MONDAY - Today we did our morning circle, and continued working on our sequencing of events. Students are now able to confidently explain what they did on the weekend in a sequential order. After practicing our oral speaking, we wrote down what we did on the weekend. Later, we continued reading "Papa eat perdu" and will continue to explore this book throughout the week. Be sure to ask your son or daughter what the book is about.
TUESDAY - Today students talked a lot and continued to build their oral spoken language, especially around the theme of family. They will continue to develop this vocabulary as we lead into our culminating project for this unit. I am ever so proud of the progress they are making. WEDNESDAY - Due to Halloween and mobile animation studio, students didn't have any French today. THURSDAY - Students needed to move and wiggle today in French (I say it is because of all the candy they got, and then ate!!). They surveyed their classmates on their favorite candies or chocolates, and then graphed the data. FRIDAY - Today we finished reading and re-reading the story "Papa eat perdu". Students have gained a great understanding for this book. Next week, we will participate in a design challenge as a culminating activity for this book.
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Monday - Students completed a variety of flip grid questions to demonstrate their ability to understand and respond to french phrases about their family.
Tuesday - We are practicing O Canada for the Remembrance Day Assembly. Here is the link: https://www.youtube.com/watch?v=MB-jCl2iY-Q we will be singing the French part until 0:53. Please practice at home. Wednesday - WOW the students sure impressed me today!!! We have been practicing the question "qu'est-ce qui tu as fait hier soir" and they are able to answer it in a very basic manner. Today however, students added in 4 sequences of events using transition words! It was incredible to see how students were able to build on their vocabulary and then building on it to create more complex sentences. Ask your son or daughter about how they use the words "d'abord, ensuite, après and finalement" to answer a simple question! Thursday - Students were introduced to our second book today!! They made predications, I read the story, and then students read it back to me. Through the use of these three steps, along with drawing information from the images on the page, students were able to build an overall understanding of the messages in the book. Next week, we will continue to explore this book as a way to teach grammatical points and sound-word connections. Friday - no school MONDAY - no school
TUESDAY - today we read our first book together. Students made predictions based on some of the pictures, and then I read the book to them. We then read the book together sentence-by-sentence. WENDESDAY - today we continued working with our book "La nouvelle élève". Students read the text again today, and identified words with the sound "ee". They did a fantastic job identifying words with these sounds in them, and were even able to create new sentences using the words. I had several proud teacher moments throughout this activity because most of the words with the "ee" sound were newer to the students, and yet they were able to draw on familiar or common vocabulary to create sentences. THURSDAY - today we read through the book one more time. Viewing a text multiple times is part of the Intensive French approach to learning how to read. It exposes students to new words multiple times, allows them to gain further and better understanding of the text, and allows the teacher to focus in on specific sound and/or grammatical points each time. Today students discovered the difference between singular and plural verb conjugations. When I was in school we used works sheets and structured verb tense type lessons. In Intensive French, students identified the different verbs, and then we had a discussion as to what made the verbs different, and made deductions about why these differences existed. Rather than me saying plural verb conjugations end in -ent, students created their own understanding of this rule, in an authentic and realistic context. We did some interactive practice sentences on the board. This is a topic that will likely be revisited the next time we read a text to ensure the learning has been solidified in their minds. Feel free to ask your child what the book "La nouvelle élève" is about! As a follow up task to the book, we are writing "welcome to Nose Creek" cards to Mr. Brewer's Grade 4 French class. FRIDAY - today we met our Grade 9 buddies, and didn't have much time for French. We will continue with, and finish our cards for Mr. Brewer's class next week. Students have been enjoying using Flip Grid to practice responding to familiar questions. They have requested I add some to Flip Grid so they can practice and respond over the weekend.
Here are the codes: 33beb69 da745df3 a2490e78 70fbf1cc Have fun!! |
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June 2019
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