Friends Fly Together

Because THE RED BALLOON is a silent film about a little boy (Pascal) and his friendship with a red balloon, students are not distracted by trying to translate spoken text. They can concentrate on what they are watching. They take notes in their home language or English--whichever is more comfortable--on what they see. These informal notes serve as scaffolding for discussion and writing.

By Wendy Bell

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Learning outcomes

Students will be able to:

• demonstrate understanding of narrative sequence in writing and speaking.
• identify story elements--
  
  • characters
  • setting
  • plot
  • theme
  • mood
  • tone
  • symbol
• generate personal responses to the film in writing and speaking.
• Create a visual product that reflects understanding of the film.

Teacher planning

Time required for lesson

2 Hours

Materials/resources

Film THE RED BALLOON (color 35 min. Available through a variety of film catalogs, e.g. Filmic Archives, Critics Choice, Columbia Tristar Videos. Prices will range from $14.95-29.95); book THE RED BALLOON by Albert LaMorisse (optional); paper, pencil, language translators or dictionaries; pens, construction paper (varieties of colors), scissors, glue sticks; chalkboard; CLOZE exercise (if used for assessment).

Technology resources

TV, VCR

Pre-activities

Several days prior:

Review story element definitions and examples using a variety of contexts such as pictures, short stories, class experiences (e.g., a field trip).

The day before:

Brainstorm and/or journal write about friends and the nature of friendship. If the book is available, show the students the pictures (which are taken from the film) and ask for informal responses. Record group responses on the chalkboard for students to use as references for their individual responses to the film.

Activities

Day (Period) 1

1. Write THE RED BALLOON on the chalkboard along with the words WHERE? WHEN? WHO? WHAT? WHY?
2. Tell the students that they will be seeing a film about friends, but the film has no words. They are to watch it and put in the words by taking notes as they write. They may use whichever language they feel comfortable with, but they must record what they see using the 5 W’s as a guide. Stress that writing a lot is not as important as simply telling what they see. Everyone must write something.
3. Show THE RED BALLOON, pausing as needed for comprehension checks. Good places to PAUSE and generate conversation are when the schoolmaster locks Pascal in the cellar; when Pascal meets the little girl who is carrying the blue balloon; when the bullies chase Pascal. At these places the teacher can ask, “What are they saying to each other?” and students can respond in pairs or solo.
4. Fill in the 5 W’s, using student responses and literary terms. Next to the WHO write Characters; next to the WHEN and WHERE write Setting; next to WHAT write Plot. For this story element, elicit responses that show understanding of chronology. Use the sequence terms: First, Next, After that, Then, and Finally as guides. Write the responses on the chalkboard to save as a starting point for the next period’s discussion.

Day (Period) 2

1. Review the narrative sequence from notes on the chalkboard.
2. Next to WHY?, focus on students’ personal feelings about what happened to Pascal and record these responses. At this point the terms Mood and Tone fit in smoothly with questions like, “When the balloons carried Pascal away was this a happy time or a sad time? How did you know the person who made this film was happy that Pascal was safe?”

   This is also a good point to mention the special effects in the film. Most students have watched enough TV or seen enough films to recognize special effects although they may need to use their translators for the exact definition of the term. They are intrigued by the personalization of the balloons, and even the most limited will have some response about why and how the balloons follow Pascal.

3. Write Theme and Symbol on the chalkboard. Generate responses about Pascal’s feelings for his balloon. Since the word friend will be frequently mentioned, turn it into simple sentences. “The RED BALLOON” teaches us that we need friends. The balloon is a sign (symbol) of friendship.”

Assessment

Informal: (appropriate for Novice High, but everyone will have fun doing it)

Using their own notes and class-generated responses, students will demonstrate their comprehension of the film by creating their own balloons using precut strips of colored paper glued onto a precut balloon shape. On each strip, a written response is required.

Suggestions:

1. Simple sentences (one per strip) about Pascal’s friendship with his balloon.
2. A dialogue between Pascal and a) the balloon; b) the schoolmaster; c) the bullies.
3. What was learned about friendship from watching the film?

Formal: (Appropriate for Intermediate Low-High)

Create a CLOZE passage (or use Attachment) that includes the narrative, dialogue, and selected story elements.

Supplemental information

CLOZE exercise balloon

Related websites

N/A

Comments

This lesson is appropriate for Novice-Intermediate level ESL students. It is also appropriate for Secondary level students. I have used it successfully with Grades 6-11.