Minimal criteria (on which your child is encouraged to expand):

• Title 
• Word art with at least 10 different vocabulary items
• 7-10 sentence text about favourite meal
• Draft to me by Thursday
• Memorized presentations Tuesday

Mes résolutions du nouvel an - Memorized presentations will be done on Monday, January 15!!!!

New Year's Resolutions Graphic Organizer (in French) - poster with drawings and text incorporating each student's five resolutions (could be for physical or mental health, friendship, learning, social responsibility, environmentalism...) and text (written according to the model provided in the student's cahier de français and then copied and pasted to the back of the graphic organizer as a prompt in case they aren't able to memorize it all). The poster is to be done on letter-sized paper with a portrait orientation and should be colourful and attractive, with attention paid to neat printing and carefully drawn artistic elements and shapes.

Language support at: http://resources.hwb.wales.gov.uk/VTC/2009-10/mfl/cynnal/french/unit1/eng/flash.html

Visual example (which is meant as a springboard for creating original work) at: 

Our current project is a family tree and accompanying text about student families, real or imaginary. The students are asked to prepare a family tree of some sort (with creative thinking very much encouraged) and a text about their family that will take 1-2 minutes to present orally. They may share family facts or histories, with a focus on what is unique or interesting about their family. Jokes, extremes, and fascinating anecdotes are highly encouraged. Students should focus on using learned French that will be of interest and comprehensible to their peers. Translation is to be discouraged as their peers will not understand French that they have not yet learned. Presentations will take place on Friday, December 22.

As I have told the students, each presentation will be followed by a short interview with a peer, to ensure that the students are listening to and learning from each other and to see if they know what they have said. Here is the frame for the questions in case you would like to help them prepare for these semi-impromptu questions.

1.Tu as dit que ___________________. + une autre question. 
 (You said that ____________________ + a follow-up question.)

For example: "Tu as dit qu'il y a cinq personnes dans ta famille proche. Quel est ton membre de famille préféré?" (You said that there are five people in your immediate family. Who is your favourite family member?)


2. Je n'ai pas compris ______________________. Est-ce que tu peux me le dire encore? 
(I didn't understand ______________________. Can you tell me again?)

For example: Je n'ai pas compris ce que fait ta mère. Est-ce que tu peux me le dire encore? (I didn't understand what your mom does. Can you tell me again?

The questions they ask may be taken from the Jeu de questions that we have worked with over the past month. The document is attached below:

The portrait of an adjective project will be due for presentation on Thursday, November 30. There are three parts to this assignment:

• a text about the character that epitomizes the adjective
• a visual support to help the audience envision the character and understand the text
• an oral presentation of the text

​For the text, I provided the following example:

Petite Varicelle Muqueuses-au-Nez est malade. Quand elle se lève le matin, elle éternue, tousse, et se mouche le nez. Puis, elle crache. Pouah! Parfois, elle vomit son déjeuner avant de quitter la maison. Parfois, elle le vomit dans la voiture. Quand elle arrive à l'école, elle dit à son enseignante qu'elle a mal à la gorge, mal à la tête et mal à l'estomac. Son enseignante lui demande si elle a mal au dos aussi et elle lui répond "Oui, Madame. Est-ce que je peux aller à l'infirmerie?". En allant à l'infirmerie, elle doit s'arrêter trois fois pour aller aux toilettes. Aux toilettes, elle se mouche le nez encore, crache encore, vomit encore et fait de la diarrhée. Pauvre petite Varicelle. On dirait que ça va mal!

The first sentence will be something along the lines of:

Petite Mademoiselle (First name related to adjective) (Last name related to adjective) est (adjective). My example, from the text above, is Petite Varicelle Muqueses-au-Nez (Little Chickenpox Snotty-nose) est malade (sick).

Then, there should be five or more sentences that tell about the ways in which this character is the epitome of the adjective. It should be very exaggerated and overstated. Each sentence should contain a transitional device that indicates the time or circumstance. Some possibilities are:

Quand elle se reveille le matin,
Après ...,
Ensuite,
Quand elle va..., 
Puis,
Parfois,
À chaque fois qu'elle...,
Finalement,

Finally, there should be a conclusion. For example the student could use: "(Synonym) Petite (Character Name). Elle est vraiment (adjective)!".

For the visual support, which will be used as our class contribution to the school-wide art show in the gym in December, students can choose to make a poster, a mask, or a paper maché person or creature. There are some sample posters in the image above. For instructions on how to make a paper maché person or creature, students have been invited to visit this link: www.urlspark.com/post_paper-mache-people_494780/.

Voici les étapes pour préparer la présentation:

1. Je pose la question "Qu'est-ce que tu aimes à l'école?" à tous les élèves de ma classe.
2. J'écris les réponses à côté de chaque numéro.
3. Je tabule les réponses. Par exemple, je compte combien d'élèves aiment l'éducation physique et j'écris "Sept élèves aiment l'éducation physique."
4. Je crée un graphique à barres, à lignes, ou en camembert. J`y mets toutes les réponses.
5. J'écris cinq phrases sur les résultats de mon questionnaire: Une phrase d'introduction, trois phrases sur les tendances et une phrase de conclusion.
6. Je fais une affiche sur du papier grand format. J'y mets un titre, une légende, mon graphique, et mon texte.
7. Je colorie bien.
8. Je prépare ma présentation et je la pratique à la maison.
9. Je fais ma présentation. Mes épaules sont baissées, mon menton est levé, mes yeux regardent la classe et je parle avec une grande voix.

Évaluation du site internet de ___________________________________
Date du visionnement : le 13 oct. 2017

​Ton site internet…
□       …a un titre en français (Mon site ou Le site de ___)
□       …a le mot « Accueil » (bien épelé) à la place du mot « Home ».        
□       …a une image personnelle ou une image libre de droit d’auteur.      
□       …a au moins cinq phrases qui t’introduisent.
□       …a au moins dix phrases qui t’introduisent.
 
Tes phrases :
 
□       …sont tirées des phrases apprises dans la classe de Français intensif.
□       …ont été personnalisées.     
□       …ont très peu de fautes d’orthographe.
□       …ont très peu de fautes de ponctuation et de lettres majuscules.     
□       …ne sont pas traduites de l’anglais.
 
Tes forces : ____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 
Tes fautes : ____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 
Ta note :  ____ /10

Students have been instructed to write a French text for presentation based on the Jeu de questions, Trouve quelqu'un qui, and La musique chez moi book we have used in class. The following text has also been provided as a model. Presentations are to be one minute in length, memorized, and include, after the minute of speaking, an audio or visual component like some digital music they have made, a painting or sculpture that tells about music in their life, or a live or recorded musical presentation (i.e. singing or playing an instrument).

On Monday April 3rd, students will begin presenting their career project presentations. We have brainstormed the list of questions in class, and today we will use the computer lab block to work on finishing our projects. I will be showing slides in this block concerning presentation guidelines. I have attached the powerpoint here for reference.

As students will be writing their rough drafts over spring break, here is an example essay(starts on page 7) that I went over today in class and had students highlight. It is obviously much more advanced, and the students are not writing a research paper. However, if students so wish, they are allowed to do internet research, but are not obliged to cite their sources. 
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