Bonjour! Welcome back from the winter break.
We have started off focusing on adjectives in French. To correctly write with adjectives in French, the adjective needs to match the noun it is describing in genre (masculine/feminine) and number (singular/plural). I.e. if the noun is feminine and plural, the adjective needs to be in its feminine and plural form. We are working with the general rule (add "e" to make feminine; add "s" to make plural), as well as common exceptions. Grade 8 students are also working with the superlative form of adjectives, in which we introduce words for "the most" (le/la/les plus) and "the least" (le/la/les moins) to allow us to be more specific in our writing.
Students should at this point all have submitted their #motde2016 word, which is an adjective that they chose as a vision for their life in 2016. They are currently being put on display outside the French room.
An assignment called "Projet photo" was also handed out this week. The rough copy for this assignment is due Monday, January 11th and the good copy is due Friday, January 15th (the grade 8 class will hand in their good copy on Thursday, January 14th). For the assignment, students need to bring in pictures (they can be actual photos, hand-drawn pictures, magazine clippings or printed out - whatever works best for each student) that depict the top people, places, animals, and/or things in their life. Students are encouraged to select their photos in conjunction with the success criteria. This will allow them to achieve the minimum number of adjectives in each category. The project description is accessible below, including steps for taking their work to the next level, and exemplars of Level 3 and Level 4 work.
With the deadlines associated with this project, we have used the analogy of a road map. Students were asked to think of their final copy deadline as the final destination of a road trip and the rough copy deadline as a stop along the way. They are encouraged to think of themselves as being put in the driver's seat, buckled in and ready to go, when the project was introduced. After the introduction, they "started their engines" - they began work on their project. The idea is that they are to be continually driving toward their destination until they reach it. This is in contrast to the idea of parking their car (not doing any work) and leaving it there until the night before they have to reach their destination (procrastinating). If they are not continually driving ("working"), they risk not arriving at their destination. Students should be working steadily on their project, completing some of it at home if they are not progressing on it in a timely fashion at school.
We have started off focusing on adjectives in French. To correctly write with adjectives in French, the adjective needs to match the noun it is describing in genre (masculine/feminine) and number (singular/plural). I.e. if the noun is feminine and plural, the adjective needs to be in its feminine and plural form. We are working with the general rule (add "e" to make feminine; add "s" to make plural), as well as common exceptions. Grade 8 students are also working with the superlative form of adjectives, in which we introduce words for "the most" (le/la/les plus) and "the least" (le/la/les moins) to allow us to be more specific in our writing.
Students should at this point all have submitted their #motde2016 word, which is an adjective that they chose as a vision for their life in 2016. They are currently being put on display outside the French room.
An assignment called "Projet photo" was also handed out this week. The rough copy for this assignment is due Monday, January 11th and the good copy is due Friday, January 15th (the grade 8 class will hand in their good copy on Thursday, January 14th). For the assignment, students need to bring in pictures (they can be actual photos, hand-drawn pictures, magazine clippings or printed out - whatever works best for each student) that depict the top people, places, animals, and/or things in their life. Students are encouraged to select their photos in conjunction with the success criteria. This will allow them to achieve the minimum number of adjectives in each category. The project description is accessible below, including steps for taking their work to the next level, and exemplars of Level 3 and Level 4 work.
With the deadlines associated with this project, we have used the analogy of a road map. Students were asked to think of their final copy deadline as the final destination of a road trip and the rough copy deadline as a stop along the way. They are encouraged to think of themselves as being put in the driver's seat, buckled in and ready to go, when the project was introduced. After the introduction, they "started their engines" - they began work on their project. The idea is that they are to be continually driving toward their destination until they reach it. This is in contrast to the idea of parking their car (not doing any work) and leaving it there until the night before they have to reach their destination (procrastinating). If they are not continually driving ("working"), they risk not arriving at their destination. Students should be working steadily on their project, completing some of it at home if they are not progressing on it in a timely fashion at school.
photoprojet.docx |
photoprojet_mod.docx |