Monday - Students were introduced to the food unit this morning. We did morning circle, as usual and started to develop some basic vocabulary to communicate our favorite foods and why.
Tuesday - COP Field Trip Wednesday - We had a double block of mobile escape room today and therefore only did morning circle and practiced our oral speaking today. Thursday - Students built on their knowledge and worked on a small writing piece about what they typically have in their lunch bag. This writing followed a similar structure students saw at the beginning of the year when they talked about what was in their backpack, and therefore saw great success with this. Friday - no school
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Monday - students worked on their family tree using an infographic site called Easel.ly. They enjoyed creating their own family tree, and some even started to integrate some images of their family members.
Tuesday - students continued working on their family tree today. If they didn't finish their good copy in class, it was something that should have come home for homework. Wednesday - today we finished our work with the book "Samedi matin a la patinoire", and started reading "Un courriel a tante Suzanne". Students are really seeing success when it comes to reading in French. We are winding down our family unit, and will start the food unit on Monday!! Thursday - Friday - MONDAY - As always we started our day with morning circle and a message du jour about the weekend. Students continue to impress me on their ability to comprehend and respond to texts, even with some challenges thrown in. We have continued to work on developing vocabulary about our families.
TUESDAY - Students worked on their Grand Projet today. They are designing their dream house, while keeping in mind the interests of their family members as a way to incorporate special rooms. Some students mentioned their mom's liking Tim Hortons coffee so they have included a special coffee room, while others mentioned they enjoy playing and watching sports with their family members so have included a family sports room. WEDNESDAY - Students continued working on their Grand Projet today. They edited their work and worked on the good copy. THURSDAY - Today we focused on oral language acquisition. Students directed the conversation and developed some new phrases in their repertoire. I am loving seeing got students responding to initial questions, and then other students jumping in and asking extension questions EN FRANCAIS!!! FRIDAY - Today we did our morning circle and a message du jour about what we are going to do on the weekend. They are starting to really develop a good understanding and ability to switch from past to future tense. MONDAY - In talking about our weekend, students started to understanding the "we" word so that they could say "this weekend we went to Canmore and we ate poutine". So far, we have learned a lot about how to speak about ourselves and are just starting to include others in our speech, and writing.
TUESDAY - Students completed the final reading of "Papa eat perdu" which was necessary to gain full understanding and be ready for our design challenge on Friday. We also continued talking about some of the characteristics of our family members. WEDNESDAY - We started our culminating project for the family unit designing our dream house for our family members. Students completed a structured brainstorming activity to get their ideas out in writing, and then the preliminary blueprint for their house. THURSDAY - We had animation studio in the morning and our design challenge in the afternoon. Although we didn't speak a lot of French today, the design challenge was a culminating activity for a book we read as a class. FRIDAY - Due to the Remembrance Day ceremony, we didn't have the chance for French today. Students should be ready for a week full of French next week. We will also be reading another book together. 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. 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!! MONDAY: Today we finished our "sac-a-dos" projects, and students practiced reading it to a friend. This week, we will do about 10 mini presentations/day where students will read their work to the class. We are also working on describing ourselves physically, which will lead into our next unit "la famille".
Q: Tu as les cheveux de quel couleur? R: J'ai les cheveux bruns. TUESDAY: Today we continued with our sac-a-dos mini presentations. My heart absolutely exploded with happiness when a student said "I knew exactly how to read my French because I wrote it, then read it out loud afterwards!" YES!! This is what it is all about! We also continued building on the vocabulary needed to describe ourselves. We add the following question to our repertoire. Q: Tu as les yeux de quel couleur? R: J'ai les yeux bruns. WEDNESDAY: Today I challenge the students a bit. Last week we started to learn the question "qu'est-ce que tu as fait ce weekend" (what did you do this weekend). It is one of the first couple phrases students learn that help bring the understanding of past tense without standing in front of them and directly teaching the intricacies of the past tense in French (very different than the way I may have learned in school!). Building on that familiar structure, I asked the students: Q: Qu'est-ce que tu as fait hier soir? This evoked tons of great questions from students. Students are asked to try to answer all questions in full, french sentences. However, if they are lacking the necessary vocabulary (which is common when learning new phrases) they are allowed to ask "comment dit-on?". Some of the answers we heard, and therefore started to learn and infuse into our vocabulary were: R: Hier soir je suis allé à Vivo. R: Hier soir je suis allé à un match de football. R: Hier soir je suis allée à la bibliothèque. R: Hier soir j'ai mangé la pizza. R: Hier soir j'ai regardé Netflix. RL Hier soir j'ai relaxé à la maison. Students quickly came to understand the difference between "je suis allé" and "j'ai". THURSDAY: Today we had fun playing "Ellen" - we invite one special guest (a student) to the front of the class, and get to interview them by asking questions we are familiar with. This informal setting also allows students to ask how to say new, or less familiar questions to their peers! We also learned a couple new structures: Q: Dans ton opinion, qui est plus brave, Superman ou Hulk? R: Dans mon opinion, Superman est plus brave que Hulk. Q: Dans ton opinion, qui est plus drôle, The Rock ou Drew Carey. R; Dans mon opinion, Drew Carey est plus drôle que The Rock. FRIDAY: Our day was a bit short due to a library presentation, our PE time, and the invitation to watch the senior girls volleyball tournament in the gym...so we played a couple rounds of Ellen and continued to solidify our confidence with French questions and phrases. |
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June 2019
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