Devoir obligatoire du 5 décembre à rendre le matin du 6 décembre salle 209.
Cliquez sur ce lien pour arriver à la vidéo sur Omar Ba.
J’ai tapé « Omar ba » sur youtube et vous pouvez aussi la trouver comme ça.
Écoutez bien ce qu’il dit sur l’immigration clandestine. Il n’est pas POUR !
Vous allez comprendre plusieurs choses si vous écoutez deux ou trois fois.
JE VOUS REMERCIE DE FAIRE CE TRAVAIL SUPPLÉMENTAIRE, C’EST UN EXCELLENT EXERCICE DE COMPRÉHENSION POUR TOUS.
Lessons for October 18th – part II.
Period 2 – Advanced French: (Absentees of 10/17 – Julia Heyges, Katie Ecklund, Bryndon Van Arnam)
Students completed a vocabulary integration activity with the words from the European Union unit and viewed test results from E.U. test Friday. Today is a shift to the next unit: Les Biographies, in which students will research and introduce to the class a well known figure of French history.
1. Analyze historical contributions and determine what makes someone famous.
2. Demonstrate reading comprehension via translation.
3. Prepare in French interesting presentable material to introduce a historical figure to the class.
Step 1 – Entry Task:
Write in your notebooks a first list of 10 names of people you consider famous. Any people that you consider famous count. Allow everyone to make contributions.
Now add to that list any famous people you know from the EU countries we put on the map. It doesn’t matter if you can add 10 or not.
Draw a line and make a separate list of famous French people from history only.
Step 2 – Contributions and Anticipation:
Each team needs to share aloud with the class what they consider the top 5 famous of the 3 lists. After that, analyze what elements made a person famous on your list. You should at least find 3 qualities that you can write in your notebooks.
MATERIALS: Each student needs a hexagonal book from the back. Read together pages 42-45 and see how these figures fit the role of famous people who contributed to making France what it is today.
Once you have completed reading the short biographies on these figures. Write their names as a list in your notebooks and a quick 4-5 word reminder of what s/he did to become famous. Example: Louis Pasteur: a découvert un vaccin contre la rage.
Before you and a partner can select a figure who you will research more, your list from the book needs to be shown to the teacher.
Step 3 – Une Biographie:
Everyone will have a partner for this unit. One will role play the historical figure and the other role plays a time traveler who gathers information about the famous person’s life contributions. Both will research together and perfect the French version of the presentation in terms of content, grammar, and interest. The finished product will be presented to the class as a “scene from history”. It will not be memorized but will be graded on preparation, accuracy, delivery, and interest.
Each pair of students needs to select a figure from pages 42-45 to research further.
Only those figures in the book can be used.
Use the following to write names of student pairs as figures are selected.
Vercingétorix – Le Général de Gaulle -
Charlemagne – Roland de Roncevaux -
Saint Louis – Saint Bernard -
Hugues Capet – Jeanne d’Arc -
Philippe Auguste – François Rabelais -
François Premier – Ambroise Paré -
Henri IV – Pierre de Ronsard -
Louis XIV Le roi soleil – Blaise Pascal -
Louis XVI – Molière -
Danton – Denis Diderot -
Robespierre – Louis Pasteur -
Napoléon 1er – Victor Hugo -
Napoléon III – Pierre et Marie Curie -
Period 3: 4th year French (absent 10/17 – Rachel Miller needs copy)
Students just finished retelling the basic information from prehistory to the death of Joan of Arc. They received the introduction to Chapter 5 which starts the Renaissance and were supposed to read pages 119-121 for today. (Almost all have dictionaries so they would have already verified any new vocabulary they encountered.)
1. Demonstrate complete understanding of the text by answering accurately the comprehension questions.
2. Analyze the impact of the two new inventions that brought about France’s transformation; the compass and the printing press.
3. Apply newly acquired vocabulary to express opinions on the Reform.
Step 1 - Entry Task:
Write a short definition in French for each of the following items:
1. La Renaissance 2. la boussole 3. l’imprimerie
4. les Antilles 5. Jacques Cartier 6. François 1er
7. le Pape 8. une indulgence 9. le purgatoire
10. Martin Luther
Step 2 – Re-Reading for Content :
Share at least one of your definitions aloud with the class.
Why do you think these vocabulary words were chosen over others?
Eventually if/when you have to retell the whole story of what happened from 1440 to 1539, do you think these words will be part of your explanation? Why?
Use these words to help you answer the comprehension questions below. Work together or separately as long as you focus the entire time.
Step 3 – Comprehension Check and Application: Answer in complete sentences in French the following:
1. Avant l’invention de la boussole, pourquoi est-ce que les navigateurs ne pouvaient pas aller très loin des côtes ?
2. Qu’est-ce que les Européens imaginaient à l’autre côté de l’Océan Atlantique ?
3. Dans quelle direction est-ce que Colomb aurait dû (should have) naviguer pour pouvoir trouver l’Inde ? Pourquoi imaginez-vous qu’il ne l’a pas fait ?
4. Comment est-ce que la découverte de l’Amérique du Nord agrandit l’horizon des Européens ? De quelle façon ?
5. Vespucci a trouvé l’Amérique, et Cartier voulait trouver un passage vers la Chine, mais il a fini par trouver le Canada. Est-ce que ces deux découvertes valaient mieux
(were worth more) que d’arriver en Inde ou en Chine ? Défendez votre réponse.
6. Si peu de gens savaient lire à l’époque de Gutenberg, pourquoi inventer une imprimerie ? Qui allait pouvoir lire ces Bibles qu’il imprimait ?
7. Qu’est-ce que les cultures classiques pouvaient offrir à la France, un pays qui venait de (had just) subir des années de guerres barbares ?
8. Expliquez comment l’acte de décider le français comme langue officielle a changé la France. :
9. Qu’est-ce qui prouve que c’était une période de richesse pour la France ?
10. Jusqu’ici pourquoi est-ce que les gens font confiance (trust) à l’église ? Est-ce que vous croyez que les gens voulaient aider à construire Saint-Pierre de Rome ? Pourquoi ?
11. Expliquez la dispute de Luther contre les indulgences du Pape. Quelles sont les conséquences ?
Step 4 – Integration :
1. Faites une chronologie des deux inventions et leurs transformations technologiques du 15e siècle jusqu’aujourd’hui. Vous n’êtes pas obligés de marquer chaque étape *stage, mais plus vous l’analyser, mieux c’est. Écrivez ici.
2. Relisez le texte de la Réforme. Disputez les deux côtés – celui du Pape et celui de Luther. Utilisez un minimum de 3 défenses pour chaque côté.
ALL WORK MUST BE HANDED IN FOR CREDIT AT THE END OF THE CLASS. IF WORK IS NOT TURNED IN TODAY IT CANNOT RECEIVE CREDIT. THANKS FOR YOUR UNDERSTANDING!
Period : 1st year French (absentees of 10/17 : Jordan Bush, Emily Tharp
Students made an easel poster of a well-known family and had lines written on it to present aloud today. Each team should anticipate performing today after roll is taken.
1. Be able to say basic sentence patterns relating to family.
2. Be able to understand material presented aloud by classmates.
Step 1 - Entry Task:
Collect you team’s poster from the counter. You will have 10 minutes to add any item you couldn’t yesterday. If you are just interested in the decoration part, you can use markers that are in a box below my desk. Don’t let the time go past 10 minutes please.
Please make every effort to recollect all the markers!
Step 2 – Team Presentations and Showing Respect :
Teacher should move to the back or side of the room to monitor other students and allow for each team, one at a time, to go to the front of the room. At the beginning of the year we talked about a simple concept: “Respect and Regret”. The more respect shown as others present today should mean the more respect you get when it is your turn. Leave without regrets today by showing and receiving only respect during presentations.
Students can present in any order, but be sure markers are already away and students have stopped working on their posters.
Present posters. Students should divide equally who says what from their posters.
Step 3 – Individual Family Tree Poster :
Regroup the chairs and desks in rows. Each student will now prepare his/her family tree poster. The expectations are:
1. Individuals names are given with “Il / Elle s’appelle...”
2. Tell the relationship to you – “C’est ma mère” (remember to access notes from Friday)
3. Give approximate ages using “Il / Elle a # ans.”
4. Tell his/her birth date.
If you don’t wish to do your own family you can certainly invent one or use someone elses’s. AS long as you produce the poster, you can’t really make a mistake.
MATERIALS: Easel paper is on the computer counter. Use pencils to trace ideas first.
Markers are below the desk. All posters should be the size of the easel paper, don’t cut it at all.
Leave posters signed (even though most won’t finish) on the easel box on the computer counter, please.
Periods 5&6 – Intermediate French: (absentees of 10/17 Marcus McKenzie, Amelia Leavell . - Sam Chambers can partner with them if they have returned. Leinisha Bowser and Leonid Petrov were gone 6th. Leonid was chosen to work with Sam B. and Antoinette)
Students received copies of their skit dialogues yesterday. One is attached here and the others are visible on the front desks.
1. Be able to pronounce easily 3 of their 5 lines.
2. Recognize meaning of the lines they are saying and give appropriate intonation during delivery.
3. Be able to say 2 lines from memory before leaving for the day.
Step 1 – Entry Task:
Collect your notebook from the back counter & or it may be distributed to you.
Copy in this vocabulary and find the French match in your skit dialogue, please:
1. I don’t care =
2. Is it really worth it? =
3. Are you interested? =
4. more expensive usually =
5. We go too often =
6. get a bite to eat =
7. What are you thinking of? =
Step 2 – Group Practice:
Take your entry task and dialogue and get together with your team. Verify entry tasks match. Re-read the dialogue together in a slow-motion style so each person gets to say his her part clearly.
Stand up and add introductions like the ones you say at the door every day. Practice aloud this dialogue saying your lines respectively at the right time with the right tone. If something you say doesn’t sound like the meaning of the line, stop the speaker and fix it so s/he doesn’t memorize dull delivery. Be interesting 1– the whole class watches the dialogues, so have some fun with it!
Step 3 - Memorization Techniques: Each partner shares one way in which he/she is able to memorize material (i.e. write it several times, know the first and last word and think it through, look at it and then hide it from yourself to see how much you remember saying)
Then select the 2 lines you will memorize for today. Once you believe you have them go to the teacher to have him/her verify that you deliver the exact lines you memorized. The teacher can sign the paper or simply put a check and #2 for 2 lines demonstrated or #1, or any variation is fine.
Step 4 – Timeline: Decide with partners how you can practice together outside of class.
Your performances are scheduled for Thursday, so your next 2 lines will be memorized tomorrow and the last line can happen Thursday morning or all the way up to 5th and 6th period. Commit to the timeline and have a back up plan if you don’t connect.