PROJECTS

Putting our vocabulary & grammar & cultural knowledge into artwork, brochures, posters, presentations, books, and other creations.

Tofuburgers! Learning the negative in French A.

My 6th graders have gotten very creative with their sculptures depicting the 3 parts of a negative verb: NE/N’ + conjugated verb + PAS.

We have a carrousel, a map of North America, a bed, a basketball hoop, dynamite, a French flag, a butterfly with leaves attached, a Pace castle, and more!

 

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Rehearsal time!

French C Honors 8th graders rehearse for tomorrow’s health and sickness puppet show.  Our sock puppets are nutty nurses, crazy doctors, concerned parents, and French speaking children with broken limbs…among other issues….stay tuned for the shows!

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French A Lockers

Students in French A have been learning about gender, articles, and vocabulary for the classroom. This week they worked in teams of three to make giant lockers. They could put anything in their locker from our vocab list…including a teacher!

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Espion Secret

 

 

Screen Shot 2014-11-23 at 4.03.00 PMFrench B students presented themselves as an imaginary ESPION (spy) they had created as a review activity.  They practiced adjectives, describing the character traits and physical traits of their undercover persona along with things like where they live and languages they speak along with what they do in their job everyday, things they are going to do as a spy and things they “just did”.

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Multiculturalism and immigration: Chansons françaises

In connection with the 8th grade Civil Rights Trip and a small unit I do in conjunction with the 8th grade Spanish classes, French C Honors has been studying Immigration and Multiculturalism in France and the Francophone world for several weeks (along with reviewing for our final exam!).  We have looked briefly at Immigration to New England and Louisiania from France and Québec.  We have considered issues faced by Haïtians in the Dominican Republic (complete with a Skype interview via the DR with a Haïtian teacher and an American who works with the Haïtian community).  We have looked at issues that are of concern in France and Europe as a whole as they define what it means to be French.  Mostly, we have had fun hearing a wide variety of songs that address these topics.  Students were asked to select one of the songs we studied in this unit (and could also choose from a few others we have learned over the year) and learn at least 10 lines to recite to the class.  There was an option to sing the lines as well.  As you will see in the videos below, many took this task to heart and presented a very fine performance in class today.  Merci beaucoup tout le monde!  You have made me proud and made me laugh, today and all year!

Les Chansons de l’année: “Aïcha” by Khaled, “Métis” by Yannick Noah, “Au Bal Masqué”by La Compagnie Créole, “Ma philosophie” by Amel Bent, “Inch’Allah” by Grand Corps Malade and Reda Taliani, “Mezanmi” by Luck Mervil and Corneille together, “Seul au Monde” by Corneille, “French in America” by Josée Vachon, “J’aime la vie” by Zachary Richard and his grandson Emile, and a lot of Wanito in Créole and other musicians in French as background music!

A special BRAVO to those who were very BRAVE and decided to sing even if they “can’t sing”! 🙂

A sampling (sorry if you aren’t here…some videos had a technical problem!):

Jacques

Elizabeth

Julien

François

Véronique

Marie

Daniel

Jean

CC

Megan

Claude

Guy

Annie

Sabine

Jeanne

Marguerite

Brigitte

Noëlle

Alexandre

Les Monstres: practicing body parts and adjectives

French B students work in pairs or teams of 3 this week to write a description of a monster using body parts and a variety of adjectives.  We then traded the descriptions with another team who had to draw the monster from the description given.  Finally, we gave the monster and description to a third team who was responsible for labeling the monster drawing in French.  Students practiced writing and reading comprehension at their level with this activity and had fun imagining and creating the monsters.

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Body Tracing

French B students practiced our new vocabulary for Body Parts and also reviewed vocabulary for clothing and adjective agreement by creating some new classmates today.  After consulting the rubric, students traced a partner’s body with a marker, printed out some faces to attach, and then decorated and labeled 20 body parts, 8 items of clothing, described by colors.  Here are some photos as they work.

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“Nos Livres” in French A and B

Both French A and B worked on creating books with a partner last week.  French A wrote stories about going to school, practicing the verb ALLER along with many other verbs we have learned this year, subjects to study at school, and times of day.  French B based their book on a popular children’s book called “No, David!”.  They wrote original French commands for the pictures in the book and also drew some of their own pictures.  Here is a small sample of their work.

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Morocco Presentations

French C Honors students did a reading and saw a video about Morocco last week.  We also studied a song by Algerian Raï artist, Khaled.  The students were then assigned a topic to research and present about.  Topics included things like traditions, holidays, food, clothing, geography, sports, and cool places to visit.  Two students brought in their version of fruit Briouats and I made Ghoriba (sesame cookies) for all to taste.  Wouldn’t it be lovely if we could all escape to Morocco for the rest of this cold winter?

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 “Aïcha”, by Khaled

Mon casier — Locker Projects in French A

French A students have been learning about discussing the objects in a classroom, where the objects are located, and what things they have in their lockers.  They designed an imaginary locker and its contents to practice their vocabulary.

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