We have been working hard on our Ma Famille projects for many weeks now. The due date has been set for next Friday and students will only have 1 maybe 2 classes left to work on them. There is homework club on Monday and Tuesday next week for those that need extra time. There are have been many illnesses and a few computer glitches, however, the students have had many 50 minute periods to work on this project. Some have spent more time with colors and pictures than writing despite many warnings, so they are now being asked to show some responsibility and finish at home or in homework club if required. They have all of the materials required to be able to write their french paragraphs at home shared with them on Google Drive. They can access Google Drive at home using their educbe email address.
For the last week of school before winter break we are going to be working on creating a news broadcast in groups of 3-4. The broadcast will consist of 3 parts: 1) a breaking news segment about a natural disaster. The students will need to speak to the type of weather happening, or current conditions during the disaster and then the damages that they see as it is happening and a projected overall damage. They have been asked to research a real natural disaster that has happened in Canada and then adapt what they learned to write a mini 4-8 sentence segment. 2) a report on something that happened the day before; this can be anything that their imagination chooses. In class we have brainstormed that this usually includes a sports highlight, talking about a law that passed, a breaking record, or something that shows kindness. 3) lastly, they will do a weather forecast and so they will have to mention the weather of the day for the city they have chosen to "film" from and then 4 days following.
The students have a Google Drive Folder set up already shared to them and their other group members. They have some of the required materials to work on this at home as their research is in English. We will work on developing the required language in French in class.
Once again we had a busy but productive week in French. The students are really progressing and, sometimes without even knowing, have started talking in the past, present and future tense. I get really excited thinking of their progress each week.
This week we really focused on what they do in the morning, at school and after school to the point that they are independent in answering questions now. They can answer what time they wake up, what they do after they wake up, and how they get to school without support. They also started adding details of their own to these sentences. The students started their rough copies of their second written project. They will create a comic that describes their daily routine and so far they are super!
On Monday we discussed what the students did on the weekend and on Friday we discussed what they are going to do this weekend. These types of questions are going to start coming up more and more often during circle time to get the students comfortable talking in different tenses in French.
Also, we read Pauvre Michel for the second and third time this week looking at specific things. The second time, we looked at the words that had the letters that made the sound sssss when you pronounced them. We discovered that sometimes the s is silent in French and sometimes other letters make a sass sound. The third time through we were looking for expressions and uses of the verb "to have" in French. In groups, the students then wrote their own original sentences about Pauvre Michel using their new vocabulary words.
Next week, we will continue to work on our Super Sophie- Ma Journée projects. The students will each have time to have a 1-on-1 conversation with me so I can give them feedback on all the things we learned in the first two months of school. The students should all be comfortable having a conversation where you get to know someone and talk about their likes, dislikes and habits by now.
I have attached the example of Super Sophie and the rubrics the students created for both the interview/conversation and the final Ma Journée project. The students collaborate with me to identify what a 2 and what a 4 would look like. This helps them to understand exactly what they need to do to meet basic grade-level expectations and how to excel.
This week the students worked on many things, such as reading our second book, learning some new questions and verbs, but also, the art of refinement. All students received the rubrics they created for their first project with a grade and comments about what they did well and what they could do to improve. The students were given the opportunity to polish their work for the chance of getting a better grade. I believe that learning a language never ends, there is always something new to learn or ways to improve. Even our first language is a journey of lifelong learning. I want the students to development a mindset that through handwork, they can continue to refine and learn French, but also, that their grades are also a work in progress.
For the sac à dos project, I told the students that they can think of a rubric and the grades 1-4 as a hamburger. You should ask your child to explain the difference between a 2, 3 and 4 using this analogy. Collaboratively, we wrote a paragraph in class and this was the modeled paragraph. The students were shown how to make it a 3 and a 4. The modeled paragraph was left on the board while the students worked on their individual projects. The students know the importance of taking risks when learning a language, and the way to get a 4 was to push themselves to write a sentence that wasn't modeled and was original to them.
Our second book of the year is called Panique à l'école. Ask your child what this book is about and what they have been learning from it! We contextualized and made connections to their lives, made predictions based off of photos from the book, read the book once and answered comprehension questions, then read the book a second time looking for words that have the sound "t" in them. For an example of the phonetic step, ask your child how to pronounce Thomas in French.
We continued to build our French vocabulary talking about the things we habitually do in the morning and at school. We will add to this by talking about what we do after school and in the evening. The students learned about the 4 seasons in the year and were able to discuss which season is their favorite and why.
Next week we will continue to talk about what we normally do each day and build up to read our third book called Pauvre Michel- about a boy who has a bad day by waking up late and forgetting a bunch of things.
This week in class we read our first book, La Nouvelle Élève, and are looking forward to reading our second book this week, Panique à l'école. Mme Hug will join our class once again for an activity this week when we go through predictions and comprehension questions about the book. Although we have finished our sac à dos project, the kids are expected to continue to use this vocabulary in class. This week we will review the names of the different places in the school.
We have started working towards project #2 which will require the students to fill out a minimum of 8 blocks showing things that they do daily. Already, we explain what classes we have at what times and they have started talking about things they do outside of school, such as what time they wake up.
This week the students also had their first presentations where they were asked to present a friend. These were not graded, but gave the students a chance to get a feel for presenting in French and their classmates and myself gave them feedback. We also played "Qui est-ce ?" (Guess Who) with their baby photos which gave each student a chance to describe other people using their hair colour and eye colour.
Lastly, on Friday we had a bit of fun where we turned off the lights and talked about what we are afraid of. I asked the students in French if they were afraid of different things and then tempted them to touch a mystery object and had them try and guess what it is. After asking if they were afraid of worms, they touched spaghetti squash and seeds. After asking if they were afraid to eat escargot, they touched a tangerine that had been mushed a little. Finally, after asking if they were afraid of giant caterpillars, I told them to watch out because what was in the bag might bite. It turned out to be the fur off of a winter jacket, but we had some pretty good laughs.
Have your kids show you IRIS at some point this weekend and check out how amazing their first projects turned out! The students were tasked with writing a paragraph that describes what they usually carry in their backpacks, including the colours. We spent two weeks doing different activities orally to first practice pronouncing and explaining what we carry in our backpacks. As a class, we co-created the final rubric that will be used to assess their project and wrote an example of a 2, 3, and 4 so the expectations were clear.Then we wrote a rough draft in our French notebooks based off of an example which the students had to edit themselves and then have a friend edit. Things we are working on right now are: writing in full sentences, including the appropriate accents and spelling French words correctly, and including details. Lastly, the students were asked to color a backpack, write the good copy of their paragraph on the inside and then glue it in their visual journals where they also included drawings of each supply they wrote about.
This week we also had Mme Hug visit our classroom. Mme Hug was one of the teachers who start Intensive French at Nose Creek School and she now works downtown doing research, training and support for the CBE. She visited our class and joined our morning circle. The students were nervous at first because it was their first time speaking with a Francophone, but they were amazing! Mme Hug was extremely impressed by how well they could speak already and its only the beginning of October!
We have added to our questions and sentences when getting to know someone and the kids have started practicing "what is your favorite subject? what is your favorite sport? do you like ______? do you prefer ____ or _____?". We have also briefly started talking in the past tense, but this is something that will be a work in progress all term. As well, we have started describing physical features of our classmates (hair colour, eye colour, and what they are wearing). Finally, we were suppose to read our first book in French this week, but time got away from us. We will be reading the book on Tuesday morning, but we did make some predictions this week.
Next week, the students will read their first book, continue building their vocabulary and speaking, present their friend, and start talking about their daily routine in French. I have asked that each student brings in a photo from when they were young so we can play a classroom game of Guess Who in French using their photos!
The homeroom group 5C has now finished their first month of classes, but also their first month of Intensive French. We have continued building on our ability to talk about ourselves and our friends by learning how to talk about things we like, do not like and more of our favorite things.
Also, the students are currently working on their first project of describing what their backpack looks like and what they have inside of it. This project will be finished by the end of next week and they have been given considerable amounts of support for this. They will also be working towards presenting their partner in an oral presentation by the end of next week.
We will continue to introduce more and more vocabulary and sentence structures as each day comes and goes. Our goal next week is to start talking about the things we do habitually; I wake up at 7am, I get dressed and then eat breakfast. I brush my teeth and walk to school etc. It is still a ways off, but their next written assignment is being able to create a schedule that shows their daily habits. They will be expected to write full sentences, using the correct verbs and spelling, to describe their day.
The students have also been challenged to see if they can make it through a whole day in French on Monday. They know they are expected to listen actively, not distract others, watch what is going on around them, participate and try their best! Of course, if explanations are required in English, they will also be given after some effort has been made to understand.
This week was very exciting for me as I started to see more progress in the kids and their ability to form new questions based on familiar sentence structures was amazing!
Well the weather has officially changed as we said good-bye to the summer months this week! This week in French we continued to focus on how to greet and introduce someone, but this time it was introducing a friend. The students will do a presentation to introduce their friend this week to start to get a feel for presentations in French.
We also started to expand when asking someone how they are to follow up with why and have the students start to express themselves even more in French. Continuing with the colors theme, we started to describe our backpacks and what we carry in them. The students all wrote two sentences home in French about this to show you all what we have been up to. This week we will start our first project where the students will write a full paragraph to describe their backpack and what they carry in it, plus the color.
As always, we will continue to have circle time each morning, but the students have now taken over going through the dates and weather.
Each week they continue to surprise me and bring a smile to my face. Their enthusiasm and willingness to learn is amazing and I am proud of how many risks they are willing to take each day.
Our French Goals:
- Using full sentences to ask questions and answer
- Greet someone in French
- Introduce ourself in French (Name, age, birthday, where we live, favourite animal, and favourite colour).
What an amazing week we all had together! The students are building their endurance in French and were challenged to have full conversations with students in their class. They were working on asking and answering 4, then 5, then 6/7 questions at once independently. On Thursday, we did a speed round where we had two circles and the outer-circle always rotated one and the students were able to do their introductions to various classmates. The students did an awesome job with this activity! I love seeing their enthusiasm and effort!
The students also practiced reading and writing what they learned this week. You will find their introductions written in French in their agendas. You could ask them to read them to you as I am very proud of their progress and I am sure they are too!
Next week, we will start to look at the names for different places in the school, school supplies and emotions. We are working towards our first project of being able to describe what they have in their backpack for use at school (duotangs, notebooks, pencils, eraser, sharpeners etc). This will allow for more and more daily French in the classroom as they will know more words they will use everyday.