Description of scenes

Activity steps

1- Watching the film in its entirety (without sound!)

2- Collection of reactions and questioning from students

• Who is the main character?
• What is happening to him?

Post the “Memory Labels” on the board as the students mention them and bring in any they may have forgotten. Point out to students that it is difficult to reformulate this story because there are many things happening in it that are not really related to each other.

3- Second viewing of the short film with sound

• What did you hear? a voice, that of a child, he doesn't speak French...

Ask students why we hear a child’s voice. After collecting their answers, tell them that this short film is in fact the depiction of a story invented by a little Brazilian boy. One day he told a story to his mother who made this little cartoon out of it.

4- Research Tell the students that this story is difficult to understand orally because the child does not speak French. Tell them about their mission: to create a new soundtrack for the short film so that it is accessible to everyone in the school.

NB: This phase can take place in different ways:

• Collectively on the board while viewing the cartoon (over one or more sessions)
• By rotating groups over several sessions (in the case where the class is only equipped with one screen to view the short film) and by assigning them a passage from the short film to tell.
• By group (in the case where the class is equipped with several screens to view the short film) and by assigning them a passage from the short film to tell.

The students formulate their sentences to describe the adventures of the little duck and keep a record of them: Either in writing (in the draft notebook, on one of the suggested worksheets, etc.).

Either orally (by recording yourself on a dictaphone, a smartphone voice recorder, etc.).

5- Sharing (can be done in a later session) In the case of collective work: the students listen to their entire oral story (reading by the teacher, by a student, listening from the dictaphon, etc.). In the case of group work: each group takes turns at the board to present their oral formulation in front of the class, in parallel with the broadcast of the short film.

Print the materials for this activity...

Possible extension

• As part of a long project, students can record their voice to put it in the short film video and offer the video to other classes in the school to highlight their work.
• In visual arts, ask the students to create a new situation for the little duck to experience and, based on each person's creations, create a new story and/or a new short film.