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.