Mix It Up Day and J’aime la vie

My French C 8th graders studied a new song by Zachary Richard (famous singer from Louisiana) and his grandson, Émile.  The song is called J’aime la vie and was mostly written by Émile when he was 10 years old.  Émile is handicapped with neuro-motor problems.

D.W. wrote after hearing the song: “Mix It Up Day and J’aime la vie are connected because both are about acceptance.  Mix It Up Day is accepting your peers in the classroom and at school.  J’aime la vie is about accepting everyone regardless of their struggles or challenges.”SS wrote: “It is about loving people that are different.  Not because they are different but because they’re our friends and we love them”.

MM wrote: “This song shows that people can be so much more than what they appear and that you should give them a chance because they might really surprise you!”


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French B students practiced using a variety of adjectives and reviewed how to give someone’s name, age, hair and  eye colors by imagining WANTED posters for French characters they created.  I also provided them with a list of fun “new” adjectives to use as a reference for now and in future assignments.  Their posters, designed with a partner, turned out great!

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Comment vas-tu? Enquête

Each student was given a “smiley-type face” that indicated how they were feeling (Je vais bien, mal, pas mal…J’ai faim etc.). Then students went around the room asking each other “Comment vas-tu?”, listening for the answer, and then recording it on their answer sheet next to each student’s (and teacher’s) name.

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Dot-to-Dot numbers practice

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French A students practiced higher numbers with a partner by completing a Dot-To-Dot activity. I had previously changed the numbers so they were out of order and included 3 digit numbers. Students had to listen the French numbers read by their partner (who had a key) to complete their puzzle correctly.

Project Esperanza Student Sponsorship

The Service Club at Pace did a Bake Sale to raise money for Project Esperanza, the organization I work with in the summer. It serves students of Haitian origin who live in poverty in the Puerto Plata area.  We were able to sponsor these 5 students for this school year by raising over $500 to buy books and uniforms and help pay their teachers who make a very small salary themselves.  Great job!

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Boot Verb Posters

French B students were learning French verbs with accent changes recently.  We illustrated how the accents make a pattern when the verbs are conjugated by making “shoe” posters in class.  Students were assigned two different “boot” or “shoe” verbs by drawing cards from a shoe!

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Screen Shot 2013-10-04 at 7.51.05 AM Screen Shot 2013-10-04 at 7.51.28 AM Screen Shot 2013-10-04 at 7.51.47 AMFrench A students learn how to form negative sentences in French by imagining the sentences as sculptures.  Their sculptures must be a creative alternative to my “tofuburger” model for NE/N’ + CONJUGATED VERB + PAS.  They also have to write 6 examples on the back of their sculpture using 6 different subjects and 6 different verbs.  We will vote on the best sculpture in class.

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Tic Tac Toe Verb Practice

Honors French C students warm-up for class with a few rounds of Tic Tac Toe focusing on reflexive verbs with spelling changes.

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Collaborative, Kinesthetic Practice: Adjectives

French C worked with a partner or in a small group to work through 40 trios (in 10 sets) of articles/nouns/adjectives in a race against the other team.  They had to understand how to make the adjectives agree with the nouns and the correct position of different adjectives in relation to the noun.Screen Shot 2013-10-02 at 2.46.38 PM Screen Shot 2013-10-02 at 2.46.56 PM Screen Shot 2013-10-02 at 2.47.17 PM Screen Shot 2013-10-02 at 2.58.49 PM

La Bataille

French Honors students worked in groups of 3 to practice conjugating Reflexive Verbs in the Present tense and making questions using Inversion.  Each group was given two stacks of cards.  One stack had a variety of subject pronouns and the other stack had 20 different pictures of verbs, in their reflexive and not reflexive forms (se brosser and also brosser le chien, par exemple).  The students had seen the pictures before and we had practiced as a class with large flashcards of the same pictures.  One  student, as the “juge” (judge), would flip one card over from each stack and the other 2 students would compete to say the verb form correctly the fastest (Il se réveille!).  After 5 minutes, we switched judges and the groups had to do a round in the negative (Il ne se réveille pas!)  and then a round of inversion questions (Se reveille-t-il?).  It made for a lively (and loud!) review!

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