forêt de la licorne through guided Internet research of the Musée
National du Moyen Âge at the Hôtel de Cluny in Paris. The theme of symbolism will be explored further by
reading a simplified version of the legend of la licorne and by identifying various images in the six panels
of the tapestries. Students will then divide into six groups to create their own six-panel “tapestry”
depicting the five senses and a sixth sense, as they perceive, reflected in our modern culture. As a
guiding principle, students will use the idea that people will view their design 500 years in the future to
better understand our current society and daily life.
LESSON PLAN
Day 1:
Symbolism in literature – Le Roman de la Rose:
Initiate a discussion with students about the Middle Ages to find out what their conceptions of this time
period are, listing key vocabulary and ideas on the board. Define the word “medieval” and show students
posters, post cards or project an image of a medieval castle to help encourage the flow of ideas. Refer to
the “Moyen Âge – Discussion Guide” for ideas.
Explain to students that in this unit on the Middle Ages, le Moyen Âge, they will be studying how
symbolism was used in literature and in art. The unit will culminate in a group activity in which they will be
creating panels for a tapestry symbolizing our current society.
Define “symbolism”, providing an example, and encourage students to volunteer other examples. They
will need to understand the term to complete “Le Moyen Âge – Roman de la Rose” worksheet. Refer
to the Discussion Guide for background information on the Roman de la Rose as you present the theme
of symbolism in this famous piece of medieval literature.
Day 2:
Symbolism in art – La Dame à la Licorne Tapestries:
Discuss the use of tapestries as an art form and as a pictorial means of storytelling, specifically illustrating
legends. Students will then explore the use of symbolism in art by viewing the Dame à la Licorne tapestry
panels on the official Musée National du Moyen Âge website:
http://www.musee-moyenage.fr/ang/index.html.
The website can be viewed in English or in French.
The text La Dame à la Licorne – Tapisserie Médiéval is included to assist students as they view the
individual tapestry panels.
(A PowerPoint presentation is also available on CD.)
Novice students can generate a vocabulary list of animals and other items they recognize in the
tapestries. Discuss what types of symbols are depicted in the panels, such as the mirror for the panel
representing the sense of sight. They can also review the colors in French, making simple sentences
describing what they view in the tapestries. A Word Search is included for homework or extra credit. It
can be used with the clues only or with the word bank provided.
Intermediate students can read The Legend of La Licorne provided, identifying key vocabulary words
and cognates in French and in English.
Advanced students can explore the political and cultural climate of the Middle Ages, particularly the
interplay between the rulers of France and England and the interchange of the territories they controlled.
Refer to the Discussion Guide.
Day 3:
Students identify the words in French on the Tapisseries de la Dame à la Licorne
Vocabulary Worksheet provided. Suggestion: Students may be ready to begin the brainstorming phase
of the Class Tapestries project described for Day 4.
Day 4:
Class Tapestries:
Make six note cards with one of the five senses and “À Mon seul désir” on each card. Divide students
into six groups, each selecting one of the note cards. Students will be responsible for creating a tapestry
panel design representing the sense on the note card with symbols from our time period. As a guiding
principle, students will use the idea that people will view their design 500 years in the future to better
understand our current society and daily life, just as we have been able to glimpse 500 years into the past
through the Dame à la Licorne tapestries. Provide large pieces of construction paper, poster board or
paper panels for each group. Suggestion: Encourage students to brainstorm ideas first on scratch paper
and to roughly sketch a draft before they begin their final design. You may want to give your students an
extra day for their final design depending on the length of your class period and the ages of your
students.
Day 5: As a review of symbolism prior to the test, students will present their final tapestry panels. Have
each group tape their panel to the board.
As each group discusses the symbolism they used in their
panel, the rest of the class tries to figure out which sense is represented in the panel.
Examen: Le Symbolisme dans la littérature et l’art du Moyen Âge.
Jeanine Kopecky 2010
LE MOYEN ÂGE - DISCUSSION GUIDE
L’Hôtel de Cluny
1334 – built as an abbey
1833 – became a museum
Saumur
14th century château
on the Loire River
un chevalier
Symbolism in literature – Le Roman de la Rose
 The term “medieval” means typical to the Middle Ages, le Moyen Âge.

Le Moyen Âge generally refers to the time period between the fall of the Roman
Empire (476 A.D.) to the fall of Constantinople (1453) or sometimes to the
discovery of the Americas (1492).

The 13th, 14th, and 15th centuries are filled with legends of chivalry and
courtliness. Explain the word chivalry, chevalerie, derived from the French word
for horse, cheval, and the word courtoisie, from the French word for court, cour,
and from which the English word “courtesy” is derived.

Encourage students to brainstorm words, images and ideas inspired by legends
of this time period: knights, castles, dungeons, armor, lances, swords, banners,
moats, turrets, King Arthur and the Round Table, the Holy Grail, jousting,
tournaments, shields, coats of arms, fair maidens, winning the lady’s
handkerchief, courtship, festivals, may poles, etc. Suggestion: Use mapping to
record the ideas students generate on the board to serve as a visual aid.

The Château Saumur, pictured on Le Moyen Âge et Le Roman de la Rose
worksheet, is a beautiful medieval castle. The original fortress was destroyed in
1067. The Plantagenets, who were dukes of Anjou in the 14th century, rebuilt it.
It is now open to the public and contains a museum for decorative arts and the
Musée International du Cheval. Use the picture of the castle to inspire
discussion of this period in history. (Note: This worksheet is designed to elicit
student opinion and interpretation of the material presented and should be
evaluated in that spirit.)

Le Roman de la Rose is a poem containing 22,000 lines with 101 miniatures or
illustrations. The first part (4,058 lines) was written around 1237 by Guillaume de
Lorris and the second part was written in the late 13 th century by Jean de Meun.
It was translated into English, Italian, and Dutch during the Middle Ages and is
said to be the single most important literary influence on Chaucer’s writings. The
rose represents love and allegorical characters such as Courtesy, Youth, Fear
and Idleness influence the young man’s attempts to win the confidence of the
rose.

Discuss other examples of symbolism, such as a light bulb for intelligence, a sun
for happiness, a dove for peace, and encourage students to think of their own
examples.
Symbolism in art – La Dame à la Licorne Tapestries

The Dame à la Licorne Tapestries were commissioned to be woven by the Le
Viste family of Lyon. The unicorn, known for its speed, is thought to
symbolize the family name, which is a variation of the French word vite. The
standard shown in each panel is emblazoned with the Le Viste heraldic coat
of arms. However, there is speculation that the original drawings for the six
panels date back to the 12th century and that they were part of a secret coded
correspondence between Henry, Count of Anjou and Duke of Normandy, and
Eleanor of Aquitaine, who was married to the King of France, Louis VII.
Eleanor later divorced Louis and married Henry, who became Henry II of
England, adding her titled landholdings, including the Aquitaine, Touraine and
Gascony regions of France, to Anjou, Normandy, and the English lands of the
king.

Le Musée National du Moyen Âge website is full of information about the
Middle Ages and can be viewed in either French or English. Click on the
pictures of the tapestries to follow the tapestry link and be able to view the six
tapestry panels online.
http://www.museemoyenage.fr/ang/index.html.

Examples of symbolism in the panels beyond the representations of the five
senses are found in the animals depicted, such as the rabbit for fertility, the
monkey for the commoner, and the fox for slyness. (Or vixen which could
symbolize the Vexin territory of France that was part of the Duchy of
Normandy.) Also take note of the lady’s garments as they change in each
panel. The meaning of the sixth panel, “À Mon Seul Désir”, remains a
mystery. It is not known whether this panel was meant to be viewed first or
last. It is not known whether the lady is placing the necklace into the box,
relinquishing a life represented as luxurious, or if she is taking the necklace
out of the box, preparing for that life.

The Forêt de la Licorne is part of the medieval gardens outside the Hôtel de
Cluny. It is divided into a series of gardens representing the five senses
reflected in the Dame à la Licorne tapestries. For example, the garden
representing taste features edible plants and herbs and the garden
representing smell is filled with particularly fragrant flowers. There is also a
garden featuring medieval herbal medications. The medieval garden link is:
http://www.musee-moyenage.fr/ang/homes/home_id20393_u1l2.htm
Jeanine Kopecky
NAME _________________________
LE MOYEN ÂGE
et
LE ROMAN DE LA ROSE
1.
What are your impressions of the 14th and 15th centuries? What does the Château Saumur
pictured above remind you of? Write your thoughts here:
_______________________________________________________
_______________________________________________________
_______________________________________________________
2.
Le Roman de la Rose est un poème écrit en deux parties par deux auteurs, Guillaume de Lorris et
Jean de Meun. C’était très populaire dans le Moyen Âge. L’histoire est pleine de symbolisme.
Write down all the things you understood in the above description of Le Roman de la Rose:
_______________________________________________________
_______________________________________________________
_______________________________________________________
3.
The story is about a young man who falls in love with a rosebud. As he tries to reach the rosebud,
he is sometimes shy, sometimes sweet, sometimes honest, sometimes impatient, and sometimes
innocent. He goes through many feelings and, after many attempts to try to reach the rosebud, the
young man finally manages to kiss it. It turns into a rose. The young man wants to keep it, but a
huge, fortified tower builds up around the rose and holds it captive. The young man is separated
from the rose forever.
What do you think the rose symbolizes?
_____________________________________________________________________
What do you think finally worked that let the young man kiss the rose?
_____________________________________________________________________
What do you think caused the tower to build up around the rose?
_____________________________________________________________________
La Dame à la Licorne
Tapisserie médiéval
L’Hôtel de Cluny
 C’est le musée national du moyen âge.
 C’est un musée de l’art médiéval à Paris.
 C’est le musée où se trouve la Dame à la Licorne.
L’art médiéval








Le XVe siècle (1400’s)
La chevalerie
L’amour
La courtoisie
La poèsie
Les légendes et histoires
Le Roman de la Rose
Les symbôles
Le Roman de la Rose
 Un grand poème médiéval
 C’est une légende d’un jeune homme qui rêve d’une rose qui est captive dans
un château.
 La rose est le symbôle de l’amour.
La Dame à la Licorne





C’est une série de six tapisseries.
Représentant les cinq sens
Pleine de symbolisme
La dame est une jeune fille.
La licorne est un animal mythique.
La Vue




La dame a un miroir.
La licorne aime sa reflection.
La licorne regarde sa beauté.
Quels sont les autres animaux?
L’Ouïe
 La dame joue d’un positif.
 Un positif est un instrument de musique.
 Ils écoutent la musique.
 Regardez les animaux.
Le Goût
 La dame goûte une friandise, une sorte de bonbon.
 Quels sont les autres animaux?
 Regardez le singe. Qu’est-ce qu’il fait?
L’Odorant
 La dame tresse une couronne de fleurs.
 Les animaux sont autour de la dame.
 Regardez encore le singe. Qu’est-ce qu’il fait?
Le Toucher




La dame touche le mât de l’étendard aux armes de la famille Le Viste avec la
main droite.
Le nom “Le Viste” veut dire vite ou rapide.
La licorne est connue pour la vitesse.
La dame touche la corne de la licorne avec la main gauche.
À MON SEUL DÉSIR
 Est-ce que la dame prend le collier de la boîte?
 Est-ce qu’elle met le collier dans la boîte?
 Quel est le sixième sens représenté dans cette scène?
Name_______________
__
La Dame à la Licorne
Tapisseries du Moyen Age
La Légende de la Licorne
1.
Literature and art in the Middle Ages was full of symbolism. Explain symbolism and give an
example:___________________________________________________________________________
___________________________________________________________________________________
2.
The Tapestries: Art can often tell a story. La Dame à la Licorne is a series of six tapestries
that tell a story about the five senses, and a mysterious sixth sense. The main characters are a lady and
a unicorn. They appear in each of the tapestries with many forms of symbolism, including animals. The
tapestries are in a museum in Paris called l’Hôtel de Cluny. They are more than 500 years old, dating
back to the 15th century (1400’s). Outside the Cluny museum, there is a forest with gardens representing
each of the six tapestries.
Identify the following French vocabulary words appearing in English in the paragraph above:
histoire
_______________________
tapisserie
_______________________
licorne
_______________________
dame
_______________________
sens
_______________________
musée
_______________________
jardin
_______________________
forêt
_______________________
animaux
_______________________
mystérieux
_______________________
3.
La Légende de La Licorne: La Licorne est un animal légendaire souvent représenté avec un
corps de cheval, une queue comme une plume, une barbiche, des sabots de chèvre, et une grande corne en
spirale au milieu du front. La licorne se cache dans la forêt . La seule personne capable d’approcher une
licorne est une jeune fille. L'animal a confiance en la pureté de la jeune fille. Selon la légende, la corne de
la licorne a des pouvoirs magiques. Elle peut purifier l'eau et reconnaître les aliments empoisonnés.
Identify the following words appearing in French in the paragraph above :
body
_______________________
horse
_____________________
tail
_______________________
feather
_____________________
beard
_______________________
goat
_____________________
horn
_______________________
young girl
______________________
powers
_______________________
water
______________________
Name _____________________
Les Tapisseries de La Dame à la Licorne: Vocabulary Worksheet
Les six tapisseries représentent les cinq sens et un sixième sens mystérieux. Can you figure them out?
le Goût
__________ The lady takes a sweet from a dish offered to her by her servant.
la Vue
__________ The unicorn sees its reflection in a mirror the lady is holding.
le Toucher __________
The lady touches the unicorn’s horn and holds a standard bearing
the Le Viste family’s coat of arms.
l’Odorant
__________ The lady braids a crown of fragrant flowers.
l’Ouïe
__________ The lady plays a portable organ, “a positif”.
À MON SEUL DÉSIR _______The lady stands in front of a tent with this inscription.
Discussion: Do you think she is putting the necklace into the box or taking it out of the box?
What do you think her “only desire” is?
VOCABULAIRE
Write these words en anglais.
You may use a dictionary.
la licorne le lapin le renard le singe le lion le jardin la corne le miroir la beauté les fleurs la couronne la rose le chien l’eau le cheval la dame l’amour le collier la tapisseriel’étendard-
SYMBOLISM
Fill in the blanks with French words from the vocabulary list that
could be used to symbolize the following words.
cleverness ___________________________
beauty _____________________________
speed ______________________________
family______________________________
Lyon ______________________________
uncivilized man ______________________
fidelity ____________________________
(faithfulness)
young girl __________________________
vanity _____________________________
magic _____________________________
Jeanine Kopecky
EXAMEN
NOM_____________________
Le Symbolisme dans la littérature et l’art du Moyen Âge
1.
Explain what the title of this test means in English.
__________________________________________________________________
__________________________________________________________________
2.
Give one example of symbolism from Le Roman de la Rose story.
__________________________________________________________________
3.
Give one example of symbolism from the Dame à la Licorne tapestries.
__________________________________________________________________
4.
Give one example of symbolism from the class tapestry designs.
__________________________________________________________________
5.
Translate the following sentence into English:
“Le Moyen Âge est symbolisé dans les poèmes et les tapisseries.”
__________________________________________________________________
__________________________________________________________________
6.
What does the term “la chevalerie” mean to you?
__________________________________________________________________
__________________________________________________________________
7.
What was magical about “la corne” of the unicorn?
__________________________________________________________________
8.
What do the following French words mean in English?
le château _____________
l’amour ________________
la vue
_____________
le toucher ______________
le désir
_____________
la tapisserie ____________
XC: What do you think was meant as the 6th sense: “À Mon seul désir?”
____________________________________________________________________
____________________________________________________________________
LA LÉGENDE DE LA LICORNE worksheet answers
1.
Symbolism is the representation of things by the use of symbols, or an idea or
feeling symbolized as an object such as a rose symbolizing beauty, for example.
2.
histoire – history
licorne – unicorn
sens – sense
jardin – garden
animaux – animals
tapisserie – tapestry
dame – lady
musée – museum
forêt – forest
mystérieux – mysterious
3.
body – corps
tail – queue
beard – barbiche
horn – corne
powers – pouvoirs
horse – cheval
feather – plume
goat – chèvre
young girl – jeune fille
water – eau
TAPISSERIES DE LA DAME À LA LICORNE
vocabulary worksheet answers
le Goût – taste
la Vue – sight
le Toucher – touch
l’Odorant – smell
l’Ouïe – hearing
À Mon seul désir – to my only desire
la licorne – unicorn
le singe – monkey
la corne – horn
les fleurs – flowers
le chien – dog
la dame – lady
la tapisserie – tapestry
le lapin – rabbit
le renard – fox
le lion – lion
le jardin – garden
le miroir – mirror
la beauté – beauty
la couronne – crown
la rose – rose
l’eau – water
le cheval – horse
l’amour – love
le collier – necklace
l’étendard – standard (pole with flag or banner)
cleverness – le renard
speed – la licorne, le lapin, le cheval
Lyon – le lion, l’étendard
fidelity – le chien, l’amour
vanity – le miroir, le collier
(Note: Answers regarding symbols will vary.)
beauty – les fleurs, la rose, le jardin, le collier
family – l’étendard, la couronne, la tapisserie
uncivilized man – le singe
young girl – la rose, les fleurs
magic – la corne, l’eau
LE SYMBOLISME DANS LA LITTÉRATURE ET L’ART DU MOYEN ÂGE
Exam answer sheet
1.
Symbolism in the literature and art of the Middle Ages
2.
The rose symbolizes the young girl or love. The wall symbolizes family
obligations, duty, or fear. (Answers will vary.)
3.
The unicorn symbolizes speed. The lion symbolizes the city of Lyon.
(Answers will vary.)
4.
(Answers will vary.)
5.
The Middle Ages are symbolized in poems and tapestries.
6.
“Chevalerie” means chivalry, or knighthood. It is based on the French word for
horse, “le cheval”. It represents bravery, skill, and service.
7.
The horn had magical powers to purify water and to detect poison in food.
8.
le château – castle
la vue – sight
le désir – desire
l’amour – love
le toucher – touch
la tapisserie – tapestry
XC
The necklace may represent wealth, luxury, or a suitor. The lady may be
accepting or rejecting any of these, depending on whether she is putting the necklace
into the box or taking it out of the box. (Answers will vary.)
Jeanine Kopecky 2010