Harriet J. Bauman
I would recommend the following sequence of lessons. The introduction would be motivational, using the wealth of movies, games, stories, etc. in English. Once the students’ interest is established, I would then introduce the analytical vocabulary pertaining to mysteries as stated above, and I would have the students do many exercises for following directions, keeping track of details, guessing, understanding the plot, etc.
Depending upon the ability of the students, I would introduce one of the mystery-adventure stories written for the intermediate level (See
Reading List for Students
). All the students would read one novel such as
le Collier Africain
. They would learn the techniques necessary for reading, understanding, and appreciating this type of story as a whole group with the teacher’s guidance.
Then, I would suggest that the students be divided into groups. Each group would read a different story (See
Reading List for Students
). Working together will reinforce the knowledge gained while reading the previous novel. Each group would share the plot and author’s techniques with the other groups as a sort of
explication de texte
.
The next logical step would be to introduce a Simenon such as
Maigret et le Marchand de Vin
or an Agatha Christie such as
Murder on the Orient Express
(in French). The students should be able to read these with guidance from the teacher. Vocabulary could be explained. Any other necessary explanations also could come from the teacher.
If the students learn quickly, there should be no difficulty accomplishing this unit in sixteen weeks. If it takes longer, it will still work out well because the students will be enjoying what they are reading and they will be learning the necessary skills for successful reading of “classical” literature.
If the students are more advanced, I would include readings such as
Les Misérables
by Hugo, specifically the scenes of Jean Valjean running through the sewers of Paris pursued by unknown menaces. This selection would be useful for discussing author’s techniques and the role of description. The students might read
Arséne Lupin
by Maurice Leblanc and compare and contrast it to a Sherlock Holmes mystery.