Earlier this summer when it was my turn to pick the Friday night Netflix movie in the Shepard household, I chose a French film called, Il a déjà tes yeux. For those of you who aren’t familiar with it, this 2016 film is about a black couple who adopts a white baby. Although the film is a comedy (with some tear-jerking moments), I think it will lend itself to some great class discussions regarding family relationships, cultural identity, race and prejudice. In spite of some swearing and one scene showing marijuana use, I find it appropriate to use with my upper-level classes, especially as I know (unbeknownst to the particular students in question) that some of them consume cannabis anyway, and often look for the best cannabis deals available to them (or so I’ve overheard). So I didn’t really feel as though I was influencing them to do something unknown. The ratings for this film are a little hard to find to my surprise… (The only rating I could find was a PG-13 rating in Singapore.) Since I don’t have access to Netflix at school, I ordered the DVD from Amazon.fr and will show it on my all region DVD player. There are, of course, no English subtitles but I will use the French closed captions (and lots of discussion) to make the film comprehensible to my students.
In order to facilitate discussion and provide assessment opportunities related to this film, I created this film guide. (Updated link 6/29/18) Here’s a short description of how I’ll use this guide in class.
- Personnages These photos will help the students remember the names of the main characters in order to participate in the conversations that follow.
- Vocabulaire I created a short list of French-English vocabulary to introduce a few new terms to the students. I have included space for students to add additional vocabulary to the list during the viewing of the film. This list will serve as a resource to the students as they complete the communicative activities in the packet.
- Questions These are basic comprehension level questions about the plot of the film. I may have the students discuss the questions that pertain to the day’s viewing after we watch a portion of the film. I may also use these questions at the beginning of class to review the previous day’s viewing. These questions could also, of course, be answered in writing.
- Citations I will have the students discuss these quotes in small groups following the day’s viewing. Note: Because I was typing on my computer while streaming the film on my Ipad (making frequent pausing problematic), some of these quotes will be approximate, rather than word-for-word.
- Evolution des personnages At the end of the film I will ask the students to consider (either orally or in writing) how each of the main characters evolved during the film.
- Les Photos These slides depicting scenes of the film will provide additional opportunities for discussion. I may also have students record their responses (or write them) as a formative assessment opportunity.
- Jeux de Rôles Each of these role plays requires students to imagine a hypothetical conversation between characters in the film. I will have the students practice these role plays after we have watched the film and will then have them perform one with a partner (chosen by me) for an interpersonal speaking assessment.
- Présentation Écrite I will allow the students to choose one of these prompts as a presentational writing assessment.
Note: I am also in the process of creating an interpretive reading and interpretive listening task to accompany this film. In order to avoid my savvier upper-level students from having access to these assessments, I will publish them at https://us.ifprofs.org/ressources-pedagogiques . If you’re not familiar with this fabulous new resource, it’s a social media platform that allows French teachers to share materials with other members. (Update 9/7/20: Click here for a link to the interpretive tasks.)