As part of the French Immersion program requirements, and to enhance the French culture in our classroom, students will be expected to interact with one another in French 100% of the time when in class (aside from Religion and English periods).
March 15-31st
Using our novel Poursuite dans Paris as inspiration, students have begun to explore variation Francophone cultures across the world. In groups, students will be creating a brochure for a francophone country designed to entice visitors. Students will conduct oral presentations in front of the class (in groups) following the rubric below. This project will lead to Geography provocations (landscapes, geographic regions and weather etc) and Science provocations (Landmarks and structures)
Presentations begin Monday March 25th
March 15-31st
Using our novel Poursuite dans Paris as inspiration, students have begun to explore variation Francophone cultures across the world. In groups, students will be creating a brochure for a francophone country designed to entice visitors. Students will conduct oral presentations in front of the class (in groups) following the rubric below. This project will lead to Geography provocations (landscapes, geographic regions and weather etc) and Science provocations (Landmarks and structures)
Presentations begin Monday March 25th
rubrique_-_les_pays_francophones.docx | |
File Size: | 10 kb |
File Type: | docx |
February & March:
Students have begun study of our novel: Poursuite dans Paris. The book explores the adventure of two best friends, Max and Lucie, who attempt to solve the mystery of the man with an envelop. After each chapter, students will be expected to complete a 1 paragraph chapter summary which describes the 5Ws of the chapter (Who, What, When, Where, Why) and what happens at the beginning, middle and end. Students are encouraged to add new/unknown words to a vocab list as they read.
Please see the novel study success criteria below:
book_study-_success_criteria.docx | |
File Size: | 320 kb |
File Type: | docx |
January 28-Feb 1st
This week, students will continue to explore principles of writing via peer editing. Special attention will be paid to the following:
Articles: le, la, les, l'/ un, une, des
Adjectives: modified according to the gender and number of nouns
January 21-25:
This week students will complete their study of future tense verbs (quiz Thursday Jan 24th) and begin exploring imperative verb forms (used when giving directions/instructions). On Monday, students will read an article discussing the truth behind "Blue Monday" a supposedly depressing day which was manufactured to serve the interests of a travel company and convince people to travel to cure their "blues". This article will serve as a spring board in our discussions of mental health. Students will discuss the merits of having a day/month designated to raise awareness of mental health. Students will also used imperative verb forms to encourage people to care for their mental and physical health in various ways.
How to conjugate imperative verbs:
-Used for commands, orders or actions; commonly followed by an exclamation mark!
Marchez!
Mange!
Voyons!
Imperative verbs do not conjugate with 6 pronouns as do other verbs, instead they only use 3 pronouns, tu, nous and vous.
Follow the chart below for the endings of verbs in the imperative tense.
January 2019
For the first two weeks following the break, we will be getting our minds back into "French mode" and practicing oral French and various verb tenses. To perfect our future tense verbs, we will continue to explore le futur proche (e.g. je vais manger) et le futur simple (e.g. je magerai). Students will be expected to set goals for themselves in 2019 using these tenses. Up next, we will explore imperative verbs (e.g. MangEZ saine) to create steps for our SMART goals.
Week 14:
This week we will be finishing up our play "Veux-tu danser?". Students will reflect on the creative process and review/summarize the story using writing skills learned this term.
For class notes about les verbes au passé, please see the slideshow below via google docs:
https://drive.google.com/drive/u/0/folders/1upSPXAA27NUMVgSDGa6nefoLhsIUu7cs
For extra practice, please work on:
extra_verb_practice.pdf | |
File Size: | 1323 kb |
File Type: |
Week 12 & 13: November 19-23
Students will continue exploration of past tense verbs in preparation for a test in week 13. Students will work in small groups to complete the activity below and perfect usage of irregular verbes in the past tense.
uku_et_lélé.docx | |
File Size: | 143 kb |
File Type: | docx |
Week 11: November 12-16th
This week students will continue to explore WHEN to use past tense verbs (imparfait vs. passé-composé) and perfect HOW to use them in writing and future studies.
This week students will continue to explore WHEN to use past tense verbs (imparfait vs. passé-composé) and perfect HOW to use them in writing and future studies.
WHEN TO USE WHICH TENSE?
Passé-composé:
1) Completed, finished actions: J'ai mangé une pomme verte. (The apple was eaten, it can't be eaten again)
2) Brief, sudden actions (Je suis tombé(e)! - It's over, you fell suddenly, action complete!)
3) Interruptions: (Lorsque je parlais sur FaceTime, ma soeur a lancé un crayon- While you were on the phone (still ongoing, imparfait), your sister threw a pencil (interrupted, brief, passé-composé)
Imparfait:
1) Habitual, repeated actions (Je mangeais du pizza chaque vendredi- You ATE pizza EVERY Friday. It is a HABIT and will happen again in the past)
2) Ongoing actions (Lorsque je parlais sur FaceTime, ma soeur a lancé un crayon- While you were on the phone (still ongoing, imparfait), your sister threw a pencil (completed, brief, passé-composé)
3) Incomplete actions (Quand j'étais à l'école secondaire- you WERE a student for a VERY LONG time, it is incomplete during this description)
Week 10: November 5-9:
This week, students will begin reviewing and utilizing past tense verbs. It is my goal to not only ensure that students are able to properly conjugate verbs, but that they are able to utilize them effectively to communicate. The ability to regurgitate verbs on a simple worksheet is not sufficient to support them in future studies or use of the language in their lives. As such, we will begin our study by exploring WHEN to use them.
Week 9: October 29th-Nov 2nd
This week, students will finish up review on infinitive and present tense verbs.
Week 8: October 22-25th
This week, students will continue to explore the writing process and we will begin orally utilizing different strategies for brainstorming and correcting. Don't forget, journals are due this week! :)
Week 7: October 15-19
This week, the students will be focusing on the writing process adding detail to their writing. Students will explore the proper formation of a pagaraph and monitor their success through peer and self-evaluations.
Passé-composé:
1) Completed, finished actions: J'ai mangé une pomme verte. (The apple was eaten, it can't be eaten again)
2) Brief, sudden actions (Je suis tombé(e)! - It's over, you fell suddenly, action complete!)
3) Interruptions: (Lorsque je parlais sur FaceTime, ma soeur a lancé un crayon- While you were on the phone (still ongoing, imparfait), your sister threw a pencil (interrupted, brief, passé-composé)
Imparfait:
1) Habitual, repeated actions (Je mangeais du pizza chaque vendredi- You ATE pizza EVERY Friday. It is a HABIT and will happen again in the past)
2) Ongoing actions (Lorsque je parlais sur FaceTime, ma soeur a lancé un crayon- While you were on the phone (still ongoing, imparfait), your sister threw a pencil (completed, brief, passé-composé)
3) Incomplete actions (Quand j'étais à l'école secondaire- you WERE a student for a VERY LONG time, it is incomplete during this description)
Week 10: November 5-9:
This week, students will begin reviewing and utilizing past tense verbs. It is my goal to not only ensure that students are able to properly conjugate verbs, but that they are able to utilize them effectively to communicate. The ability to regurgitate verbs on a simple worksheet is not sufficient to support them in future studies or use of the language in their lives. As such, we will begin our study by exploring WHEN to use them.
Week 9: October 29th-Nov 2nd
This week, students will finish up review on infinitive and present tense verbs.
Week 8: October 22-25th
This week, students will continue to explore the writing process and we will begin orally utilizing different strategies for brainstorming and correcting. Don't forget, journals are due this week! :)
Week 7: October 15-19
This week, the students will be focusing on the writing process adding detail to their writing. Students will explore the proper formation of a pagaraph and monitor their success through peer and self-evaluations.
Week 5 & 6 : October 1st-5th
We are beginnnig exploration of the AIM play "Veux-tu danser?" Students will be placed into small groups and expected to perform the play in late November/Early December.
Week 4: September 23-27
This week we will continue to focus on the use of present tense verbs orally and in writing. Students will be asked to engage in spontaneous oral French through various activities and present themselves effectively according to the A1/A2 CERF evaluations. The CERF was developed by the Council of Europe from more than thirty years of work on language teaching, learning and assessment. It is intended to provide a common basis for defining language proficiency in a second language. Typically, when students graduate from a primary French Immersion program, they will fall between levels A1 and A2, with the goal of supporting students to achieve a B1 level of proficiency. By asking students to self-evaluate their abilities, I hope to encourage them to engage in purposeful, action-oriented tasks which will help support their development, use and understanding of the French language.
Week 3: September 17-21
This week we will focus on perfecting our use of present tense verbs using raps from the AIM program. Students will be encouraged to use French exclusively in the class to earn class or individual rewards.
Les raps:
Après à, comment, pour ou de,
dois/t, aime, veux/t et aussi peux/t
sais/t, vont, va ou je vais,
C’est l’infinitif qu’on doit utiliser
Les terminaisons de l’infinitif
er
ir
re
oir
(ex: Je mange vs. je peux manger)
Je et tu c’est « e », « x » ou « s »
Il, elle, on c’est « e », « d », ou « t »
Nous c’est « ons », vous c’est « ez »
Ils ou elles au pluriel c’est « e-n-t »!
Week 2: September 9-14
This week we will be focusing on our ability to present ourselves and describe our pastimes by employing present tense verbs. Students will begin working on a project to describe their most important qualities and their personalities using the movie "Inside Out" (Vice versa) as inspiration.
This week we will focus on perfecting our use of present tense verbs using raps from the AIM program. Students will be encouraged to use French exclusively in the class to earn class or individual rewards.
Les raps:
Après à, comment, pour ou de,
dois/t, aime, veux/t et aussi peux/t
sais/t, vont, va ou je vais,
C’est l’infinitif qu’on doit utiliser
Les terminaisons de l’infinitif
er
ir
re
oir
(ex: Je mange vs. je peux manger)
Je et tu c’est « e », « x » ou « s »
Il, elle, on c’est « e », « d », ou « t »
Nous c’est « ons », vous c’est « ez »
Ils ou elles au pluriel c’est « e-n-t »!
Week 2: September 9-14
This week we will be focusing on our ability to present ourselves and describe our pastimes by employing present tense verbs. Students will begin working on a project to describe their most important qualities and their personalities using the movie "Inside Out" (Vice versa) as inspiration.
vice_versa-_island_design_project.docx | |
File Size: | 3309 kb |
File Type: | docx |
Week 1: September 4-7
We will be spending the majority of our time in week one easing our brains back into French mode. As an introduction to the new school year, students will be completing the below assignment in groups of 2-3. All work should be completed during class time.
Projet Selfie Due Friday September 7th
Le PROJET “SELFIE”
(ÉGOPORTRAIT)
A. Avec un/e partenaire, prends des “selfies” (égoportraits) dans ton école:
4. un selfie/vidéo avec ton enseignant(e) préférée
5. un selfie/vidéo devant une fontaine d’eau
6. un selfie/vidéo devant les toilettes
7. un selfie/vidéo dans la bibliothèque
8. un selfie/vidéo dans le gymnase
9. un selfie/vidéo devant la salle des enseignants (staff room)
10. un selfie/vidéo devant le bureau de l’école
11. un selfie/vidéo dans un couloir de l’école
12. un selfie/vidéo dans la cours d’école
13. un selfie/vidéo avec un(e) enseignant(e) de l’Anglais à ton école
14. un selfie/vidéo dans un autre endroit de l’école de votre choix
B. Tu vas faire un diaporama (slideshow) avec tes selfies/vidéos.
*** Tu dois ajouter un “voice-over” pour chaque photo.
*** SI TU PEUX, AJOUTE DE LA MUSIQUE!!!!
Par exemple:
1. “Maintenant, on est dans la classe de français de Madame. Ici on parle tout le temps en français.”
2. “Voici M./Mme _____. Il/elle enseigne ________ et il/elle est _______.”
3. “Maintenant on est à côté de mon crochet. C’est ici ou je mets mon sac à dos noir et bleu.”
C. À la fin de la vidéo, dis-moi pourquoi tu aimes ton école.
Par exemple: “J’aime mon école parce que j’aime...“
“J’aime mon école parce que tout le monde est…”
“J’aime mon école parce que c’est…”
Écoute cette chanson sur Youtube pour t’inspirer: Matt Maxwell’s “Dans mon école”
Vous avez 45 minutes pour enrégistrer tes videos et/ou prendre tes photos. Ton projet finale (réviser) sera remis le 7 septembre.
We will be spending the majority of our time in week one easing our brains back into French mode. As an introduction to the new school year, students will be completing the below assignment in groups of 2-3. All work should be completed during class time.
Projet Selfie Due Friday September 7th
Le PROJET “SELFIE”
(ÉGOPORTRAIT)
A. Avec un/e partenaire, prends des “selfies” (égoportraits) dans ton école:
- un selfie/vidéo pour présenter toi et ton/ta partenaire
- un selfie/vidéo dans ta classe de français
4. un selfie/vidéo avec ton enseignant(e) préférée
5. un selfie/vidéo devant une fontaine d’eau
6. un selfie/vidéo devant les toilettes
7. un selfie/vidéo dans la bibliothèque
8. un selfie/vidéo dans le gymnase
9. un selfie/vidéo devant la salle des enseignants (staff room)
10. un selfie/vidéo devant le bureau de l’école
11. un selfie/vidéo dans un couloir de l’école
12. un selfie/vidéo dans la cours d’école
13. un selfie/vidéo avec un(e) enseignant(e) de l’Anglais à ton école
14. un selfie/vidéo dans un autre endroit de l’école de votre choix
B. Tu vas faire un diaporama (slideshow) avec tes selfies/vidéos.
*** Tu dois ajouter un “voice-over” pour chaque photo.
*** SI TU PEUX, AJOUTE DE LA MUSIQUE!!!!
Par exemple:
1. “Maintenant, on est dans la classe de français de Madame. Ici on parle tout le temps en français.”
2. “Voici M./Mme _____. Il/elle enseigne ________ et il/elle est _______.”
3. “Maintenant on est à côté de mon crochet. C’est ici ou je mets mon sac à dos noir et bleu.”
C. À la fin de la vidéo, dis-moi pourquoi tu aimes ton école.
Par exemple: “J’aime mon école parce que j’aime...“
“J’aime mon école parce que tout le monde est…”
“J’aime mon école parce que c’est…”
Écoute cette chanson sur Youtube pour t’inspirer: Matt Maxwell’s “Dans mon école”
Vous avez 45 minutes pour enrégistrer tes videos et/ou prendre tes photos. Ton projet finale (réviser) sera remis le 7 septembre.