French C students reviewed sports vocabulary today with a game of Pictionary in reverse…one draws a vocab word and the others must write the word in French on their board before the buzzer goes off.
Navire de Guerre – Create a grid. The rows have subject pronouns and the columns have a verb. Students play battleship with a partner. I usually do two boats with 2 squares and one boat with 3 squares, any direction.
Señora Tresize as Frida Kahlo and a mysterious French mime.
Honors French C reviewed for our Unit 4 test today with a round of the Eiffel Tower Game.
Each group has a Game Board with steps to climb on the tower. Each student gets a game piece, usually a plastic animal like a zebra or a hippo to make it more fun. They place their critter at the bottom. One person in the group is the leader and has a separate sheet of questions and answers to vocabulary, questions, conjugations, etc. from the unit. The players all answer the question on a whiteboard and if they are correct, they move up one spot. If nobody gets the right answer, the leader moves up. First person to the top wins!
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".
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!
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.
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.
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!
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!