• BONJOUR ET BIENVENUE TO MADAME GLUCK’S FRENCH TWO PHASE TWO DISTANCE LEARNING PAGE

     

     

     

    Daily

    expectations

    for students 

    ·       Check this website for the weekly lesson plan (posted on the preceding Friday).

    ·       Attend our weekly Microsoft Team meeting (or watch the recording later, if you are not able to attend). Abide by CB Online Meeting Guidelines.

    ·       Reach out to me (by email) at any time throughout the week with questions or for individual help.

    ·       Complete and submit the week’s assignment by the end of the school day that your class meets.

    (If you need extra time, send me an email to let me know, and then submit the work by the end of the school day on Friday.)

     

    Class/Office Hours

    ·       pd 2: 

    o   class on Mondays (via Teams) from 1:30 – 2:00

    o   office hours (via email) immediately following class, from 11:00 – 11:15

     

    ·       pd 5:

    o   class on Wednesdays (via Teams) from 10:30 – 11:00

    o   office hours (via email) immediately following class, from 11:00 – 11:15

     

     

     

    Classroom Tools

    ·       Our classroom will be using my teacher site for lesson plans (including links to any activities or videos that are found as part of our online text/program).

    ·       We will be using email as the mode of submitting work.

     

    Resources

    ·       This teacher site for weekly lesson plans (posted on the preceding Friday)

    ·       Our online text program (accessed through 365 all apps)

    ·       Microsoft Teams (accessed through 365 all apps) for our live class meetings (and recordings of them)

    o   You can most easily join live Team Meetings through the Outlook reminder that you will get each week.

    ·       Microsoft Outlook to submit work and for communicating

     

    It's important (for both learning and emotional reasons) to keep to a schedule as much as you can.

    That also means joining our class meetings each week.

    While we are socially distancing to keep ourselves physically safe,

    we still need to connect with each other.

    I miss you, and want to be able to at least touch base with each one of you every week!

     

     

    Bonjour, les enfants!

     


  • 2020.06.05 French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 10

     

    Pd 2:  Teams Meeting this week at our official time:  Monday 6/8 at 1:30.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 6/10 at 10:30.

     

     

    Bonjour les enfants!  This is our TENTH and FINAL lesson of phase 2 of our wild adventures in Distance Learning! 

     

    Goal for (BLUE book) chapter 6, leçon 2:  We can…. Talk about animals that we used to see in the country/ on the farm, and the sounds that they made.    We will also bring our year together to a close.

     

    Tasks:

     

    All of the activities for this final lesson will happen together during our live Teams Meeting.

     

     

    Au Revoir les enfants! 

     

     

     

     

     

     


  • 2020.05.29 French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 9

     

    Pd 2:  Teams Meeting this week at our official time:  Monday 6/1 at 1:30.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 6/3 at 10:30.

     

     

    Bonjour les enfants!  This is our NINTH lesson of phase 2 of our wild adventures in Distance Learning! 

     

    Goal for (BLUE book) chapter 6:  We can….talk about “the good old days.”

     

    Tasks:

     

    1.Élèves du Jour : pd 2 = Katie; pd 5 = Élise

     

     

    2.OPENING SONG:

    -The Voice France : « ton héritage »

    https://www.youtube.com/watch?v=oVHak3DDxh8

    -the lyrics, in French and in English:

    https://lyricstranslate.com/en/ton-heritage-your-legacy.html

     

     

     

    3.HOW TO USE THE IMPARFAIT AND THE P.C. TO TELL A STORY

    -text pg 200:

                -en anglais box

                -grammar box

                -Gramma Vision (les cacahuètes)

     

    -YouTube: watch all three, in this order:

     

    -Damon and Jo: (5’19)

    https://www.youtube.com/watch?v=nHtT_7ujfVk

     

    -Ask a French Teacher: (2’38)

    https://www.youtube.com/watch?v=giGA_eJPcMs

     

    -Learn French with Alexa: (8’42)

    https://www.youtube.com/watch?v=JK5OMjjAc8A

               

     

    (4. There are NO paired speaking activities for this week.)

     

    5.INDEPENDENT PRACTICE ACTIVITIES:

     

     

    -You need to do and submit ALL SIX of these activities. 

    -All of this week’s activities have the “check all” function (like our computer races), as per your requests

    -You need to continue with each one until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity

    -as well as the feedback that says you’ve gotten all the answers correct

     

    -Paste the snip from each activity in the body of an email to me,

    -Please put them in the order that they are assigned,

    -One underneath the next (not side by side), so that I can just scroll down

    -Put in the subject line of the email:  Fr. 2:  DL lesson 9

     

     

     

    -List of SIX activities to do and submit to me via email:

                 

                  -text pg 200: On-line practice activity

                  -text pg 200: on-line GRAMMAR TUTOR: exs A, B, C

    -On-line Cahier de vocabulaire et de grammaire : exs 8 + 9

                                 -found under the Premium Tab, once you’ve chosen chapitre 6

                                 -Grammaire 1 pgs 64-65

     

     

     

     

     

     

    Au Revoir les enfants! 

     

     

     

     


  • 2020.05.22  French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 8

     

    Pd 2:  NO Teams Meeting this Monday bcs of Memorial Day.  You will have time on Friday, 5/29 to do your work for periods 1 and 2 on your own.  I will also share with you the recording of my pd 5 class, after I meet with them on Wednesday morning, 5/27.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 5/27 at 10:30.

     

     

    Bonjour les enfants!  This is our EIGHTH lesson of phase 2 of our wild adventures in Distance Learning! 

     

    Goal for (BLUE book) chapter 6:  We can….talk about “the good old days.” [Well, the text is going to have you compare what your life was like when you were a little kid, with what it’s like now that you’re in 9th grade.  But we will obviously also be able to compare and contrast our lives pre-pandemic with what they’re like now.]

     

    Tasks:

     

    1.Élèves du Jour : pd 2 = xxx; pd 5 = Maddie

     

     

    2.OPENING SONG:

    -Symphonie Confinée (des musiciens français, pendant ce confinement de COVID-19) : « la Tendresse »

    https://www.youtube.com/watch?v=rEjvRktXeis

     

     

     

    3.REVIEW AND PRACTICE: HOW TO CONJUGATE IN THE “IMPARFAIT” [IMPERFECT PAST TENSE]

     

    -text pg 198:

                -Gramma Vision (les cacahuètes)

                -Grammar Box

     

    -YouTube: (You can adjust the speed up or down, of course.)

    (Remember that you need to pause to answer questions before the teacher gives the answers.)

     

                  -Learn French with Alexa (7’01)

                                   -just the verb AVOIR

    https://www.youtube.com/watch?v=LTjaA3BEZdU

     

           -Learn French with Alexa (16’04)

                                   -focusses on imparfait irregular verbs

                                   https://www.youtube.com/watch?v=0XpUUeV45Bk

     

    -Flash Cards to review stems:

              -https://www.quia.com/fc/2158998.html

     

     

    4.PAIRED SPEAKING ACTIVITIES:

    Note:  when taking turns, your partner will spell out (en français) the verb conjugation that you just used.

     

    -text pgs 198-199

                -ex 6

                -ex 8 (When was it? Where were you? What was the weather like? What does your friend, David, say that he was doing?) Modèle complet:  C’était au mois de juillet.  On était à Hawaïi.  Il faisait beau et chaud.  Moi et ma mère, nous nagions dans l’océan et nous faisions de la voile [sailing].

     

     

    5.INDEPENDENT PRACTICE ACTIVITIES:

     

     

    -You need to do and submit ALL FOUR of these activities. 

    -All of this week’s activities have the “check all” function (like our computer races), as per your requests

    -You need to continue with each one until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity

    -for the three QUIA games, you need to also include in your snip:

    -the URL that shows which specific QUIA game you played

    Note for QUIA:  If you don't have Adobe Flash installed/allowed

    -you have three choices:

    (1) switch to the html version of the game {there's a place just on or below the game board to click on}

    (2) click on the lock on the URL to allow Adobe Flash {You may need to install it}

    (3) use a home computer, if you've got, where Flash is installed and enabled

     

     

     

    -Paste the snip from each activity in the body of an email to me,

    -Please put them in the order that they are assigned,

    -One underneath the next (not side by side), so that I can just scroll down

    -Put in the subject line of the email:  Fr. 2:  DL lesson 8

     

     

     

    -List of FOUR activities to do and submit to me via email:

              -text pg 199: On-line practice activity

              -QUIA :Rags to Riches : https://www.quia.com/rr/690067.html

              -QUIA:  a different Rags to Riches: https://www.quia.com/rr/690068.html

              -QUIA:  Cloze activity (= fill in missing words): https://www.quia.com/cz/341332.html

             

     

     

     

     

     

    Au Revoir les enfants! 

     

     

     


     


  • 2020.05.15  French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 7

     

    Pd 2:  Teams Meeting this week at our official time:  Monday 5/18 at 1:30.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 5/20 at 10:30.

     

     

    Bonjour les enfants!  This is our SEVENTH lesson of phase 2 of our wild adventures in Distance Learning! 

     

    Goal for (BLUE book) chapter 6, lesson 1:  We can….talk about “the good old days.” [Well, the text is going to have you compare what your life was like when you were a little kid, with what it’s like now that you’re in 9th grade.  But we will obviously also be able to compare and contrast our lives pre-pandemic with what they’re like now.]

     

    Tasks:

     

    1.Élèves du Jour : pd 2 = Lynn; pd 5 = William

     

     

    2.OPENING SONG:

    -France Gall:  Ce soir je ne dors pas (Uses the imperfect past tense throughout) ; w/subtitles in French & in English

    -https://www.youtube.com/watch?v=uMejb4vIGnk

     

     

     

    3.HOW TO CONJUGATE IN THE “IMPARFAIT” [IMPERFECT PAST TENSE]

    NOTE:  most of your time this week will be spent taking in and processing information, and I’ve allowed for that

    by giving you only a small amount to produce.

     

     

    -first, a quick recap of why/when we might need the imparfait (instead of the passé compose)

                -the imparfait is used to say:

                            -what you used to do (on a regular or repeated basis) = what you would do

                            -what you used to be like

                            -how you were feeling

                            -what you were doing/what was happening (kind of sets the scene)

                -the PC is used to say:

                            -what you did (one time, 56 times)

                            -how your feelings changed (you became frightened)

                            -what happened (moves the plot along)

     

    -with time, and lots of examples and practice, this will make more sense, I promise!

     

    -CONJUGATING the imparfait

                -instead of going to the infinitive for the root (as we do for the present tense)

                            -we go to the present tense NOUS form, and chop off the -ons (I like to make slicing noises.)

                                        -which makes this a great review of present tense conjugations

                                        -here are some examples:

                                       

    Infinitive

    Present tense NOUS conjugation

    Root for imparfait

    Parler

    Nous parlons

    Parl-

    Finir

    Nous finissons

    Finiss-

    Répondre

    Nous répondons

    Répond-

    *Dormir

    Nous dormons

    Dorm-

    *Prendre

    Nous prenons

    Pren-

    *Faire

    Nous faisons

    Fais-

    *Avoir

    Nous avons

    Av-

    *Vouloir

    Nous voulons

    Voul-

    *Venir

    Nous venons

    Ven-

    Et cetera!

    Et cetera!

    Et cetera!

     

                            -and then we add the endings

    (which I like to sing to the tune of “Row Row Row Your Boat,” spelling en français, of course)

                                       

    -ais

    -ions

    -ais

    -iez

    -ait

    -aient

                 

    Important note:  ALL of the endings in the shoe are pronounced the same:  “EH”

                            (like the end of the word “français” or the conjugation “je fais” or “je vais”)

                           

                -Here is an example of a verb chart, for the verb FINIR = to finish

                            (Nous finissons; chop off – ons; left with root = finiss-)

    Je finissais

    Nous finissions

    Tu finissais

    Vous finissiez

    On finissait

    Elles finissaient

     

     

    -Here is another example of a verb chart, for the verb ÉTUDIER = to study

                            (Nous étudions; chop off – ons; left with root = étudi-)

    J’étudiais

    Nous étudiions

    Tu étudiais

    Vous étudiiez

    On étudiait

    Elles étudiaient

                            (Yup:  double “I” in the NOUS and VOUS forms.  You can’t hear it, but it is there!)

                            (This will happen with any verb that ends in -IER: étudier, skier, oublier [to forget], etc.)

               

                -YouTube explanatory/practice videos to watch:

            (Remember that you need to pause to answer questions before the teacher gives the answers)

               

                            -FIRST: Learn French with Alexa (14’09”)

                                        -really good introductory explanation of use/meanings

                                        -focusses on -ER verbs

                                        (Note: for -ER verbs [and -RE] verbs, because the NOUS conjugation minus the -ONS is identical to the infinitive minus the -ER/-RE, she actually going to the infinitive.  I still think it’s easier to ALWAYS go to the NOUS form, because that works for ALL verbs, with almost no exceptions.)

                                        https://www.youtube.com/watch?v=yMSHdUyMvQg

     

                             -SECOND: Learn French with Alexa (14’06”)

                                        -really good introductory explanation of use/meanings

                                                    =the same as the past one, so you can Fast Forward to 4 minutes and then start

                                        -focusses on -IR verbs

                                        https://www.youtube.com/watch?v=Sur1u3pUN9c

     

     

    4.WHAT ABOUT IRREGULAR VERBS IN THE IMPARFAIT?

    -Really good news:

                (1) Every single verb in French uses the same endings in the imparfait.

                (2) There is only one verb in the entire French language that doesn’t have a present tense NOUS conjugation with an -ons to chop off. (Did you think of it yet?)

                (3) The ONLY other slightly irregular thing is taking care of the hard/soft G/C in verbs like MANGER and COMMENCER

     

    -the verb ÊTRE (to be)

                -it’s the only verb in the entire French language that doesn’t have an -ONS to chop off (Nous sommes)

                -so, it’s the only verb that has a weird root in the imparfait

                            -you’ve already seen it!

                            -Quand j’étais jeune, j’aimais grimper aux arbres.

                            -It’s root is ÉT-

    J’étais

    Nous étions

    Tu étais

    Vous étiez

    On était

    Elles étaient

                            -Every conguation in the shoe is pronounced:  AY-TEH (and not ay-tay, bcs that = été)

     

    --GER and -CER verbs 

                -as in the present tense, we just want to keep them sounding regular, without the G or the C becoming a hard sound

                -bcs every verb uses the same endings (that we sing to Row Row Row Your Boat)

                            -no worries in the NOUS and VOUS forms     

                                        -bcs the endings start with the letter I, which will keep the G/C soft, as in the infinitive

                            -but EVERY ending in the shoe starts with the letter A

    -which, without assistance, would change the G/C to its hard sound

                            -therefore, we add the extra help to keep the G/C soft ONLY in the shoe

     

                           

                                                              MANGER = to eat

    Je mangEais

    Nous mangions

    Tu mangEais

    Vous mangiez

    On mangEait

    Elles mangEaient

               

     

     

     

                                                     COMMENCER = to commence/start

              

    Je commençais

    Nous commencions

    Tu commençais

    Vous commenciez

    On commençait

    Elles commençaient

     

     

                           

     

     

     

     

     

    5.INDEPENDENT PRACTICE ACTIVITIES:

    As mentioned above, most of your time this week will be spent taking in the new information, so the activities to fill in and submit to me are quite limited.

     

     

    -You need to do and submit ALL FOUR of these activities. 

    -All of this week’s activities have the “check all” function (like our computer races), as per your requests

    -You need to continue with each one until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity

    -and the feedback that says you’ve gotten all the answers correct

     

    -Paste the snip from each activity in the body of an email to me,

    -Please put them in the order that they are assigned,

    -One underneath the next (not side by side), so that I can just scroll down

    -Put in the subject line of the email:  Fr. 2:  DL lesson 7

     

    -List of FOUR activities to do and submit to me via email:

              -interactive GRAMMAR TUTOR on the imperfect past: exs A, B, C, D

              -you can easily access this from page 198

     

     

     

     

     

     

    Au Revoir les enfants! 


     


  • 2020.05.08  French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 6

     

    Pd 2:  Teams Meeting this week at our official time:  Monday 5/11 at 1:30.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 5/13 at 10:30.

     

     

    Bonjour les enfants!  This is our SIXTH lesson of phase 2 of our wild adventures in Distance Learning! 

     

    Goal for (BLUE book) chapter 6, lesson 1:  We can….talk about “the good old days.” [Well, the text is going to have you compare what your life was like when you were a little kid, with what it’s like now that you’re in 9th grade.  But we will obviously also be able to compare and contrast our lives pre-pandemic with what they’re like now.]

     

    Tasks:

     

    1.Élèves du Jour : pd 2 = Mo ; pd 5 = Danté

     

     

    2.OPENING SONG

    -from The Voice France: audition by Slimane (who is now a famous performer)

    https://www.youtube.com/watch?v=C00iuatMQ-g  

    -if you’d like to read the lyrics in French and in English:

    https://www.musixmatch.com/lyrics/Slimane-4/%C3%80-fleur-de-toi/translation/english

    -the same song, by the original performer (and lyricist): Vitaa

                https://www.youtube.com/watch?v=0lUKJ0Om9Jc

    -the same song, with Slimane AND Vitaa together

                https://www.youtube.com/watch?v=j0O13TSkxPc

     

    3.NEW VOCAB AND EXPRESSIONS: Childhood memories

    -Note:  we are starting to see the imperfect past tense [l’imparfait], which is used to talk about on-going events/feelings/descriptions in the past. For now, you’re just learning a few expressions with it, and most are followed by infinitives.  This is a total parallel to what you did in French One, when you learned to say that you like or don’t like TO DO certain activities (before you learned to conjugate those activities in the present tense to say that you actually do them).  Now, you’re learning to say that you used to like (or used to not like) TO DO certain activities. You’ll soon learn how to conjugate those activities into the “imparfait” to say that you used to do them.

     

    -pgs 194-195:  click on and repeat ALL the vocab and ALL the expressions

    -pg 190:  watch the Télé-Vocab videoclip (no need for the Media Guide)

                -doesn’t the dad have a great laugh?!

     

     

    4.PAIRED SPEAKING ACTIVITIES

    -These should always be done out loud. I strongly recommend doing them with a partner:

    -Remember:  if you don’t understand any directions given in French,

    -it is totally appropriate to copy and paste them into a translation site.

    -pg 196:

                -exs 1 et 3

     

    5.MORE SEQUENCING/TIMING EXPRESSIONS

    -Note:  as we start to get ready to use both past tenses [l’imparfait & le passé compose], here are a few more expressions that you can use to talk about things that have happened in your past.  You’ll notice that the first two both mean “while,” and are often used to introduce something that someone WAS DOING (= l’imparfait), whereas the others will more often be used to help sequence things that HAPPENED (=le passé compose).  This is just a little note so that you…. Notice.  We will get into all of this in more detail over the coming weeks, PLUS you will have lots of review of this next year, in French Three.  So, no worries.

     

    -pgs 197:  click on and repeat ALL

    -pg 190:  watch the Télé-Vocab videoclip (no need for the Media Guide)

                -doesn’t the dad have a great laugh?!

     

    6.SUPER-CHALLENGING PAIRED SPEAKING ACTIVITY

    -These should always be done out loud. I strongly recommend doing them with a partner:

    -Remember:  if you don’t understand any directions given in French,

    -it is totally appropriate to copy and paste them into a translation site.

    -pg 197: ex 4

                -This is a really hard activity, and it is optional.  It’s a good brain-stretcher!

                -if you’re not sure if your ordering is correct, you can add it to the homework that you submit

                            -or do it in a separate email

                            -and I’ll let you know (and give hints, if you’d like)

     

     

    7.INDEPENDENT PRACTICE ACTIVITIES:

    -You need to do and submit ALL FOUR of these activities. 

    -All of this week’s activities have the “check all” function (like our computer races), as per your requests

    -You need to continue with each one until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity

    -and the feedback that says you’ve gotten all the answers correct

     

    -Paste the snip from each activity in the body of an email to me,

    -Please put them in the order that they are assigned,

    -One underneath the next (not side by side), so that I can just scroll down

    -Put in the subject line of the email:  Fr. 2:  DL lesson 6

     

    -List of FOUR activities to do and submit to me via email:

     

    -From pg 195: ONLINE PRACTICE box at the top right

    -There’s just one activity

     

    -From the PREMIUM tab (make sure you’ve chosen chapter 6 first to access this):

    -Click on Chapter Resources

    -Click on Cahier de vocabulaire et grammaire

    -Click on Vocabulaire 1 pgs 61-63

    -Exs 1, 5, + 6

    -REMEMBER:

    -You need to continue with each activity until you’ve gotten the whole thing correct

                -NOTE: exercises 5 + 6 are a bit challenging, but they are a good review of vocab

                            -It’s a good idea to read these out loud, too.

     

    Au Revoir les enfants! 


     

     

     

     


  • 2020.05.01 French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 5

     

    Pd 2:  Teams Meeting this week at our official time:  Monday 5/4 at 1:30.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 5/6 at 10:30.

     

     

    Bonjour les enfants!  This is our FIFTH lesson of phase 2 of our wild adventures in Distance Learning! 

     

     

    Goal:  We can…talk about our afternoon and evening/night time routines in the past

     

    Tasks:

     

    1.Élèves du Jour  

    pd 2 = Jenna; pd 5 = Andrés

     

     

    2.OPENING SONG

    -Chanson du petit déjeuner [to the tune of Frère Jacques] ; Babak Ghanaat (1’42) : https://www.youtube.com/watch?v=dKYOsL_ArEo

     

    3.QUICK REVIEW OF REFLEXIVE VERBS IN THE PASSÉ COMPOSÉ:

    -rewatch one or more videos from last week [Remember that you can change the speed on the YouTube ones.]

     

    -text pg 174:  GrammaVision = les cacahuètes

     

    -changing reflexive sentences from the present to the passé composé; Learn French with Indu (4’40”)

    https://www.youtube.com/watch?v=KFikUERooEo

     

    -passé compose in general and then with reflexive verbs; very good explanations; Fiona Curnow (10’42”)

    https://www.youtube.com/watch?v=p4pXh0F5YVQ

                                  

    -focusing on when to add agreement to the past participle and when not; Sheilagh Riordan (8’25”)

    https://www.youtube.com/watch?v=pcsMoNeBVaA

     

     

    4.PAIRED SPEAKING ACTIVITIES

    -These should always be done out loud. I strongly recommend doing them with a partner:

    Remember:  if you don’t understand any directions given in French,

    -it is totally appropriate to copy and paste them into a translation site.

    -From the on-line book

    -Pgs 174-175: to be sure you’re paying attention to whether or not to add agreement to the Past Participle

    [Remember:  most of the verbs that you are learning WILL have agreement, UNLESS it is followed by a BODY PART!]: whoever reads the answer out loud, the other person should either spell out the entire PiPi, or just say [as we did when doing Dr. & Mrs. Van der Trampp]:  Avec: un E/ un S/ E-S/ rien [nothing].

       -exs 27, 28, 29

     

     

     

    5.INDEPENDENT PRACTICE ACTIVITIES:

    -You need to do and submit ALL FIVE of these activities. 

    -All of this week’s activities have the “check all” function (like our computer races), as per your requests

    -You need to continue with each one until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from earlier weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

    -Paste the snip from each activity in the body of an email to me,

    -Please put them in the order that they are assigned,

    -One underneath the next (not side by side), so that I can just scroll down

    -Put in the subject line of the email:  Fr. 2:  DL lesson 5

     

    -List of FIVE activities to do and submit to me via email:

     

    -text pg 175: online practice activity (formerly known as a computer race!)

    -REMEMBER:

    -You need to continue until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from earlier weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

    -From the PREMIUM tab (make sure you’ve chosen the chapter first to access this):

    -Click on Chapter Resources

    -Click on Cahier de vocabulaire et grammaire

    -Click on Grammaire 2

    -Ex. 20

    -REMEMBER:

    -You need to continue with this activity until you’ve gotten the whole thing correct

    BUT:  for some reason, it's not accepting the real correct answer for question 2A .

    I will be able to see the correct answer that you typed in, even though the publisher didn't do it correctly.

    The correct answer should have no agreement on the PiPi because it is followed by......a body part!

     

    This is happening for a few other answers, too.

    Just include your answers in the snip, and I will let you know if they are okay or not.

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from earlier weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

     

    -Also from the PREMIUM tab:

    -Also from Chapter Resources

    -Click on Cahier d’ACTIVITÉS

    -Click on Vocabulaire 2/ Grammaire 2

    -Exs 11, 12, et 13 [pour ex 13 :  Amina, c’est une FILLE.]

    -REMEMBER:

    -You need to continue each activity until you’ve gotten the whole thing correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from previous weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

    -ALSO in the email, please tell me with whom you did the speaking activity this week

    -Even if it’s the same person as last week

     

     

    Au Revoir les enfants! 

     

     

     

     


  • 2020.04.24 French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 4

     

    Pd 2:  Teams Meeting this week at our official time:  Monday 4/27 at 1:30.

     

    Pd 5:  Teams Meeting this week at our official time:  Wednesday 4/29 at 10:30.

     

     

    Bonjour les enfants!  This is our FOURTH lesson of phase 2 of our wild adventures in Distance Learning! 

     

     

    Goal:  We can…our afternoon and evening/night time routines

     

    Tasks:

     

    1.Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    pd 2 = Riley; pd 5 = Ilarney

     

     

    2.OPENING SONGS

    -from a former participant on The Voice France,

    -sending it out to people who can’t be with each other bcs of “la confinement”:

    https://www.youtube.com/watch?v=jfLDhN6HgHM

     

     

    3.NEW VOCAB AND EXPRESSIONS: afternoon and evening routines

    -pgs 170-171:  click on and repeat ALL the vocab and ALL the expressions

    -pg 170:  watch the Télé-Vocab videoclip (no need for the Media Guide)

     

     

     

    4.PAIRED SPEAKING ACTIVITY

    -These should always be done out loud. I strongly recommend doing them with a partner:

    Remember:  if you don’t understand any directions given in French,

    -it is totally appropriate to copy and paste them into a translation site.

    -From the on-line book

    -Pg 172 ex 23

     

     

     

    5.NEW GRAMMAR: reflexive verbs in the past tense

    -text pg 174:

                -grammar box

                -GrammaVision (les cacahuètes!)

     

    -on YouTube: three very helpful learning videos about reflexive verbs in the past tense

    (Remember that you can speed up or slow down the videos, and that you should pause and answer/repeat.)

    You should watch all three of these videos:

    -changing reflexive sentences from the present to the passé composé; Learn French with Indu (4’40”)

    https://www.youtube.com/watch?v=KFikUERooEo

     

    -passé compose in general and then with reflexive verbs; very good explanations; Fiona Curnow (10’42”)

    https://www.youtube.com/watch?v=p4pXh0F5YVQ

                                  

    -focusing on when to add agreement to the past participle and when not; Sheilagh Riordan (8’25”)

    https://www.youtube.com/watch?v=pcsMoNeBVaA

     

     

     

     

     

     

    6.INDEPENDENT PRACTICE ACTIVITIES:

    -You need to do and submit ALL SEVEN of these activities. 

    -All of this week’s activities have the “check all” function (like our computer races), as per your requests

    -You need to continue with each one until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from previous weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

    -Paste the snip from each activity in the body of an email to me,

    -Please put them in the order that they are assigned,

    -One underneath the next (not side by side), so that I can just scroll down

    -Put in the subject line of the email:  Fr. 2:  DL lesson 4

     

    -List of SEVEN activities  (3 on vocab + 4 on grammar) to do and submit to me via email:

     

    -text pg 171: online practice activity (formerly known as a computer race!)

    -REMEMBER:

    -You need to continue until you’ve gotten the whole activity correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from previous weeks)

    -and the feedback that says you’ve gotten all the answers correct

    -This is a long activity (bcs the pictures take up space) so you'll probably need to do more than one snip to capture the entire thing

     

    -From the PREMIUM tab (make sure you’ve chosen the chapter first to access this):

    -Click on Chapter Resources

    -Click on Cahier de vocabulaire et grammaire

    -Click on Vocabulaire 2

    -Ex. 14 + 16

    -REMEMBER:

    -You need to continue with each activity until you’ve gotten the whole thing correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from previous weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

    -text pg 174: interactive Grammar Tutor

                -ex A (the first one)

                -ex A (the second one…..I don’t know why there are two As!)

                -ex B

                -ex C

     

    -REMEMBER:

    -You need to continue each activity until you’ve gotten the whole thing correct

    -Then snip the image to include:

    -The ENTIRE activity (this is a change from previous weeks)

    -and the feedback that says you’ve gotten all the answers correct

     

    -ALSO in the email, please tell me with whom you did the speaking activity this week

    -Even if it’s the same person as last week

     

     

    Au Revoir les enfants! 

     

     

     

     

     


  • 2020.04.17  French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 3

     

    Pd 2:  no live Teams Meeting the week of 4/13 due to the student day off on Monday.  (I will send you an email with a link to watch the recording of the Meeting with my 6th period class on Wednesday afternoon). Monday,  4/20, we will have a live meeting at the usual time (1:30), where I will go over both the 2nd and the 3rd lessons.  It may last about 15 minutes longer than usual (until 2:15), so please plan for that. The work for the 2nd lesson will be due by the end of the school day on Monday, 4/20.  You will have time on Friday 4/24 to work on the 3rd lesson, but we won’t have a meeting that day.  The work for the 3rd lesson will be due by the end of the school day on Friday, 4/24.

     

    Pd 5:  live Teams Meeting at our official time:  10:30 – 11 on Wednesday

     

     

     

    Élèves du Jour (You could send positive thoughts to this classmate.  Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    pd 2 = Lola A.; pd 5 = Maeve T.

     

     

    Goal for (BLUE book) chapter 5, lesson 1:  We can….talk about our typical morning routines. (I guess we’ll be comparing and contrasting our pre-pandemic routines with what our lives look like now!)

     

     

     

    Tasks:

     

    1.REVIEW VOCAB (incl verbs)

     

     

    2.REVIEW HOW TO CONJUGATE REFLEXIVE VERBS

    • Texte page 166: review of irregular verbs (that can be reflexive or not):
      • S’ennuyer, s’appeler, se lever

     

    • OPTIONAL YouTube videos from the previous lesson for more explanation/review/practice:

     

     

    3.SPEAKING ACTIVITIES from the text TO DO WITH A PARTNER OF YOUR CHOICE

    • pg 162: ex 6
    • pg 163: ex 9
    • pg 186: ex 1
    • pg 186: ex 2

     

     

     4.INDEPENDENT PRACTICE ACTIVITIES:

    • You need to do and submit ALL the activities
      • All of this week’s activities have the “check all” function (like our computer races)
        • You need to continue with each one until you’ve gotten the whole activity correct
        • Then snip the image to include:
          • at least the part of the activity (so I can easily tell which one it is)
          • and the feedback that says you’ve gotten all the answers correct

     

     

    • Paste the snip from each activity in the body of an email to me,
      • Please put them in the order that they are assigned,
      • One underneath the next, so that I can just scroll down
    • Please put in the subject line of the email: 2:  DL lesson 3

     

     

     

    • List of FIVE activities to do and submit to me via email:
      • Before the first snip, please tell me with whom you did the speaking activities this week
      • From pg 163: online additional practice
      • From pg 167: online additional practice
      • From the PREMIUM tab (make sure you’ve chosen the chapter first to access this):
        • Instead of accessing the pdf of the workbook under the Program Resources
          • Click on Chapter Resources
          • Click on Cahier de Vocabulaire et Grammaire to expand the options
            • Click on Grammaire 1 pgs: 52-53
              • Ex 8
            • ALSO From the PREMIUM tab (make sure you’ve chosen the chapter first to access this):
              • Click on Chapter Resources
              • Click on Cahier d’ACTIVITÉS
                • Click on the first one listed: Vocabulaire 1 / Grammaire 1 pgs : 41 - 43
                  • Exs 1 + 2

     

     

     

    Au Revoir les enfants! 

     

     

     


  • 2020.04.10  French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 2

     

    Pd 2:  no live Teams Meeting the week of 4/13 due to the student day off on Monday.  (I will send you an email with a link to watch the recording of the Meeting with my 6th period class on Wednesday afternoon). NEXT Monday, we will have a live meeting at the usual time (1:30), where I will go over both the 2nd and the 3rd lessons.  It will last about 15 minutes longer than usual (until 2:15), so please plan for that. The work for the 2nd lesson will be due by the end of the school day on Monday, 4/20.  You will have time on Friday 4/24 to work on the 3rd lesson, but we won’t have a meeting that day.  The work for the 3rd lesson will be due by the end of the school day on Friday, 4/24.

     

    Pd 5:  live Teams Meeting at our official time:  10:30 – 11 on Wednesday

     

     

     

    Bonjour les enfants!  This is our SECOND LESSON of phase two of our wild adventures in Distance Learning! 

     

    Élèves du Jour (You could send positive thoughts to this classmate.  Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    pd 2 = Katie S.; pd 5 = Alexandre O’R.

     

    Goal for (BLUE book) chapter 5, lesson 1:  We can….talk about our typical morning routines. (I guess we’ll be comparing and contrasting our pre-pandemic routines with what our lives look like now!)

     

    Tasks:

     

    1. REVIEW LAST WEEK’S NEW VOCAB AND EXPRESSIONS

     

    1. NEW GRAMMAR: REFLEXIVE VERBS = things you do to/for yourself (also called “pronominal verbs”)

    As presented in the book

    • Pg 162: Read/Watch: (You can do these in ANY order)
      • En Anglais box in the left-hand margin
      • Grammar box
      • GrammaVision (les cacahuètes !!!!!)

     

    • OPTIONAL YouTube videos if you would like more explanation/review/practice:

    [You may want to come back to these later this week or even next week and (re)watch them.]

    Note:  there is very little written work this week because I want to give you time for the videos.

     

     

     

     

    1. GUIDED PRACTICE ACTIVITY:

     

    • first part: the introduction/review
      • listen, pause and repeat the French conjugations
    • second part: guided practice
      • pause before she says/writes in the answers
      • see if you can visualize the correct answer
      • un-pause to confirm/correct
      • repeat the correct answer out loud (the full sentence)

     

     

     

    1. INDEPENDENT PRACTICE ACTIVITIES:
    • You need to do and submit ALL the activities
      • All of this week’s activities have the “check all” function (like our computer races)
        • You need to continue with each one until you’ve gotten the whole activity correct
        • Then snip the image to include:
          • at least the part of the activity (so I can easily tell which one it is)
          • and the feedback that says you’ve gotten all the answers correct

     

    • Paste the snip from each activity in the body of an email to me
      • Please do NOT do them as attachments to the email
      • This is so I do not need to open about 100 emails PLUS more than 500 attached images.

     

    • List of THREE activities to do and submit to me via email:
      • From pg 162: the interactive GRAMMAR TUTOR on reflexive verbs in the present tense
        • Do exs A, B, + C

     

     

     

     

    Au Revoir les enfants! 

     

     

     

     

     


  • 2020.04.03  French 2:  DLP2 (Distance Learning Phase 2) GLUCK lesson 1

     

    Pd 2:  live Teams Meeting 1:30 – 2:00 on Monday, 4/6/20

    Pd 5:  no live Teams Meeting this week due to “early dismissal” on Wednesday.  You are to do your asynchronous learning for pds 5 + 6 Wednesday morning, but there will be no synchronous learning/meetings. (I will send you an email with a link to watch the other class’s Monday meeting.) You should still submit your completed work to me by the end of the day.

     

     

    Bonjour les enfants!  This is our first lesson of phase TWO of our wild adventures in Distance Learning! 

     

     

    Goal for (BLUE book) chapter 5, lesson 1:  We can….talk about our typical morning routines. (I guess we’ll be comparing and contrasting our pre-pandemic routines with what our lives look like now!)

     

    Tasks: (Everything is on the on-line book.)

     

    1. NEW VOCAB AND EXPRESSIONS
    • Pgs 158-159:
      • TéléVocab videoclip (you do not need to use your Media Guide)
      • All the vocab: click on, listen, repeat out loud
      • Exprimons-nous: click on (Q then A), listen, repeat out loud
    • Optional Supplementary vocab on page R-19
      • It’s a pretty short list of some other toiletry items
        • There’s no recording to listen to, but I can do those in our live Meeting if you’d like
      • Pg 161:
        • Exprimons-nous: click on and repeat the expressions of impatience (with full dramatic feeling!)

     

     

    1. SPEAKING REVIEW ACTIVITIES
    • These should be done out loud, preferably with a partner of your choice:
      • a friend who is in the same OR a different French Class
      • a relative who has at least some understanding of French
      • other options:
        • out loud by yourself (playing both roles)
        • email me if you would like me to help you find a partner for French practice

     

    • From the on-line book
      • Pg 160: ex 1
        • Élève A: read the three items
        • Élève B: read the one that does not belong (then switch back and forth)
      • Pg 160: ex 2
        • Both students listen to the recording, with pauses
        • Élève A: repeat the sentence about what Lili does
        • Élève B: say which letter photo shows that (then switch roles for each next thing she does)
      • Pg 161: ex 4
        • Élève A: read the situation
        • Élève B: read the most appropriate expression of impatience (then switch back and forth)

     

     

     

     

     

    1. INDEPENDENT PRACTICE ACTIVITIES:
    • You need to do and submit ALL the activities
      • All FOUR of this week’s activities have the “check all” function (like our computer races)
        • You need to continue with each one until you’ve gotten the whole activity correct
        • Then snip the image to include:
          • at least the part of the activity (so I can easily tell which one it is)
          • and the feedback that says you’ve gotten all the answers correct

     

    • Paste the snip from each activity in the body of an email to me
      • This is so I do not need to open about 100 emails PLUS several hundred attached images.

     

    • List of FOUR activities to do and submit to me via email:
      • From pg 159: ONLINE PRACTICE box at the top right
        • There’s just one activity

     

    • From the STUDENT RESOURCES tab (make sure you’ve chosen the chapter first to access this):
      • Click on SELF-TEST to expand the options
      • Click on CHAPTER SELF-TEST
        • Do only the first activity = 1A

     

     

    • From the PREMIUM tab (make sure you’ve chosen the chapter first to access this):
      • Instead of accessing the pdf of the workbook under the Program Resources
        • Click on Chapter Resources
        • Click on Cahier de Vocabulaire et Grammaire to expand the options
          • Click on the first one listed: Vocabulaire 1 pgs : 49 - 51
            • Exs 2 + 3

     

     

     

    Au Revoir les enfants! 

     

     

     

     

     


  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Tuesday, March 31, 2020

     

    Overview: Shopping for food; Object pronouns

     

    Estimated Time: Approximately 30-40 minutes

     

    Explanation: This is a review and extension of information on the PASSÉ COMPOSÉ (RED book, ch.s 7, 8, + 10)

     

    Materials that are Needed: Laptop

     

    Things to know: Today’s lesson has two options:  review or enrichment.

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    Pd 2 = Connor N.; pd 5 = Julian V.

     

    1. YouTube video : https://www.youtube.com/watch?v=l3QDZkhvKpA (Teach me how to Passé!)

     

    REVIEW OPTION

    ENRICHMENT OPTION

    3.Instructional Input Activity

    o   Log in to our online program and click on the Level ONE book

    o   In the first drop-down box, pick the Chapter that you are working on (7-2, then 8, then 10)

    o   Keep this open while you take out your workbook packet (“cahier”)

     

    3.Instructional Input Activity

    o   (Re)watch Damon and Jo review the PC:

    (Remember that you can adjust the speed.)

    https://www.youtube.com/watch?v=N1lJni8TvlI

    4.Guided Practice Activity

    o   Look through your workbook for the activities on the PASSÉ COMPOSÉ on which you had the most difficulty

    o   Rewatch/Replay the videos and games that are associated with these

     

    4.Guided Practice Activity

    o   (Because you chose the enrichment option, I did not include a video on regular -ER, -IR, or -RE PPs.)

    o   Be sure to pause BEFORE Alexa writes down answers to see if you know what they should be.

    o   It’s VERY helpful for you to say your answers OUT LOUD.

    https://www.youtube.com/watch?v=oZRkn1s0gIk

     

    5.Independent Practice Activity

    o   Do/Finish/Proofread/Correct the workbook activities on the PASSÉ COMPOSÉ that were the most difficult for you the first time around

    5.Independent Practice Activity

    o   Play Rags to Riches!:

    https://www.quia.com/rr/991805.html

     

     

     

    How is this assignment turned in to the teacher and what kind of feedback will be received?

      

    REVIEW OPTION

    ENRICHMENT OPTION

    o   IF you have questions on any of the activities:

    o    Send an email to me with either:

    §  A photo of the workbook activity and your question

    §  OR simply tell me which activity and explain your question to me

    o   I’ll write you back to help you to understand

    o   WHEN you feel that you understand all the workbook activities:

    o   Show all the now completed and corrected workbook activities to an adult at home

    o   Take a photo of you and that adult AND your workbook turned to the last page of the chapter

    §  With each of you showing a thumbs up?

    o   Email that photo to me as part of the email (and not just an attachment)

     

    o   Send me a snip of your 1.000.000 euros result!

     

     

     

     




  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Monday, March 30, 2020

     

    Overview: Shopping for food; Object pronouns

     

    Estimated Time: Approximately 30-40 minutes

     

    Explanation: This is a review and extension of information in the BLUE book, chapter 3

     

    Materials that are Needed: Laptop

     

    Things to know: Today’s lesson has two options:  review or enrichment.

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    Pd 2 = Olivia H.; pd 5 = Danté F. (It was Danté’s birthday on Saturday.  Maybe you could send him a belated birthday greeting!)

     

    1. YouTube video : https://www.youtube.com/watch?v=BuMCZHyGwXw (J’ai faim plus que Alain !)

     

    REVIEW OPTION

    ENRICHMENT OPTION

    3.Instructional Input Activity

    o   Log in to our online program and click on the Level TWO book

    o   In the first drop-down box, pick: Chapitre 3, then click on Go!

    o   Keep this open while you take out your workbook packet (“cahier”)

     

    3.Instructional Input Activity

    o   Watch Alexa review Y and En

    (Remember that you can pause, slow down, speed up.)

    (It’s very helpful for you to repeat after her.)

    https://www.youtube.com/watch?v=OHQPlvD1ypc&t=

     

    4.Guided Practice Activity

    o   Look through your workbook for the activities on which you had the most difficulty

    o   Rewatch/Replay the videos and games that are associated with these

     

    4.Guided Practice Activity

    o   Watch Alexa review Direct and Indirect Object Pronouns

    (Remember that you can pause, slow down, speed up.)

    (It’s very helpful for you to repeat after her.)

    https://www.youtube.com/watch?v=lzb3evkL0Og&pbjreload

     

     

    5.Independent Practice Activity

    o   Do/Finish/Proofread/Correct the workbook activities that were the most difficult for you the first time around

    5.Independent Practice Activity

    o   The previous activity is also your independent Practice Activity (pausing before she gives answers to answer in your own head, and hopefully OUT LOUD as well!)

     

     

     

     

    How is this assignment turned in to the teacher and what kind of feedback will be received?

      

    REVIEW OPTION

    ENRICHMENT OPTION

    o   IF you have questions on any of the activities:

    o    Send an email to me with either:

    §  A photo of the workbook activity and your question

    §  OR simply tell me which activity and explain your question to me

    o   I’ll write you back to help you to understand

    o   WHEN you feel that you understand all the workbook activities:

    o   Show all the now completed and corrected workbook activities to an adult at home

    o   Take a photo of you and that adult AND your workbook turned to the last page of the chapter

    §  With each of you showing a thumbs up?

    o   Email that photo to me as part of the email (and not just an attachment)

     

    o   Send me an email with feedback and/or clarification questions on the super-long Alexa video.

    o   I will respond to your emails!

     

     

     

     

     


  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Thursday, March 26, 2020

     

    Overview: Learn/Review more about Québec

     

    Estimated Time: Approximately 30 minutes

     

    Explanation: This is a review and extension of information in the Géoculture for chapter 3

     

    Materials that are Needed: Laptop

     

    Things to know: This is all Culture: no grammar or vocabulary, other than names

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    Pd 2 = Arabelle E.; pd 5 = Léa F (It’s Léa’s birthday today.  Maybe you could send her a birthday greeting!)

     

    1. YouTube video :les expressions québécoises: https://www.youtube.com/watch?v=s5PPLwoEEqc

    (click “show more” under the video in order to see the lyrics)

     

    1. Instructional Input Activity
    • Log in to our online program and click on the Level TWO book
    • In the first drop-down box, pick: Chapitres 3 + 4, then click on Go!
    • Click on each of the speaker icons for all FOUR pages of the Géoculture
      • For each one: listen, read along, and find the location on the map, when appropriate

     

    1. Guided Practice Activity

     

    1. Independent Practice Activity

     

    • Make a list of your top 3 things that you would do/visit in Québec, and why (for each)

     

      

    How is this assignment turned in to the teacher and what kind of feedback will be received?

    • Email your list to me
      • I will email back in a group message (the next day)
        • to let you know which were the most chosen items/activities

     

     

     

     


  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Wednesday, March 25, 2020

     

    Overview: This is a follow-up to the TWO-DAY lesson on Clothing and Accessories!

     

    Estimated Time: Approximately 30 minutes

     

    Explanation: This is an extension of vocabulary in the Red book, chapter 7

     

    Materials that are Needed: Laptop

     

    Things to know: Today you are focusing on actual conversations for purchasing clothing.  Of course, these are applicable to other shopping situations.

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    WEDNESDAY: Pd 2 = Lynn C.; pd 5 = Élizabeth M.

     

    1. YouTube video : https://www.youtube.com/watch?v=Qc8pJoF-uhg

     

    1. Instructional Input Activities

     

    1. Guided Practice Activities:

     

    1. Independent Practice Activities
    • Write a short dialogue (in French) between yourself and someone else in a clothing store
      • The other person could be the salesperson or a friend/family member who is with you
      • Depending on how much of a challenge you wish to set for yourself:
        • You can use the dialogues in the videos and change them a little or a lot
        • You can write the dialogue after watching the videos, but not looking at them again
        • You can write a dialogue of 6, 8, or 10 lines
      • Don’t worry about accents if you don’t know how to use them on the computer

     

    How is this assignment turned in to the teacher and what kind of feedback will be received?

    • Email your dialogue to me, and I’ll write back to you

     

     



  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Monday, March 23, 2020

     

    Overview: This is a TWO-DAY lesson on Clothing and Accessories!

     

    Estimated Time: Approximately 60 minutes over two days

     

    Explanation: This is a review and extension of information in the Red book, chapter 7

     

    Materials that are Needed: Laptop

     

    Things to know: Feel free to split this into two 30-minute lessons, or to just keep going!  If you are splitting this into two days, just continue on Tuesday wherever you leave off today!

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    MONDAY: Pd 2 = Stacy D.; pd 5 = Nia P.

    TUESDAY: pd 2 = Mo K.; pd 5 = Sammy P.

     

    1. YouTube video : https://www.youtube.com/watch?v=w7I4yVdRoRU (Apparently, Indila made a guest appearance!)

     

    1. Instructional Input Activities

     

    1. Guided Practice Activities:

     

    1. Independent Practice Activities

     

    How is this assignment turned in to the teacher and what kind of feedback will be received?

    For EACH of the FOUR games:

    • Use your snipping tool to send me an image of your entire laptop screen
      • Paste the image into an email and send it to me!
    • On these activities, you will already know that you’ve answered all the questions correctly
      • even before submitting them to me.

     

     

     

     


  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Thursday, March 19, 2020

     

    Overview: Regular -ER, -IR, and -RE verbs, and slightly irregular -ER verbs in the present tense

     

    Estimated Time: Approximately 30 minutes

     

    Explanation: This is a review and extension of information in the BLUE book, chapter 1

     

    Materials that are Needed: Laptop

     

    Things to know: This lesson focusses on regular and slightly irregular -ER, -IR, and -RE verbs.  (We’ll review other, more irregular verbs later.)

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    Pd 2 = Connor F.; pd 5 = Chloé W.

     

    1. YouTube video : https://www.youtube.com/watch?v=EHhpuxK2jlk (I don’t know if I’ve played any of Maëlle’s music for you in class…)

     

    1. Instructional Input AND Guided Practice Activities

    (Note: remember that you can pause, fast forward, and/or change the speed!)

     

     

    • -ER VERBS THAT FLIP AN ACUTE ACCENT TO A GRAVE ACCENT IN THE SHOE:

    For Guided practice: pause the video to predict each conjugation, then see if you were correct

     

    • -ER VERBS THAT DOUBLE THE FINAL CONSONANT OF THE ROOT IN THE SHOE:

    For Guided practice: pause the video to predict each conjugation, then see if you were correct

     

    1. Guided Practice Activities: See section above

     

    1. Independent Practice Activity

     

    How is this assignment turned in to the teacher and what kind of feedback will be received?

    • Use your snipping tool to send me an image of your entire laptop screen
      • Paste the image into an email and send it to me!
    • On this activity, you will already know that you’ve answered all the questions correctly even before submitting it to me.

     

     

     

     

     

     


  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Wednesday, March 18, 2020

     

    Overview: Describing yourself, your friends, and your family members

     

    Estimated Time: Approximately 30 minutes

     

    Explanation: This is a review and extension of information in the BLUE book, chapter 1

     

    Materials that are Needed: Laptop

     

    Things to know: Today’s lesson has two options:  review or enrichment.

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!):

    Pd 2 = Riley K.; pd 5 = Isabella G.

     

    1. YouTube video : https://www.youtube.com/watch?v=KdKYhHsDsrc (=a new video of one of the rap songs from your book: Comment est-il? Est-elle?)

     

    REVIEW OPTION

    ENRICHMENT OPTION

    3.Instructional Input Activity

    o   Log in to our online program and click on the Level TWO book

    o   In the first drop-down box, pick: Chapitre 1, then click on Go!

    o   Keep this open while you take out your workbook packet (“cahier”)

     

    3.Instructional Input Activity

    o   Pick at least one of these YouTube teaching videos and watch it, repeating the vocabulary as much as possible:

    o   More straight-forward: https://www.youtube.com/watch?v=hI8zSowEbEM

    o   More goofy: https://www.youtube.com/watch?v=5P7pfc9AXTY

     

    4.Guided Practice Activity

    o   Look through your workbook for the activities on which you had the most difficulty

    o   Rewatch/Replay the videos and games that are associated with these

     

    4.Guided Practice Activity

    o   Pick at least one of these YouTube teaching videos and watch it, repeating the vocabulary as much as possible:

    o   More simple: https://www.youtube.com/watch?v=y8N4D2VwVpk

    o   More complex: https://www.youtube.com/watch?v=dMJZ8QjIlrw

     

    5.Independent Practice Activity

    o   Do/Finish/Proofread/Correct the workbook activities that were the most difficult for you the first time around

    5.Independent Practice Activity

    o   First, play an easy game of “Guess Who” with this video (remembering that you can pause and/or rewind before the answers appear): https://www.youtube.com/watch?v=i4Yvo9b39Rs

    o   Then, watch this video of an imaginary police report, describing an assailant: https://www.youtube.com/watch?v=vt03c-gr0-8&t=1s

     

     

     

     

    How is this assignment turned in to the teacher and what kind of feedback will be received?

      

    REVIEW OPTION

    ENRICHMENT OPTION

    o   IF you have questions on any of the activities:

    o    Send an email to me with either:

    §  A photo of the workbook activity and your question

    §  OR simply tell me which activity and explain your question to me

    o   I’ll write you back to help you to understand

    o   WHEN you feel that you understand all the workbook activities:

    o   Show all the now completed and corrected workbook activities to an adult at home

    o   Take a photo of you and that adult AND your workbook turned to the last page of the chapter

    §  With each of you showing a thumbs up?

    o   Email that photo to me as part of the email (and not just an attachment)

     

    o   Send an email to me with a description (in French, of course) of the assailant.

    o   Include 5 details.

    o   Use complete sentences.

    o   Don’t worry about accents if you don’t know how to insert them!

     

     


  • Distance Learning Activity- World Languages 

    Course: French TWO

    Date: Tuesday, March 17, 2020

     

    Overview: Learn/Review more about Paris

     

    Estimated Time: Approximately 30 minutes

     

    Explanation: This is a review and extension of information in the Géoculture for chapters 1 + 2

     

    Materials that are Needed: Laptop

     

    Things to know: This is all Culture: no grammar or vocabulary, other than names

     

    Tasks:

    1. Élèves du Jour (You could send positive thoughts to this classmate. Maybe you’d also like to send a little email « bonjour,” as well as a few words of encouragement and/or appreciation for them!): pd 2 = Maddy B.; pd 5 = Gianna M.

     

    1. YouTube video : https://www.youtube.com/watch?v=qtdj2FgisLY (=a live performance by Zaz of her song “À Paris,” which is what today’s lesson is about)

     

    1. Instructional Input Activity
    • Log in to our online program and click on the Level TWO book
    • In the first drop-down box, pick: Chapitres 1 + 2: Paris, then click on Go!
    • Click on each of the speaker icons for all FOUR pages of the Géoculture
      • For each one: listen, read along, and find the location on the map, when appropriate

     

    1. Guided Practice Activity
    • Click on and watch the GéoCulture video on page xxii
    • Click on and watch the Photo Tour on page 3

     

    1. Independent Practice Activity
    • Click on and correctly complete the Online Practice activity on page xxii
      • This works like all the other Computer Games/Races that we’ve done in class
        • You can use the information in your textbook to help you
        • You can check your answers as many times as necessary to get feedback

      

    How is this assignment turned in to the teacher and what kind of feedback will be received?

    • Drag the box that says that you have correctly answered all the questions to the side of the questions
    • Use your snipping tool to send me an image of your entire laptop screen
      • If you’ve never done this before:
        • Draw a box around the screen image using the snipping tool
        • Click EDIT and then COPY
        • Paste the image into an email and send it to me!
      • On this activity, you will already know that you’ve answered all of the questions correctly even before submitting it to me.