You project worked again today, timeline explained below.

Homework:
PLEASE BRING YOUR FIELD TRIP FORMS ASAP
This is the last week I will be counting Duolingo, so keep going! You're almost done! 

Timeline as explained today:
Tuesday (June 7): You handed in your BonPatron copy to me today. I will give it back to you with some corrections on the double block day.

Double block - (Weds/Thurs, June 8/9): This is the day to complete your book. You will get your French text back with some corrections and you will spend two blocks finishing your book. Bring book-making materials if necessary! DON'T FORGET TO INCLUDE A PAGE OF SOURCES AT THE END OF YOUR BOOK!

Friday (June 10): will be for pronunciation practice- you will be able to practice intonation, ask me questions, and practice reading your story aloud. We will be watching a children's story online (similar to the ones we saw previously) and listening to how the French is spoken. I encourage you to re-watch the stories on YouTube that we've already seen (Tour Eiffel a des ailes, qu'est-ce que tu fais cochon, petit marin...) to listen to their French as well. You cannot be monotone when reading to a child!  You need to speak slowly and have lots of expression! Friday will be your opportunity to practice and receive feedback from me. **YouTube/PDF due, see below

Monday/Tuesday next week (June 13/14): Field Trip! To read your story to the children. Make sure you bring the hard-copy of the book with you

Wednesday next week (June 15): We will be doing some reflecting on the project/unit and you will share your stories with peers. Please bring the hardcopy of your books with you (I will collect those that wouldn't mind me keeping them!) I will choose a few YouTube stories to share with the class.

What to hand in:
The YouTube clip, and a PDF copy* of your book. If you would like to leave your hardcopy book with me, I will collect them on Wednesday. I would love to use them as examples for next year!!

YouTube: Record the audio as if you were reading to a child, with a birds-eye view of your book. If you would like to use a digital copy of your book for the YouTube recording that is OK too. Please set the video to Private and save it in the playlist associated to the project and your block. Log-in info was already given in class, come and see me if you do not have it written down.

Uploading the YouTube file and e-mailing me the PDF is due Friday June 10th  (Saturday June 11th entries will be accepted, but try to have it done on Friday!) 

Any questions? Come and see me! :) 

*If you do not know how to make a PDF: Google it, ask a friend, and then ask me. 

Aujourd'hui

I conferenced with you about your story. 

I was seeing a lot of little mistakes that BonPatron will catch! FOR HOMEWORK TONIGHT: put text into BonPatron, correct as much as you can, keep pressing "vérification" and PRINT OUT THE SCREEN. I will look over your French tomorrow, helping with idiomatic expressions (things that may be grammatically correct, but don't translate well into French e.g. hey honey is not salut mon miel, it is more like salut mon chou chou.. meaning cabbage! a term of endearment) 

e.g. 

GOAL FOR THE END OF THIS WEEK:
>> Beautify the book, finish illustrations etc.
>> Practice reading it multiple times, record it, put it on Youtube (bird's eye view)- SEE ME FOR USERNAME AND PASSWORD -e.g. "Qu'est-ce que tu fais cochon?" Practice expression and intonation!! 
>> Send me a PDF copy of your story - Unsure how to do this? Google it first, ask a friend, then ask me.
(DUE FRIDAY JUNE 10)

**BRING IN FIELD TRIP FORMS AND CAHIER MONEY ($15.25)**

Don't forget to do Duolingo! 

You had your object pronoun quiz today- I gave you a few minutes to look over your notes, and then you took the quiz.

- We did a few activities to "de-stress"
> We threw the ball with questions around the room, I took notes, and asked you questions
e.g. Shelley catches the ball and says "J'aime la couleur rouge." At the end of the activity I may ask "Qui aime la couleur rouge?" and the class responds, "Shelley!"
> We played one round of "dix"
> We listened to music from Québec, from two seasons (winter and summer, one slow piano tune, and one more upbeat song)

- We did a whip-around the room to see what de-stressed you the most

You had the rest of class to work on the project. Remember! The French part of the project is due at the end of this week- and you should start on your physical book. Next week will be for beautifying and practicing your spoken French. 

Please come and see me with any questions you may have about the text!

It should be SIMPLE.

Google Translate is not your friend. It is important to look at text translated through Google Translate with a critical lens- watch verb tenses especially. Only use verb tenses that YOU KNOW.

Good online tools:
BonPatron (grammar and spelling corrector- assuming you have simple sentences, this should catch most of the mistakes)
WordReference (also have a look at the discussion boards!)
Linguee (this will look for examples in French texts for the translation you're looking for, requires some reading- the first few examples may not be what you're looking for... you have to read!)
Sounds for your book (what we reviewed a few classes ago)
Comment créer un livre: (video- how to create a book)

We reviewed Object pronouns (Direct/Indirect)
>> 1 Verb: pronoun - goes before the verb; negative - like headphones around the verb
>> 2 Verbs: pronoun - goes before the 2nd verb; negative - like headphones around the 1st verb
>> Passé Composé**: pronoun - goes before the aux; negative - like headphones around the pronoun and aux **You must add agreement to the past participle if there is a direct object (and only in the passé composé)
>> Multiple pronouns: pronouns - a special order: me le lui y en (poem!)

Direct:
le / la / les

Indirect: 
Person? lui (one), leur (many)
Place? y
*Amount/de? en
*If it's an amount, you need to repeat it at the end.
e.g. Je veux acheter 3 pommes -> Je veux en acheter 3

(me/te/nous/vous can be direct or indirect)

Remember: You use pronouns to not be as repetitive! You must introduce it first, and then you can replace it in the next sentence using a pronoun. You need to show me one example of this in your book.

I will be giving you a quiz on these concepts on the double block day.

You had the rest of the class to work on your projects.

We only have a short time left! Use your class time wisely:
GOAL FOR THE END OF THIS WEEK:
>> Have your story written in French (be simple!! you need 1 object pronoun, and one conditional)
>> Must put text through BonPatron (see links), You can also come to me with specific questions about your book.
>> You should start your physical book.
(DUE FRIDAY JUNE 3)

GOAL FOR THE END OF NEXT WEEK:
>> Beautify the book, finish illustrations etc.
>> Practice reading it multiple times, record it, put it on Youtube (bird's eye view)- info for username/password given next week  -e.g. "Qu'est-ce que tu fais cochon?"
>> Send me a PDF copy of your story - Unsure how to do this? Google it first, ask a friend, then ask me.
(DUE FRIDAY JUNE 10)



HW: Duolingo, study for the quiz on object pronouns, bring in your permission form, bring in money for the cahiers.

We learned how direct object pronouns work with 2 verbs:

V1 = gets the headphones (negative)

V2 = the pronoun goes before it

e.g.

Je veux acheter le livre

(+)  Je veux l'acheter

(-)  Je ne veux pas l'acheter

We've been doing some written exercises, playing Kahoots and reviewing the answers together to practice. 

You've had time to work on your book this week:

Lunapic: a free online picture editing website, no sign-up needed

I played you a video tutorial in French on how to make a book 

HW: Duolingo + you MUST have your storyboard complete and be ready to share with two other people in class next week.

À MARDI! 

Onomatopoeia for your children's books

In English, we see onomatopoeia (where words are spelled how they sound) in picture books and comic books alike! They are not always the same in French and in English:

English

French

We looked at two Astérix comics and tried to label the Onomatopoeia 

Here are two websites with onomatopoeia you can use for your stories! Is what you want not there? Make up your own! e.g. Crunch! = Crounche!

http://blogs.transparent.com/french/pan-pan-french-vs-english-onomatopoeias/
http://comictranslation.wikia.com/wiki/English-French

Aujourd'hui you had a reading and listening quiz based on the Quizlet set: le stress.
We then did some Direct and Indirect object pronoun questions and went over the answers.

Some extra exercises to do at home, we will be reviewing this again next week: 
Direct object (must put sentence into passé composé, watch agreement of past participle!)
https://www.quia.com/cz/322485.html?AP_rand=2088980530
Indirect object (matching)
https://www.quia.com/mc/2118410.html
y and en (note: when you're insisting on the number or amount of something- e.g. having 1 of something, you should use "en") 
https://www.quia.com/quiz/276698.html?AP_rand=316465018

HW: Duolingo

Bon weekend! À mardi! 

Double Block day:

> You had your quiz on le conditionnel

> Learned about direct/indirect object pronouns in the present (1 verb) and the passé composé
(see a classmate for notes)

> You then had time to work on your project, I went over expectations:
- It should be minimum 10-15 pages (you can go over that! just remember to be simple, it is not a novel)
- You need to include at least 1 conditional, and 1 direct/indirect object pronoun
- There is no min/max for sentences, HOWEVER, I am giving you a speaking mark for this (so you need to be speaking in French, enough to be evaluated-- and you are reading to children, so you need to speak!)
- It should have a basic story arc with a happy ending (and try to keep the story light-hearted!)

The "Steps"
1. Create your story (write and storyboard)
2. Produce real book (I showed you an example, I will teach you how to make one)
3. Record a reading of the book (pages turn) on Youtube, like the examples we watched (La Tour Eiffel a des ailes, Qu'est-ce que tu fais cochon...)
4. Create a PDF, send it to me
5. Read books to kids at local elementary school (June 13/14, permission form will be handed out next week for this. It will be during the double block, you will not be missing other classes)

HW: You will have a quiz on the "le stress" Quizlet on Friday, Duolingo

Today we reviewed le conditionnel and did p. 113 in the cahier.
You also translated the sections and read them out in groups.

You will have a quiz on le conditionnel on the double block day. 

You then finished your critique of a children's picture book, sharing with another group.
You handed this in to me.

HW: Duolingo, review le conditionnel

**Remember** I am collecting money for the cahiers this week. Please bring the exact amount of $15.25, I am your French bus driver who is traveling from room to room with no change.  I will not be accepting partial amounts or amounts that are over $15.25.

LE CONDITIONNEL

We reviewed vocabulary from last week with Quizlet Live

You learned le conditionnel aujourd'hui. 

We did some exercises together, and we compared it to

 the futur simple and the imparfait. 

The stem is the same as in the futur simple (including irregular stems!)

the endings are the same as the imparfait! (ais, ais, ait...) 

You learned one 'Si clause'

Si Imparfait, Conditionnel

e.g. Si j'étais riche, j'achèterais une Ferrari

(If I was rich, I would buy a Ferrari) 

You completed p. 112 in the cahier, and translated the two short paragraphs.

(See explanation of le conditionnel and a link to extra exercises below)

You started your critique d'un album (critique of a picture book),

you'll finish this next class. 

HW: Duolingo

Click here for 2 pages of online exercises (with answer key- it will also read the sentences aloud!)

You were given your topics for the picture book project today.
Those who were absent: please come and see me to pick your topic!

Groups chose a "stressor" out of the hat, and made a skit about it to present to the class.

I brought in a variety of French children's picture books for you to look at, and make a few notes on (general comments, what you liked about different books)

Bon weekend!

Double block day: 

We watched this music video  

and talked about the different stressful things 

the young woman in the video was going through. 

You completed p. 92 and p. 93 in the cahier in groups, learning what you were all most stressed about, and the symptoms associated with stress.

You were asked to translate a section of the infographic "ce que le stress put faire pour le corps" one of the body parts (see previous post) and share in mixed groups.

We did a listening exercise on p. 94 of the cahier

After the break you read an article on meditation and answered some questions

Questions: 

 1. According to the article, what is meditation often associated with?
2. What is the reality according to the author?
3. With practice, meditation and what other activity can help you find what?
4. To start meditation, you should ask yourself what question?
5. What should your breathing be like during meditation?
6. What should you do if you start thinking negative thoughts?
7. Does meditation force you to be positive? Explain.
8. What should you do at the end of a meditation session?






We did a 5 minute meditation session: you recorded how you felt prior to and after the session and overall gave very positive feedback. Remember: meditating is not the same as sleeping! We used calm.com.

We then watched a TedTalk on making stress your friend. Subtitles in French. If you were away, please watch it! It may help you re-think the way you think about stress. (May is Mental Health month after all!)

You answered some questions about the TedTalk and then reviewed some of the vocabulary we've learned so far on Quizlet

Devoirs: review the Quizlet and do Duolingo! (as always! don't forget- it's worth 5% of your overall grade, it's a good mark booster and practices your French!)

Aujourd'hui

We started a new unit on "Le Stress!"

We did a 3 - 2 - 1 activity that you handed in at the end of class
3 things you knew already about stress
2 things you learned
1 question you have

We listened to Stromae's "Alors on danse" + music video
> We talked about his stressors (work, money, marriage) and how he combats it (positive: dancing, negative: drinking) and how they were aimed at adults

In a group, you were asked to brainstorm a list of 10 stressors for young people and then read what the textbook had to say (learning new vocabulary, and talking about what you thought of them compared to what you wrote down with your group)

You had a discussion in French and shared some responses out to the class:
DISCUTONS EN FRANÇAIS!
1. Qu’est-ce qui vous donne du stress? « _____ me donne du stress »
2. À la maison, qu’est-ce qui vous embête? (annoys you) « à la maison, __________ m’embête »
3. À l’école, qu’est-ce qui vous embête? (annoys you)
4. Est ce que vous êtes facilement stressés? (easily stressed) « Oui/Non je (ne) suis (pas)… »
5. Est-ce vous répondez bien ou mal au stress? (do you respond well/badly to stress) « Je réponds… »
6. Comment est-ce que vous vous détendez (how do you relax)? Que faites-vous? « Pour me détendre je… »

You completed p. 90/91 in the Cahier (V/F your knowledge of stress, and then a 'stress test') -- these two activities were full of new vocabulary. You shared your answers with a partner and we went over the answers to the former together.

You watched a video:

We did a Kahoot survey on how you currently manage stress.

Devoirs: Duolingo! (as always! don't forget- it's worth 5% of your overall grade, it's a good mark booster and practices your French!)

Double blocks:

> Presentations were today, you had a listening sheet to fill out
> We went over the answers to the Isabelle Cyr interview
> You completed and handed in your goal setting page for the unit with reflections

Bon weekend!

Aujourd'hui-

I gave you some time to practice your presentations (Block 2, your presentations are tomorrow!)

We did a listening/reading/writing activity with this song

You read an interview with Isabelle Cyr (in the textbook) and answered some questions.

Devoirs:
Duolingo
Practice presentation (due next class)

Aujourd'hui,

You worked on your projects for the first ~20 minutes of class, finishing your paragraphs.

We then did an activity where one partner read their story, and the other drew it in two colours (passé composé and imparfait), and then roles switch. This was both a listening and speaking activity.

We then watched another children's story in French and noted the conflicts/stressful things that happened in the video.

Afterwards we brainstormed a big list of all possible conflicts/stressful things for Grade 2/3 level. I told you about your final project of the semester (!!) Due in June, more info to come!

Double block:

Today you had your listening quiz based on the l'enfance vocabulary.

You conjugated the verbs into the Imparfait (p. 52/53)
- in pairs you drew what was described on p. 53 (of elementary schools in rural Quebec between 1840 - 1940) and then shared your drawing with another group. We went over what your drawing should have included together

We listened to three children's stories (see below). You wrote down what the story was about, what you liked/disliked about it, and why. You shared these answers with your table group and shared the following information with the class:

Nous (n')avons (pas) aimé .... parce que...
Using the Imparfait for descriptions.

For the rest of class you worked on your projects. Reminder that it is due next week! 

> We did a practice listening test based on the vocabulary from the "l'enfance" Quizlet. You will have a listening test on the double block day.

> You completed p.56 in the cahier, another passé composé/imparfait activity (talking about childhood)

> I gave you some time to work on your project
*UPDATED DUE DATE: due to many of you having school activities on the original due date, I have decided to move the due date to the double block day of the same week. That will give us more time to present.
Block 2: May 4th (Wednesday)
Block 4: May 5th (Thursday)
Those with conflicts on these days can talk to me about presenting either Monday or Tuesday of the same week (2nd, 3rd) 

Don't forget to do Duolingo

We practiced these vocabulary words (some known, some new) and then did the Quizlet LIVE feature in small groups.

We watched/played a Zaption with Bradley Cooper in an interview speaking French (you answered some multiple choice questions) 

I gave you your final speaking project for the unit.  

Devoirs: Tomorrow I am going to give you a listening pre-test based on some of the vocabulary from the unit (see Quizlet). Duolingo

Wed/Thurs (double block): special events happened in one of the blocks, and the other block was spent practicing for the interview presentation on Friday, and playing a 'Clue' -style game.

Friday: You had your interview presentations in front of the class.

Bon weekend!

Tomorrow is National Canadian Film Day! You did a reading with some questions on the movie Bon Cop Bad Cop, and we went over the answers.

You worked on your script for the interview with the characters from "Les Parapluies de Cherbourg." I am giving you a speaking mark for this, see rubric provided. I want the first 7 questions to be memorized, and the last one (the story) you can have a sheet for. I will be asking you 5/7 questions and asking you to read the story. It is important that you understand the questions, and have EXPRESSION and FLOW in your answers (as well as the other things we have practiced: liaison, French r... etc. -see rubric) We will be doing some speaking activities (including some time for you to practice) so it is very important that you finish your script tonight if you didn't finish in class!!

Devoirs:
- Duolingo
- Finish your script.
- Like I showed you in class, please put your script into Quizlet and start practicing.
- Block 2: Watch Bon Cop Bad Cop (see previous post)

Bon Cop Bad Cop: https://goo.gl/I2BbDO-1

Quand vous étiez jeune : 10 ans : Mme Emery

Comment étiez-vous quand vous étiez petit(e)? J’étais snob

Où habitiez-vous? J’habitais à Cherbourg

Qu’est-ce que vous mangiez? Je mangeais des légumes coupés et du poisson frit.

Qu’est-ce que vous aimiez faire? J’aimais examiner les bijoux de ma mère

Qu’est-ce que vous jouiez? Je jouais aux billes (nous jouions avec des perles)

Étiez-vous amoureux(se) de quelqu’un? Oui, je suis tombée amoureuse d’un jeune garçon, mais ma mère ne l’aimait pas.

Comment passiez-vous le weekend? Je travaillais au magasin de ma mère.

Racontez-moi une histoire de votre enfance: Quand j’étais jeune j’aimais faire du lèche-vitrine. Un jour, j’ai vu un voleur dans la bijouterie. Je ne savais pas quoi faire ! Enfin, j’ai appelé à la police, et le gérant de la bijouterie m’a donné un collier pour dire merci.

We did the passé composé / imparfait pre-test- just choosing which one, your real assessment is tomorrow!

We watched Les Parapluies de Cherbourg and did a passé composé / imparfait activity- (this time writing out the conjugations.)

Devoirs: Duolingo, study for the test tomorrow.

Aujourd'hui

- You learned the other hand-clapping game (à la sortie du lycée)!
- We did this story (deciding passé composé/ imparfait) - and went over the answers

- I gave you this sheet with some key words to help you decide whether to use passé composé or imparfait

- We played Kahoot to review

- We filled in the "check-in" portion of the Feedback Frame- goal setting sheet (Block 2, please do this for homework).

>> I was going to give you a quiz on the passé composé/imparfait next class (double block) but after seeing the check-in's and getting feedback from you, we are going to do another practice. Please study as if it was the real test- it will be good practice! You will have a quiz on the passé composé/imparfait (story format- like we've been practicing) on FRIDAY APRIL 15th

Devoirs: Duolingo, study passé composé / imparfait, (block 2 -> 'check in' on goal setting sheet for the unit)

Aujourd'hui

1. A few more presentations of your stories from last class

2. You read a short story and chose whether to use passé composé or imparfait.

3. You listened to the song "Elle m'a aimé" and filled in the lyrics (missing imparfait or passé composé) - We also worked through the translation of the lyrics.

4. We watched part of this video "les comptines" en printemps

-nursery rhymes on the streets of Montreal in the 70s (and in the spring!)

5. Then we learned one! (the 2nd one in the video, just the alphabet en français)

Devoirs: Duolingo!

Today you wrote your own version of the "chandail de hockey" story, using your own toy, and your own sad ending. You made a collage (Pic Collage) or drew a picture of the events. You shared your story with people around you (Block 2, some of you shared with the class)- next class you will be sharing with a new group of students and I will ask a few people to present to the class (Block 4).

Devoirs: Duolingo

Double Block (Apr 6/7)

Aujourd'hui...

1. You did a warm-up where you described pictures: deciding what the background action was, what the interrupting action was (some pictures were during, some were after- and you had to make a guess: first in English, then in French!)

Imparfait (Background) quand... Interruption (Passé Composé - aux + pp)
e.g. Je dansais quand un ami a frappé à la porte

2. We then played a short round of Telephone Pictionary using the same formula as above (you write a sentence, you pass it, the next person draws a picture of your sentence, folds the paper over, they pass it, that next person has to write a sentence about the picture without seeing the original sentence)

3. When the paper returned to you, you unraveled it and looked at the whole story. You were then asked to spend a few minutes correcting the errors you saw in the sentences, and to share your story with your peers.

4. When you finished, you chose either passé composé or imparfait for this story (Blanche Neige, snow white!) on paper and then checked your answers online: http://fog.ccsf.edu/~creitan/blanche.htm

5. We then looked at another case of differentiating between passé composé and imparfait: Occasional vs. Habitual actions.

6. We played "un mensonge, deux vérités" (1 lie, 2 truths)
-> Where you were born (p.c.)
-> One thing you did all the time (imp = habitual)
-> One this you did one time (p.c. = occasional)

You all spent a few minutes writing out your sentences, I came around and checked them, you were put into two big groups, and you took turns sharing your sentences. You used p. 44/45 in the cahier to keep track of your peers lies- how to play: if you correctly guess the lie, you get 1 point. As the writer of the truths/lies, you get 2 points for everyone you fool on your turn.

7. You then did the second half of the imparfait worksheet from last week (B. Ma Jeunesse. Caroline parle de son enfance...) # 1 - 11. We went over the answers

8. You then read an article on Mia Wasikowska (the Actress from the 2010 Alice in Wonderland Movie): answering some True/False questions **Attention: the verb tenses!!, and doing a few imparfait questions on the sheet. We went over the answers

9. You then started the "Chandail du hockey" activity, where you rolled dice to find out the fate of your beloved childhood toy. Next class you will write about it, and share your story.

HW: Duolingo

Today you learned the difference between the passé composé and the imparfait. You were encouraged to take notes on the video we watched:

I asked you to watch this imparfait/passé composé video again for homework, 

doing the exercises at the end.

You did a charades-type activity using background (imparfait) and interrupting (passé composé) actions. You wrote a sentence in groups and came up with actions that you presented to the class.

e.g. Je dansais quand qqn a frappé à la porte

(don't forget that the passé composé has both an auxiliary and a past participle) 

Bien fait!

Devoirs: Duolingo, watch video again (doing exercises at the end)

Aujourd'hui

You had your Imparfait quiz, I gave you a few minutes at the beginning of class to review your notes.

We did a mini-interview about your favourite toy (good practice for final project) -answer in full sentences!
 Mon jouet préféré (p.33/34 to help come up with ideas)
 1. Quel jouet est-ce que tu avais quand tu étais jeune?
 2. Quel âge avais-tu?
 3. C’était quelle couleur?
 4. Qui t’as donné ce jouet?
 5. Où est le jouet maintenant?

 e.g.
1. Quel jouet est-ce que tu avais quand tu étais jeune? j’avais un camion de pompiers. 
2. Quel âge avais-tu? j’avais quatre ans. 
3. C’était quelle couleur? c’était rouge.
4. Qui t’as donné ce jouet? ma mère m’a donné le camion. 
5. Où est le jouet maintenant? j’ai donné le camion à mon frère.

I gave you some feedback, and we practiced the pronunciation of common mistakes:

Feedback:
Block 4:

quel, quand (K)

french r (rose, rouge, brun)*

jeune (make sure you pronounce the ’n’)****

louder**, more energy***, flow!**

jouet**** (not jouer)***

ans (silent s)**

maintenant (like main!) 

peluche (no accent)*

CE not C’est*

don’t forget to pronounce “é” (ma mère m’a donné)***

make sure you pronounce english words like French (auto, miniature)

colours go after the noun (un auto rouge) — not a part of BANGS (BAGSO)

est-ce que (all as one)* (s-keuh)

l’auto (put together)

mon/ma (make sure you use it for the right masc/feminine) 

ours (pronounce the s- YES!!!) 

dans (silent s) 

étagère (eh-ta-j-air)

:) - liaison b/w age and ans

:) - avais/étais

:) - some of you put lots of effort into the mini-presentation! 

Block 2

J’avais (not je vais)

sept (silent p)

ans (silent s)******** 

ce jouet (not c’est) 

jouet (not jouer)****

maintenant 

jeune / jaune *****

peluche*** (not pé)

donné ** 

r (gris, rose, brun)***

quand* (k sound)

où est (ooh, eh)

camion (nasal n) 

VOLUME! **

FLOW!!*

:) - liaison, between age and year (most of you did this!), still something to keep in mind 

:) - most of you had lots of expression

Devoirs: Duolingo!

Poisson d'avril!

You learned a little bit about Poisson d'Avril (April Fool's Day) today: see document here 

We also watched a Têtes à claques episode

You worked through the top half of this sheet: 

(The answers under the cut)

I will be giving you a quiz on the Imparfait Monday, April 4th: I will only be including verbs with regular conjugations -ER, -RE, -IR (but review your notes, I may include -CER and -GER verbs... those requiring extra e's, ç for some subjects) 

You worked on p. 30 of the cahier, we went over pronunciation of vocabulary, and we did a mix-n-mingle style activity where you asked each other one or two of the questions when the music stopped (using the imparfait: Avais-tu...) 

You started p. 31, and found out "what kind of child you were"

Bon weekend!

HW: Duolingo, study for quiz

Double Block (Mar 30/31)

- I checked your Feedback Frame

- For homework,  you were to ask your parents at what age you were when certain things happened in your life (first steps, read your first book.. etc.) from the box "À quel âge" on the "Quand j'étais jeune" worksheet. Today, you wrote out the sentences in full. We corrected the passé composé in it. You read the sentences to your partner (and decided on one to share with the class.)

- I gave you feedback to add to your log

qu = k (quand), do liaison between most numbers and the word ans (deux ans -> deu..zan, trois ans -> troi.. zan), ans the s is silent, make sure you are saying j'ai not je when speaking in the passé composé, premier/première


I gave you notes on the imparfait:

https://www.laits.utexas.edu/tex/gr/tap5.html (more notes can be found here. The exercises we did in class and corrected can be found at the bottom of this page.)

Le chandail | The Hockey Sweater

In pairs, you highlighted all the cases of the imparfait that you could find on the front page of "Une Abominable feuille d'érable sur la glace" by Roch Carrier (there were 29!) and we went over the pronunciation of the highlighted verbs (paying close attention to the -ions). This story is about a young boy and what happened when he received the wrong hockey jersey to replace his old one (a true story! one of his childhood memories) 

In groups, you were assigned a section to read over and translate for the class. (I explained that there is a verb tense used in literary pieces: the passé simple, and any verbs that you didn't know, to put them into bescherelle to find the infinitive (looking at recherche exacte). e.g. fut = être) You were encouraged to come up with a little skit to accompany the translation/have lots of energy while reading. When we were done, I gave you some information about the story. (How cool is it that a line from the story used to be on the 5$ bill!) and you read out your sections.

We then watched an animation of the story in French:

To wrap up the day's activities you worked on p. 30 of your cahier- talking about your own childhood memories: your favourite place, your favourite vacation, your favourite elementary school teacher... etc.

Devoirs: For homework you were asked to think of a favourite childhood toy for an activity next class (Roch Carrier talked about his jersey, but we're going to talk about toys), and don't forget to do Duolingo. 


Music today: