Last week in French 3 HN, students completed Part 3 of the final course unit. This unit is titled "Our Planet, Our Concern" and it focuses on environmental problems and solutions found in French-speaking countries. In Part 3 of this unit, students produced a presentation that they used to teach each other about the solutions to the environmental problems that they are concentrating on with their chosen French-Speaking countries. They also learned and taught each other about what people in their chosen countries would do if they were good eco-citizens.
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5/24/2019 French 3 HN: Environmental Problems, causes, and consequences in french-speaking countriesRead NowThis week in French 3 HN, students completed Part 2 of the final course unit. This unit is titled "Our Planet, Our Concern" and it focuses on environmental problems and solutions found in French-speaking countries. In Part 2 of this unit, students produced a presentation that they used to teach each other about the environmental problems that they are concentrating on with their chosen French-Speaking countries. They also learned and taught each other about the causes and consequences with the environmental problems.
Last week in French 3 HN, students began the final course unit. This unit is titled "Our Planet, Our Concern" and it focuses on environmental problems and solutions found in French-speaking countries.
Before students can learn about the problems affecting the countries that they have chosen to learn about, they must understand what it is like to be a resident of these countries. This week in French 3 HN, students produced a presentation that they used to teach each other about the climate, landscapes, and nature of their chosen French-Speaking countries. This semester in French 4 HN, Unit 1 focused on folklore in French-speaking countries and cultures. One assignment was to create a fairy tale story book. This project brought together the knowledge gained about different types of folklore, what is included in that type, and the common vocabulary and grammar that is used throughout the different types.
Halfway through Unit 1, French 3 HN students read a chapter from a French children's book titled Le Petit Nicolas. Using the story from the chapter as inspiration, students completed a unit project where they wrote and designed their own childhood story children's books. Students chose a real or imaginary story to write about, in which they incorporated the vocabulary and grammar material learned throughout the unit. Once their rough draft writing was complete and they received feedback, students transferred their writing to their books where they also drew and colored images representative of the part of the story on each separate page. The students' final product was an eight-page children's book. Below are the cover pages and excerpts from some of their books.
Students built on their writing and speech about activities people do by including the weather and seasons when those activities occur. Students first created a poster on which they later based a conversation in French to discuss activities, weather, and seasons. The context for this activity was:
Your new Francophone (French-speaking) followers on Instagram loved your French posts and want to know more! Show them what you and others do in the different seasons with different weather types. In preparation for an assessment for which students would have to compare people to one another and themselves to those people, French 2 students completed a poster project. The context of this project was: Your new French-speaking penpal is not familiar with American pop culture so you decide to create a poster to send him/her about your favorite TV show, movie, or book. Students described the characters and compared them to each other. Students also compared themselves to the characters.
After learning about -ER verb conjugations in French, students completed a project for which they created a French "Instagram" with several posts. The context for this project was: You are studying abroad for a semester and decide to create an Instagram in French about your activities. This project helped students practice French sentence structures, -ER verb conjugations, and adding details to their sentences. Each student wrote eight different posts about activities that different subjects like/dislike to do and the details about those subjects doing those activities.
Earlier this semester in preparation for a Unit 1 assessment on activities, students completed a project for which they created comic strips. In their comic strips, they tell a story about (a) a day out in the town, (b) visiting someone at the hospital, or (c) traveling to meet someone. With this project, students practiced sentence structures, verb conjugations, and adding details to their sentences.
During the fourth week of school, the French 1 students learned about how to discuss things that someone likes and dislikes. In preparation for an upcoming assessment, the students created personalized posters to practice sharing about their likes and dislikes in a presentational writing format. The context for this little project was: You are studying abroad for a semester and your host brother or sister would like to know about you and your interests before you arrive. Students wrote a short introduction of themselves telling their host sibling about their age, birthday, and where they are from. Next they wrote about their likes and dislikes ranging from what they hate to what they love. Finally they included a question for their host sibling about his/her own likes and dislikes. Students were encouraged to draw and color pictures representing their different likes and dislikes.
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June 2019
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