le 31 janvier: I know that it's unexpected that I create an update for a Sunday, but I thought that if there are some of you who check the webpage just to see if I've tossed in little hints about the test, you won't be disappointed.
So, I followed you guys' instructions and created another letter for you to translate. The beginning of the letter is all about Jaalan's Legacy Pole; where it is, what it honours, and what you might see if you look at it. Then the writer goes on and on about how she would like Pierre to come to Haida Gwaii, and that they could go to a Haida village or forage with black bears, etc. Make sure that you know all of your tenses, including subjunctive. Should be a breeze! Oh and by the way, I totally got BULLIED into revealing what the subjunctive triggers are. The bully will be mean to my cat if I don't comply, so here we go: it's clear that, it's not that, I order that, it's necessary that. Now be nice to Steve! ♥
So, I followed you guys' instructions and created another letter for you to translate. The beginning of the letter is all about Jaalan's Legacy Pole; where it is, what it honours, and what you might see if you look at it. Then the writer goes on and on about how she would like Pierre to come to Haida Gwaii, and that they could go to a Haida village or forage with black bears, etc. Make sure that you know all of your tenses, including subjunctive. Should be a breeze! Oh and by the way, I totally got BULLIED into revealing what the subjunctive triggers are. The bully will be mean to my cat if I don't comply, so here we go: it's clear that, it's not that, I order that, it's necessary that. Now be nice to Steve! ♥
le 29 janvier: We started with our intérro:
...et les réponses:
We then watched some videos with American movie stars speaking French, just because it's cool.
I then gave you some comic strips where you could fill in the conversation to play around with, then some scenarios to come up with that used many of our tenses. You worked on them, as well as working on your projects and other work that is due for me.
Remember that you have a test on Monday, as well as your projects. Your test is everything that we've done all term as far as tenses and grammar go, and the vocabulary that we've concentrated on this week. Take a look at the intérros and homework to see what I'm choosing from, and remember the Legacy Pole for Athlii Gwaii sheet that we went through on Friday. Bon chance! :)
- It is necessary that one looks at Jaalan Edenshaw’s totem pole.
- It is necessary to stroll in the forest.
- It’s not that I’m Corbeau…
- It’s that you’re Corbeau.
- I don’t know if he’s foraging with the black bears.
- It’s clear that Bob knows that there are two Haida moieties.
- We order you (s) to feed the humpback whales.
...et les réponses:
- Il faut qu’on regarde le mât totémique de Jaalan Edenshaw.
- Il faut se promener dans la forêt.
- Ce n’est pas que je sois Corbeau…
- C’est que tu es Corbeau.
- Je ne sais pas s’il fourre avec les ours noirs.
- Il est clair que Bob sait qu’il y a deux moitiés Haïda.
- Nous ordonnons que tu nourrisses les rorquals à bosse.
We then watched some videos with American movie stars speaking French, just because it's cool.
I then gave you some comic strips where you could fill in the conversation to play around with, then some scenarios to come up with that used many of our tenses. You worked on them, as well as working on your projects and other work that is due for me.
Remember that you have a test on Monday, as well as your projects. Your test is everything that we've done all term as far as tenses and grammar go, and the vocabulary that we've concentrated on this week. Take a look at the intérros and homework to see what I'm choosing from, and remember the Legacy Pole for Athlii Gwaii sheet that we went through on Friday. Bon chance! :)
le 28 janvier: Today we skipped having an intérro, and went right into the lesson. We learned:
1. using c'est and il est with the subjunctive: If you are using an impersonal expression such as "Il est vrai que", it's easy to figure out if you ue "il est vrai" or "c'est vrai" (which also exists). If you are talking about something for the first time and haven't mentioned it before, use "il est". If you have already talked about the issue, then you would use "c'est". Example: Il est vrai que Zimm soit très beau? Oui, c'est vrai."
2. Avoiding the subjunctive: Ce n'est pas que le subjonctif soit difficule, mais... sometimes you'll want to avoid it. Here are three ways:
a) With "il faut que", you can just remove the "que" and conjugated verb, and substitute in the infinitive of that verb. Example: "il faut que tu ailles à Haida Gwaiï" becomes "il faut aller a Haida Gwaïi". The meaning is the same.
b) With some impersonal expressions, you can swap out the "que" for "si" and avoid the subjunctive: Eg: "Je n'éxige pas qu'il vienne" becomes "Je n'éxige pas s'il vient". Same meaning. Also, je ne suis pas sûr que tu comprennes les devoirs" becomes "je ne suis pas sûr si tu comprends les devoirs". You can do this trick with all the impersonal expressions on the last page of your booklet except "ce n'est pas que..."
c) You can substitute in the verb devoir instead of il faut que, and it'll work every time. Plus, you can use the same subject in the main clause as in the subordinate clause if you use devoir. Eg: Il faut que je fasse mes devoirs becomes Je dois faire mes devoirs. Same meaning.
We then played "Inside Outside Circles" to cement in our comfort level with using the subjunctive, then using an alternative.
I gave you the following activity to work on, but only gave you 30 minutes so I expect you've barely made a dent in it:
1. using c'est and il est with the subjunctive: If you are using an impersonal expression such as "Il est vrai que", it's easy to figure out if you ue "il est vrai" or "c'est vrai" (which also exists). If you are talking about something for the first time and haven't mentioned it before, use "il est". If you have already talked about the issue, then you would use "c'est". Example: Il est vrai que Zimm soit très beau? Oui, c'est vrai."
2. Avoiding the subjunctive: Ce n'est pas que le subjonctif soit difficule, mais... sometimes you'll want to avoid it. Here are three ways:
a) With "il faut que", you can just remove the "que" and conjugated verb, and substitute in the infinitive of that verb. Example: "il faut que tu ailles à Haida Gwaiï" becomes "il faut aller a Haida Gwaïi". The meaning is the same.
b) With some impersonal expressions, you can swap out the "que" for "si" and avoid the subjunctive: Eg: "Je n'éxige pas qu'il vienne" becomes "Je n'éxige pas s'il vient". Same meaning. Also, je ne suis pas sûr que tu comprennes les devoirs" becomes "je ne suis pas sûr si tu comprends les devoirs". You can do this trick with all the impersonal expressions on the last page of your booklet except "ce n'est pas que..."
c) You can substitute in the verb devoir instead of il faut que, and it'll work every time. Plus, you can use the same subject in the main clause as in the subordinate clause if you use devoir. Eg: Il faut que je fasse mes devoirs becomes Je dois faire mes devoirs. Same meaning.
We then played "Inside Outside Circles" to cement in our comfort level with using the subjunctive, then using an alternative.
I gave you the following activity to work on, but only gave you 30 minutes so I expect you've barely made a dent in it:
| culminating_activity_for_verb_tenses_and_grammar.docx |
You went to the library and performed your Haida Worldview pieces, and we went over everything that needed to be done by the end of the term, which is basically for you to combine your Athlii Gwaii and Legacy Pole pieces, and hand them in either tomorrow or Friday (or Monday, if you need the weekend).
Homework: Work a bit on your Legacy/Athlii Gwaii piece, as well as one of your paragraphs from today's activity sheet.
Intérro: il faut que, il faut (plus infinitive), ordonner que, il n'est pas vrai que, ce n'est pas que, je ne pense pas que, je pense que, il est clair que, faire du kayak, se promener dans la forêt, regarder le mâ totémique de Jaalan Edenshaw à Gwaii Haanas, fourrer avec les ours noirs, savoir la moitié des Haïdas, nourrir des rorquals à bosse (of course faire, regarder, se promener, savoir, fourrer, and nourrir must be conjugated appropriately, not used in the infinitive. So know them in the subjunctive and in the present tense). Also, be prepared to substitute in an alternative to using the subjunctive if I ask you to. See info under "#2" above. :)
Homework: Work a bit on your Legacy/Athlii Gwaii piece, as well as one of your paragraphs from today's activity sheet.
Intérro: il faut que, il faut (plus infinitive), ordonner que, il n'est pas vrai que, ce n'est pas que, je ne pense pas que, je pense que, il est clair que, faire du kayak, se promener dans la forêt, regarder le mâ totémique de Jaalan Edenshaw à Gwaii Haanas, fourrer avec les ours noirs, savoir la moitié des Haïdas, nourrir des rorquals à bosse (of course faire, regarder, se promener, savoir, fourrer, and nourrir must be conjugated appropriately, not used in the infinitive. So know them in the subjunctive and in the present tense). Also, be prepared to substitute in an alternative to using the subjunctive if I ask you to. See info under "#2" above. :)
le 27 janvier: We had our intérro, and took it up. We then we played a game whereby everyone was given a sentence or question on a strip of paper, and had to wander around the class and find the person who had the corresponding answer. When you were done, we taped the questions up on the board. I then gave you a "serpents et échelles" board (Snakes and Ladders), with the vocab from the previous game put into chart format, and you played with a partner. Fun! I hope that yoy noticed that the sentences I created for you touched on all of the verb and grammar points that we've gone over this term: 10 tenses (including subjunctive), relative pronouns, object pronouns, and if/result clauses.
In the afternoon you went to the computer lab and worked on your Legacy Pole assignment, then watched a video of Jim Hart talking about the Reconciliation Pole he carved, which is at UBC. We then went to the library and watched a video of Vanessa Zahner talking about Jim's Reconciliation Pole, as well as watching videos and looking at pictures that GZ took when we was helping raise the Yahgulaanas Memorial Pole on North Beach in Haida Gwaii in June of 2017.
Homework: Tomorrow you're to read to me all about your art that you created about the Haida World View, so make sure you're comfortable with that. Keep working on your Legacy Pole assignment, and make sure you have watched the Jim Hart video and have taken notes.
Intérro: Let's take the day off from les intérros! woot :)
In the afternoon you went to the computer lab and worked on your Legacy Pole assignment, then watched a video of Jim Hart talking about the Reconciliation Pole he carved, which is at UBC. We then went to the library and watched a video of Vanessa Zahner talking about Jim's Reconciliation Pole, as well as watching videos and looking at pictures that GZ took when we was helping raise the Yahgulaanas Memorial Pole on North Beach in Haida Gwaii in June of 2017.
Homework: Tomorrow you're to read to me all about your art that you created about the Haida World View, so make sure you're comfortable with that. Keep working on your Legacy Pole assignment, and make sure you have watched the Jim Hart video and have taken notes.
Intérro: Let's take the day off from les intérros! woot :)
le 26 janvier: First we had our intérro, and took it up.
I then gave you an exercise whereby you chose a partner, and P1 asked whatever question you like, and P2 replied using the subjunctive. Eg:
P1: Tu veux aller au cinéma?
P2: Tu blagues? Ma mère voudrait que je fasse mes devoirs ce soir.
I asked you to do a couple of these, and practice with a friend.
In the afternoon, you went to the library lab and watched three videos on the Legacy Pole which Jaalan Edenshaw carved and put up in Gwaii Haanas a few years ago, and read a handout I gave you explaining the 5w's of the pole as well as the significance of the creatures carved. I gave you a list of vocab words for you to translate to help you write a little blurb (in any format you like) about the Legacy Pole.
Don't forget that on Thursday, you need to be able to talk about your gorgeous art project on the Haida Worldview. You can use your notes, but don't make it sound like you're reading, if you know what I mean! :)
Homework: Do 6 sentences (of the 13) from page 6 of your subjunctive booklet. Here are the translations for those expressions in B that I think you can't figure out on your own:
être content que - to be happy that
être ravie de - to be delighted that
se fâcher que - to be angry that
accepter que...to accept that
peu importe que... it makes little difference that
il vaut mieux que.. it's best that
c'est une chance que... it's lucky that
il n'y a aucune chance que... there's no chance that
Intérro: avoir besoin que, recommander que, souhaiter que... il est important que... il est necessaire que... faire de la pêche, faire du kayak, tisser, sculpter, peintre, aller, vouloir, pouvoir, fourrer, nourrir, les orques, les oursins :)
I then gave you an exercise whereby you chose a partner, and P1 asked whatever question you like, and P2 replied using the subjunctive. Eg:
P1: Tu veux aller au cinéma?
P2: Tu blagues? Ma mère voudrait que je fasse mes devoirs ce soir.
I asked you to do a couple of these, and practice with a friend.
In the afternoon, you went to the library lab and watched three videos on the Legacy Pole which Jaalan Edenshaw carved and put up in Gwaii Haanas a few years ago, and read a handout I gave you explaining the 5w's of the pole as well as the significance of the creatures carved. I gave you a list of vocab words for you to translate to help you write a little blurb (in any format you like) about the Legacy Pole.
Don't forget that on Thursday, you need to be able to talk about your gorgeous art project on the Haida Worldview. You can use your notes, but don't make it sound like you're reading, if you know what I mean! :)
Homework: Do 6 sentences (of the 13) from page 6 of your subjunctive booklet. Here are the translations for those expressions in B that I think you can't figure out on your own:
être content que - to be happy that
être ravie de - to be delighted that
se fâcher que - to be angry that
accepter que...to accept that
peu importe que... it makes little difference that
il vaut mieux que.. it's best that
c'est une chance que... it's lucky that
il n'y a aucune chance que... there's no chance that
Intérro: avoir besoin que, recommander que, souhaiter que... il est important que... il est necessaire que... faire de la pêche, faire du kayak, tisser, sculpter, peintre, aller, vouloir, pouvoir, fourrer, nourrir, les orques, les oursins :)
le 25 janvier: We had our test today, and you guys were AWESOME. Very proud of the results!
After the test, we did some exercises with ce qui, ce que, and ce dont) just because you didn't want them on the test, then we began our mini-unit on the subjunctive. Here is the booklet we're using, and the notes from the board:
After the test, we did some exercises with ce qui, ce que, and ce dont) just because you didn't want them on the test, then we began our mini-unit on the subjunctive. Here is the booklet we're using, and the notes from the board:
| le_subjunctif.docx |
Homework: Do the Grade 12 exercise on page 4 of your booklet.
Intérro: il faut que, aimer mieux que, attendre que, permettre que, suggérer (é=è)que, fourrer, regarder, faire du kayak, parler, nager, sauter hors de l'eau, les baleines, les ours noirs, les mâts totémiques, les êtres magiques, l'océan Pacifique. The verbs from fourrer to sauter will be in the subjunctive. :)
Intérro: il faut que, aimer mieux que, attendre que, permettre que, suggérer (é=è)que, fourrer, regarder, faire du kayak, parler, nager, sauter hors de l'eau, les baleines, les ours noirs, les mâts totémiques, les êtres magiques, l'océan Pacifique. The verbs from fourrer to sauter will be in the subjunctive. :)
le 22 janvier: First we had our intérro:
...et les réponses:
We then began working on our next set of relative pronouns: ce qui, ce que, and ce dont. If you need a bit of help figuring out when to use them, try looking here:
www.youtube.com/watch?v=OIGAmko1frQ
Here are the notes which I put on the board:
- Did he snorkel in the Pacific Ocean yesterday (hier)?
- Yes, he snorkeled there.
- Will I camp in the mountains?
- Yes, I’ll camp there.
- She would kayak if I invited her.
- You (s) were strolling in the forest.
...et les réponses:
- Est-ce qu’il a fait du snorkel dans l’océan Pacifique hier?
- Oui, il y a fait du snorkel.
- Est-ce que je ferai du camping sur les montagnes?
- Oui, j’y ferai du camping.
- Elle ferait du kayak si je lui invitais.
- Tu te promenais dans la forêt.
We then began working on our next set of relative pronouns: ce qui, ce que, and ce dont. If you need a bit of help figuring out when to use them, try looking here:
www.youtube.com/watch?v=OIGAmko1frQ
Here are the notes which I put on the board:
I then asked you to take the format of the sentences above and come up with your own sentences, using the vocabulary from your unit.
We then tried our hands at these sentences:
Voici les réponses:
After that, we started learning the three cousins of passé composé: plus-que-parfait, conditionnel passé, and futur antérieur. We started off with this graphic to make sure we understood the properties of passé composé and how many of those properties are shared with the other three tenses (spoiler: all of them except how to conjugate the helper verb):
We then tried our hands at these sentences:
- Quels sont les amis _______ tu rencontres?
- J’ai un ami ______ fait du kayak.
- Je n’ai pas compris ________ Guujaaw a fait.
- Marc est le garçon ______ je trouve sympa.
- Dites-moi _________ se passera.
- Je vois une fille ______ peint des montagnes à Haïda Gwaii.
- J’ai entendu _______ nous avons demandé.
- Les masques, ______ j’ai acheté hier, étaient en solde.
- Le chien, __________ est brun, a aboyé.
- ________ je voudrais acheter, ce sont des masques en solde.
Voici les réponses:
- Quels sont les amis que tu rencontres?
- J’ai un ami qui fait du kayak.
- Je n’ai pas compris ce que Guujaaw a fait.
- Marc est le garçon que je trouve sympa.
- Dites-moi ce qui se passera.
- Je vois une fille qui peint des montagnes à Haïda Gwaii.
- J’ai entendu ce que nous avons demandé.
- Les masques, que j’ai achetées hier, étaient en solde.
- Le chien, qui est brun, a aboyé.
- Ce que je voudrais acheter, ce sont des masques en solde.
After that, we started learning the three cousins of passé composé: plus-que-parfait, conditionnel passé, and futur antérieur. We started off with this graphic to make sure we understood the properties of passé composé and how many of those properties are shared with the other three tenses (spoiler: all of them except how to conjugate the helper verb):
I filled in a chart on the board of all the avoir and être conjugations you would need in order to do the four past composite tenses:
I put some past participles on little pieces of paper, and put them up to the board to show how easy it is to put together short past tense sentences with the four past composite tenses. We then tried our hand at some of our own sentences:
After that, we worked on the content and format of our test on Monday. Here's a study sheet, below. No homework other than to study, and no intérro on Monday. :)
- I would have spoken to you if I had seen you. Je t’aurais parlé si je t’avais vu.
- I saw you there. Je t’y ai vu.
- She would have gone to Haida Gwaii. Elle serait allée à Haïda Gwaii.
- He had left the restaurant. Il était sorti du resto.
- We will have strolled by (vers) 7:00. Nous nous serons promenés vers 7h:00.
After that, we worked on the content and format of our test on Monday. Here's a study sheet, below. No homework other than to study, and no intérro on Monday. :)
| vocabulaire_pour_12e_année_pour_test_3.docx |
Here are the answers to the sample questions. Please note that I used the verbs "to weave" and "to sculpt" in the sample questions, and they weren't on the vocab sheet. As you know, it's "tisser" and "sculpter" (regular in all tenses). The word for "sculptor" is "sculpteur".
- Les Haïda, qui habitent à Haïda Gwaii, sont sculpteurs et tisserands.
- Les batteurs dont je parle sont Gwaai et Jaalan Edenshaw.
- Robert Davidson avait sculpté des mâts totémiques avant qu’il avait peint ( or « a peint »)des peintures.
- Cousin Lisa tissait les beaux insignes royaux pour Vanessa.
- Haida Gwaii se situe dans l’océan Pacifique, sur la côte ouest.
- Si je pouvais visiter Haïda Gwaii, je le ferais.
- Le tapis en cèdre dont je me souviens est rouge.
- L’orque de deux nageoires est une emblème du clan Yahgulaanas.
- Tu dois être de bon cœur pour utiliser les histoires des êtres magiques.
- Je ne le lui y avais donné.
le 21 janvier: First we took up the object pronoun sheet that you did for homework, then we had our intérro:
...et les réponses:
We played "Où est Twinkie" to practice our object pronouns, then I sent you to Mme Dueck's room with some photocopied magazine articles and your very own copy of Canoe Kids "Haida Gwaii" for keepsies. You put the images for the six Haida principles of their worldview on the board to see if you matched them correctly (félicitations, Lisa!), then after lunch you went to the library and we determined the following due dates:
Tomorrow: Have your little blurbs about where to do fun stuff glued to your map and ready to hand in.
Tuesday Jan 26: Haida worldview art due.
Wednesday, Jan 27: Present your Athlii Gwaii story verbally with notes.
Thursday Jan 28: Present the worldview art with notes.
We should also decide on your project that's due on the last day of class. You will already have quite a few project marks, do you want to just skip the final project? Or would you like to put something together so that you can earn marks? Let me know.
Homework: Keep working on your stuff. ♥
Intérro: nager, faire du kayak, faire du camping, faire du snorkel, se promener (e=è), parler, inviter, dans l'océan Pacifique, sur les montagnes, dans le forêt. Verbs in all tenses, and please be ready to use all object pronouns in sentences. :)
- Do you know Guujaaw?
- Yes, I know him.
- The totem pole? I was looking at it.
- Haida Gwaii? She went there.
- Were the whales swimming in the Pacific Ocean?
- Yes, they were swimming.
- I will speak to him.
...et les réponses:
- Est-ce que tu connais Guujaaw?
- Oui, je le connais.
- Le mât totémique? Je le regardais.
- Haïda Gwaii? Elle y est allée.
- Est-ce que les baleines nageaient dans l’océan Pacifique?
- Oui, elles y nageaient.
- Je lui parlerai.
We played "Où est Twinkie" to practice our object pronouns, then I sent you to Mme Dueck's room with some photocopied magazine articles and your very own copy of Canoe Kids "Haida Gwaii" for keepsies. You put the images for the six Haida principles of their worldview on the board to see if you matched them correctly (félicitations, Lisa!), then after lunch you went to the library and we determined the following due dates:
Tomorrow: Have your little blurbs about where to do fun stuff glued to your map and ready to hand in.
Tuesday Jan 26: Haida worldview art due.
Wednesday, Jan 27: Present your Athlii Gwaii story verbally with notes.
Thursday Jan 28: Present the worldview art with notes.
We should also decide on your project that's due on the last day of class. You will already have quite a few project marks, do you want to just skip the final project? Or would you like to put something together so that you can earn marks? Let me know.
Homework: Keep working on your stuff. ♥
Intérro: nager, faire du kayak, faire du camping, faire du snorkel, se promener (e=è), parler, inviter, dans l'océan Pacifique, sur les montagnes, dans le forêt. Verbs in all tenses, and please be ready to use all object pronouns in sentences. :)
le 20 janvier: We started off with our intérro:
...et les réponses:
We did a large review of object pronouns after that:
- The trees, which were situated in the mountains, thrived in Haida Gwaii.
- The fisherman was fishing and was foraging.
- The sculptor is sculpting a totem pole inside (dedans) the cedar longhouse.
- The painter will paint a crest.
- The drummers drummed.
...et les réponses:
- Les arbres, qui se situaient dans les montagnes, se prospéraient à Haïda Gwaii.
- Le pêcheur pêchait et (il) fourrait.
- Le sculpteur sculpte un mât totémique dedans la longue maison de cèdre.
- Le peintre peindra une emblème.
- Les batteurs ont tambouriné.
We did a large review of object pronouns after that:
I gave you a sheet to start for homework:
| 11e_et_12e_année_object_pronoun_sheet.docx |
After that, I sent you to the lab in 315 and gave you a whole boatload of work to do:
Homework: Kali, Lola, Yshi, and Sarah, please do the even numbered questions on the object pronoun sheet I gave you. Lisa, Kate, Hannah V, and Hannah L. please do the odd numbered questions. Plus, please decide upon which art expression you're going to use to demonstrate your knowledge of the Haida principles, and get a start on it if you can. If you didn't finish watching "Athlii Gwaii": Protecting Mother Earth", please try to get that done at home tonight.
Intérro: connaïtre, aller, chercher, regarder, vouloir in all tenses (not passé composé for vouloir), le, la, les, lui, leur, y, en, Haïda Gwaii, les baleines, Guujaaw, un mât totémique, nager, l'océan Pacifique. :)
Intérro: connaïtre, aller, chercher, regarder, vouloir in all tenses (not passé composé for vouloir), le, la, les, lui, leur, y, en, Haïda Gwaii, les baleines, Guujaaw, un mât totémique, nager, l'océan Pacifique. :)
le 19 janvier: Today we had our intérro:
...et les réponses:
I then gave you a sheet which outlined the six elements of the Haida worldview:
- If he could, he would weave.
- I would paint if I wanted to.
- She wouldn’t drum if she had to.
- I would go to SGang Gwaii if I could.
- They (m) would fish if they had to.
...et les réponses:
- S’il pouvait, il tisserait.
- Je peindrais si je voulais.
- Elle ne tambourinerait pas si elle devait.
- J’irais à SGang Gwaii si je pouvais.
- Ils pêcheraient s’ils devaient.
I then gave you a sheet which outlined the six elements of the Haida worldview:
| haida_worldview.docx |
You then went over to Dueck's room to work on understanding the six principles, and create a vocabulary chart.
After lunch I asked you to visit the "Gwaii Haanas Tourist Guide pdf" site so that you could become acquainted with that beautiful location. I asked you to pay attention to how you get there, the maps, the biodiversity of the ocean and land, what one might do there, and to read about the Watchman. All of this in English, of course. If you finished early, you could continue working on the Haida worldview principles and of course think of how you might express them in art form.
Homework: Work a bit on the Haida principles, and think about that art.
Intérro: un mât totémique, une emblème, les arbres, les montagnes, les longues maisons de cèdre, un sculpteur, un peintre, un pêcheur, un batteur, and the verbs se situer, se prospérer (é = è), fourrer, peindre, pêcher, tambouriner, sculpter in all tenses. :)
After lunch I asked you to visit the "Gwaii Haanas Tourist Guide pdf" site so that you could become acquainted with that beautiful location. I asked you to pay attention to how you get there, the maps, the biodiversity of the ocean and land, what one might do there, and to read about the Watchman. All of this in English, of course. If you finished early, you could continue working on the Haida worldview principles and of course think of how you might express them in art form.
Homework: Work a bit on the Haida principles, and think about that art.
Intérro: un mât totémique, une emblème, les arbres, les montagnes, les longues maisons de cèdre, un sculpteur, un peintre, un pêcheur, un batteur, and the verbs se situer, se prospérer (é = è), fourrer, peindre, pêcher, tambouriner, sculpter in all tenses. :)
le 18 janvier: We had our test today. Here are the answers:
Cher Bob:
Je suis à Old Masset à Haïda Gwaii, qui se situe dans l’océan Pacifique sur la côte ouest.
J’ai rencontré Jaalen, qui est de la moitié Corbeau. L’orque est une de ses emblèmes. Il est sculpteur et tisseur. Il pêchait, mais maintenant il chasse (il fait de la chasse).
Nous irons à un village Haïda abandonné demain : SGang Gwaay. Il y avait des êtres magiques dans le (au) village. Jaalen a la tenue cérémonielle, les/des couvertures de bouton, et bijoux de Corbeau. Il a une tatouage de Corbeau.
La mère de Jaalen est Corbeau, et son père est Aigle. La mère de son père eest Aigle. La femme de Jaalen est Aigle, puis/alors/donc son fils et sa fille sont Aigle(s).
Il y a une longue maison de cèdre à Old Masset. Jaalen a tissé une belle couverture de bouton montrant une orque qui est dans la longue maison.
Viens à Haïda Gwaii!
Nancy
We spent the rest of the day working on a review of the conditional tense from a booklet that I made you. Here's a picture of the notes we took for the first part of the booklet:
Cher Bob:
Je suis à Old Masset à Haïda Gwaii, qui se situe dans l’océan Pacifique sur la côte ouest.
J’ai rencontré Jaalen, qui est de la moitié Corbeau. L’orque est une de ses emblèmes. Il est sculpteur et tisseur. Il pêchait, mais maintenant il chasse (il fait de la chasse).
Nous irons à un village Haïda abandonné demain : SGang Gwaay. Il y avait des êtres magiques dans le (au) village. Jaalen a la tenue cérémonielle, les/des couvertures de bouton, et bijoux de Corbeau. Il a une tatouage de Corbeau.
La mère de Jaalen est Corbeau, et son père est Aigle. La mère de son père eest Aigle. La femme de Jaalen est Aigle, puis/alors/donc son fils et sa fille sont Aigle(s).
Il y a une longue maison de cèdre à Old Masset. Jaalen a tissé une belle couverture de bouton montrant une orque qui est dans la longue maison.
Viens à Haïda Gwaii!
Nancy
We spent the rest of the day working on a review of the conditional tense from a booklet that I made you. Here's a picture of the notes we took for the first part of the booklet:
The next translations were for the 12s only:
Homework: Write a conversation between two people where one person is asking if someone is doing something, and the other replies that the person would do it if something else was taking place. Write 5 questions and 5 answers, and use lots of your vocabulary.
Intérro: pouvoir, devoir, vouloir in l'imparfait in all conjugations, tisser, peindre, tambouriner, pêcher, aller in conditionel for all conjugations. :)
- Est-ce qu’il sculpterait un orque de deux nageoires? Oui, il scuplterais un orque de deux nageoires.
- Est-ce que j’irais à HG? Oui, j’irais HG?
- Est-ce qu’elle tisserait une couverture de bouton? Oui, elle tisserait une couverture de bouton.
- Est-ce que le rorqual à bosse mangerait l’ours noir? Non, il ne mangerait pas l’ours noir.
Homework: Write a conversation between two people where one person is asking if someone is doing something, and the other replies that the person would do it if something else was taking place. Write 5 questions and 5 answers, and use lots of your vocabulary.
Intérro: pouvoir, devoir, vouloir in l'imparfait in all conjugations, tisser, peindre, tambouriner, pêcher, aller in conditionel for all conjugations. :)
le 14 janvier: We had our intérro:
...et les réponses:
- The Haida woman, who was kayaking, is visiting the mountains.
- The Haida man, whom I saw at the shoreline, swam.
- Zimm and I, who visit Haida Gwaii often (souvent), left Old Masset on Tuesday.
...et les réponses:
- La femme Haïda, qui faisait du kayak, visite les montagnes.
- L’homme Haïda, que j’ai vu au rivage, a nagé.
- Zimm et moi, qui visitons souvent Haïda Gwaii, avons quitté Old Masset mardi.
le 13 janvier: We had our intérro:
Voici les réponses:
We took up the homework (translating the table of vocabulary from our "magical beings" handout), then started in on a new grammar point today, relative pronouns (les pronoms relatifs). If you had trouble understanding the logic of them, try taking a look here:
www.lawlessfrench.com/grammar/relative-pronouns-que-qui/
- Magical beings belong to Raven and Eagle.
- They will share their crests.
- They were sharing their stories.
- The Haida have regalia and button blankets.
- The Haida have tattoos of Raven and Eagle.
Voici les réponses:
- Les êtres magiques appartiennent au Corbeau et Aigle.
- Ils partageront leurs emblèmes.
- Ils partageaient leurs histoires.
- Les Haïdas ont la tenue cérémonielle et les couvertures de bouton.
- Les Haïdas ont les tatouages de Corbeau et Aigle.
We took up the homework (translating the table of vocabulary from our "magical beings" handout), then started in on a new grammar point today, relative pronouns (les pronoms relatifs). If you had trouble understanding the logic of them, try taking a look here:
www.lawlessfrench.com/grammar/relative-pronouns-que-qui/
We learned how to use "qui", which represents the antecedent (which is placed before the relative clause), when the antecedent is the subject of the relative clause:
We learned about "que", which replaces the antecedent in the relative clause when the antecedent is the object of that clause:
We tried some sentences that were just for the 12s:
Then I had you practice the relative pronouns yourself, then we took them up.
Homework: Write six pairs of sentences which can be joined together (but not by you) by qui or que. Make them as complicated as possible. Tomorrow we'll use them in a competition to see which team gets the most joined sentences correct.
Intérro: qui et que of course, voir, visiter, aller, faire du kayak, nager, l'homme, la femme, Haïda, les montagnes, le rivage, quitter. All verbs are for all conjugations in all tenses. :)
Intérro: qui et que of course, voir, visiter, aller, faire du kayak, nager, l'homme, la femme, Haïda, les montagnes, le rivage, quitter. All verbs are for all conjugations in all tenses. :)
le 12 janvier: First, we had our intérro:
After that, you went to Ms. Dueck's room to finish your village poster and your write-up about traditional villages and tasks determined by gender. We discussed the matrilineal lineage concept a bit with examples on the board.
In the afternoon, you went to the library to work on your Cedar Sister worksheet and record the new vocabulary on the sheet provided. You then listened to Terri-Lynn Williams-Davidson sing about Cedar Sister in Haida on Youtube, then cut out some cedar tree clipart to glue onto your village poster.
Whomever is ready to talk about traditional Haida villages with me on Thursday can do so, and if you would like to wait until Friday afternoon, that's fine. I'd like to have all of the conversations done by the time I go home on Friday (and the posters handed in for marking).
Homework: make sure you've finished up today's work
Intérro: les êtres magiques, appartenir (in all tenses for "ils", plural), partager (in all tenses for "il", singular) leur tenue cérémonielle, les couveratures de bouton, les tatouages, les emblèmes, Corbeau, Aigle, les histoires. :)
- The Haida were divided into two social groups: Les Haïdas étaient répartis en deux groupes sociaux :
- The Raven and the Eagle. le Corbeau et l’Aigle.
- ...with (avec) fishing rights; …avec des lieux de pêche…
- …resources… des ressources...
- …their own stories… …leurs propres histoires…
- …their own dances… …leurs propres danses…
- ..and their own songs. …et leurs propres chants.
After that, you went to Ms. Dueck's room to finish your village poster and your write-up about traditional villages and tasks determined by gender. We discussed the matrilineal lineage concept a bit with examples on the board.
In the afternoon, you went to the library to work on your Cedar Sister worksheet and record the new vocabulary on the sheet provided. You then listened to Terri-Lynn Williams-Davidson sing about Cedar Sister in Haida on Youtube, then cut out some cedar tree clipart to glue onto your village poster.
Whomever is ready to talk about traditional Haida villages with me on Thursday can do so, and if you would like to wait until Friday afternoon, that's fine. I'd like to have all of the conversations done by the time I go home on Friday (and the posters handed in for marking).
Homework: make sure you've finished up today's work
Intérro: les êtres magiques, appartenir (in all tenses for "ils", plural), partager (in all tenses for "il", singular) leur tenue cérémonielle, les couveratures de bouton, les tatouages, les emblèmes, Corbeau, Aigle, les histoires. :)
le 11 janvier: Today we had our test:
| 12e_test_1.docx |
Here are the answers:
Partie A:
Partie B:
Partie C:
I then gave you a handout which explained in French all about traditional Haida villages and how moieties are passed from one generation to another. You went into Ms Dueck's room and translated the paragraphs, did the family trees, then put together an art piece which represents a Haida village with a short explanation of what men and women traditionally did.
Homework: no homework.
Intérro: les haïda étaient répartis en deux groupes sociaux; le Corbeau; l'Aigle. des ressources; des lieux de pêche; leurs propres histoires, leur propre danses, leur propre chants. :)
Partie A:
- les vagues, l’océan Pacifique
- la zone intertidale, la vie marine
- (c’est) une orque (qui) saute hors de l’eau
- c’est un naufrage
- C’est sur la plage / le sable
- c’est un ours noir
- Il nourrit / il fourre
- C’est un groupe de rorqual à bosse.
Partie B:
- Les vagues s’écrasaient contre le rivage.
- Adam et Vanessa se sont promenés à la plage.
- J’irai à Haïda Gwaii et visiterai le naufrage Pesuta.
Partie C:
- le frère de Taaw, et la mère de Taaw
- Parce que la mère de Taaw n’a pas donné les poissons à Taaw.
- Non, il n’était pas triste.
- le corbeau était à K’aayang
- Il a marché sur les pierres et les a brisé.
- il y a des grandes pierres
I then gave you a handout which explained in French all about traditional Haida villages and how moieties are passed from one generation to another. You went into Ms Dueck's room and translated the paragraphs, did the family trees, then put together an art piece which represents a Haida village with a short explanation of what men and women traditionally did.
Homework: no homework.
Intérro: les haïda étaient répartis en deux groupes sociaux; le Corbeau; l'Aigle. des ressources; des lieux de pêche; leurs propres histoires, leur propre danses, leur propre chants. :)
le 8 janvier: Today we had our intérro:
We then took up the homework by going over to chez Dueck and answering the questions about Taaw on the board. Bon travail! Then back to chez GZ, and I gave you a list of irregular past participles which take avoir:
- Yesterday he was going for a walk. Hier, il se promenait.
- He will swim from now on. Il nagera dorénavant.
- He foraged. Il a fourré.
- She will visit Haida Gwaii after tomorrow. Elle visitera à Haïda Gwaii après demain.
- Taaw will thrive at HI’yaalan. Taaw se prospérera à HI’yaalan.
- Suddenly the surf (le surf) crashed and he breached. Tout à coup, le surf s’est écrasé et il a sauté hors de l’eau.
We then took up the homework by going over to chez Dueck and answering the questions about Taaw on the board. Bon travail! Then back to chez GZ, and I gave you a list of irregular past participles which take avoir:
We then came up with some stories which use primarily passé composé with irregular verbs, and merged some of the sentences (see above). Fun!
After le déj we went over the verbs which take être in the passé composé:
After le déj we went over the verbs which take être in the passé composé:
Cliquer ici pour modifier.
We then learned that with être, you have to have agreement between the subject pronoun and the past participle (eg: for elle, add an "e" to the past participle; for nous, vous, ils add an "s", and for elles add and "e" and an "s"). Here are some examples:
Elle est arrivée.
Nous sommes morts.
Elles sont restées.
Il est allé.
I then taught you about the special translation situations with the verbs avoir, être, pouvoir, devoir, vouloir, savoir, and connaïtre in the passé compose, as well as how to conjugate "passer", which takes both avoir and être, depending upon the situation:
Elle est arrivée.
Nous sommes morts.
Elles sont restées.
Il est allé.
I then taught you about the special translation situations with the verbs avoir, être, pouvoir, devoir, vouloir, savoir, and connaïtre in the passé compose, as well as how to conjugate "passer", which takes both avoir and être, depending upon the situation:
We then went over everything that's going to be on your test:
Good luck tomorrow! No homework other than to study; no intérro. :)
le 7 janvier: We had our intérro (sorry, don't have a copy today!) then we took up the "Adolph" homework:
We took up the "Adolphe B" homework orally. We then did the last page of our verb booklet (the part that has us use "dès que"):
- J’irai à la plage dès que je pourrai.
- Elle se promènera dans la zone intertidale dès qu’elle finira le déj.
- Nous enverrons le courriel dès que nous irons à la galerie d’art.
- Les rorquals à bosse nourriront dès qu’ils sauteront hors de l’eau.
- Skil Jaadas visitera le rivage brumeaux dès qu’elle nagera dans la zone intertidale.
We then practiced doing our imparfait, présent, and futur verb tenses. I taught you some adverbs of time and frequency that you can use with the future tense:
demain tomorrow
bientôt soon
tout à l'heure later
après demain after tomorrow
dorénavant from now on
aussitôt immediately
dès que as soon as
finalement eventually
We did a short passé composé review:
demain tomorrow
bientôt soon
tout à l'heure later
après demain after tomorrow
dorénavant from now on
aussitôt immediately
dès que as soon as
finalement eventually
We did a short passé composé review:
In the afternoon (after the passé composé review), you went to the library seminar room and watched Taaw's birthstory and answered these questions:
12e année: la légend de Taaw (TAAW) le 7 janvier
Regardez le vidéo Taaw à Youtube: https://www.youtube.com/watch?v=_IkEqA6FBg0, et répondez aux questions:
Homework: Finish up your cartes postales, and have your Taaw worksheet completed.
Intérro: se prospérer, se promener, fourrer, nager s'écraser, visiter, sauter hors de l'eau in the future and passé composé tenses, just for il.
Also, be able to use dorénavant and après demain with the future tense, and hier and tout à coup with the passé composé. :)
12e année: la légend de Taaw (TAAW) le 7 janvier
Regardez le vidéo Taaw à Youtube: https://www.youtube.com/watch?v=_IkEqA6FBg0, et répondez aux questions:
- Où est-ce que Taaw, le frère aîné de Taaw, et la mère de Taaw habitaient? ________________
- Qu’est-ce que la mère de Taaw attrapait pour les garçons à manger? _____________________
- Pourquoi est-ce que Taaw s’est quitté la famille? ____________________________________
- Est-ce que le frère de Taaw était triste quand Taaw est parti? _________________________
- Où était le premier endoit où Taaw est allé? _______________________________________
- Qui était à K’aayang quand Taaw y est arrivé? ______________________________________
- Et qu’est-ce qu’il a fait quand il a vu Taaw? __________________________________
- Et maintenant c’est quel point de rèpare? ____________________________________
- Où est-ce que Taaw est arrivé prochainement? _____________________________________
- Pourquoi est-ce qu’il y est quitté? __________________________________________
- Où est-ce que Taaw est arrivé prochainement? _____________________________________
- Pourquoi est-ce qu’il y est quitté? __________________________________________
- Où est-ce que Taaw est arrivé prochainement? _____________________________________
- Pourquoi est-ce qu’il n’y est quitté? _________________________________________
- Qu’est-ce que l’histoire explique? ______________________________________________
Homework: Finish up your cartes postales, and have your Taaw worksheet completed.
Intérro: se prospérer, se promener, fourrer, nager s'écraser, visiter, sauter hors de l'eau in the future and passé composé tenses, just for il.
Also, be able to use dorénavant and après demain with the future tense, and hier and tout à coup with the passé composé. :)
le 6 janvier: We had our intérro today:
...then we did our auto-évaluation.
You then went to room 306 to finish up your imparfait sheet and do some work on your postcards while the 11s took up their homework with GZ.
We then did an extensive imparfait revision, and worked on putting together sentences comparing what we were doing with what we're doing now. We learned some adverbs of time and frequency, and when you might use them:
Passé composé:
d'abord first
tout à coup suddenly
puis then
soudain suddenly
tout suite right now, right away
enfin finally
Imparfait:
le lundi Mondays (or any other day of the week)
chaque jour Every day (or month, or year) (mois, année)
d'habitude Usually
de temps en temps From time to time
généralement Generally
rarement Rarely
parfois sometimes
Here's the board work for imparfait:
- The whales are feeding at the shoreline. Les baleines nourrissent au rivage.
- A pod of orcas and humpbacks are breaching. Un groupe d’orques et rorquals à bosse sautent hors de l’eau.
- The waves are crashing against the shoreline. Les vagues s’écrasent contre le rivage.
...then we did our auto-évaluation.
You then went to room 306 to finish up your imparfait sheet and do some work on your postcards while the 11s took up their homework with GZ.
We then did an extensive imparfait revision, and worked on putting together sentences comparing what we were doing with what we're doing now. We learned some adverbs of time and frequency, and when you might use them:
Passé composé:
d'abord first
tout à coup suddenly
puis then
soudain suddenly
tout suite right now, right away
enfin finally
Imparfait:
le lundi Mondays (or any other day of the week)
chaque jour Every day (or month, or year) (mois, année)
d'habitude Usually
de temps en temps From time to time
généralement Generally
rarement Rarely
parfois sometimes
Here's the board work for imparfait:
We then learned all about the future tense and how to form it:
We learned that the stem for jeter is jetter, acheter's stem is achèter, and lever / se lever's is lèver. ALSO I forgot to mention, that se promener's future stem is se promèner. Stem changer in present, usually means stem changer in the future tense!
I then handed out Adolphe and Adolphe B; Adolphe is the worksheet that you will do with the 11s, and Adolphe B is the worksheet that's specific to you 12s. Both have to do with the future tense. And if you're the first person to come into the room tomorrow morning to say, "je travaillerai aujourd'hui", I'll give you a bonbon spécial.
Homework: Do half of the activities on the last page of Adolphe, and half of the activities in Partie A on Adolphe B.
Intérro: se situer, se promener, s'ébattre, sauter hors de l'eau in the present and future tenses JUST FOR IL ; à côté de (beside), l'océan pacifique, les rorqual à bosse, les oiseaux, les arbres. HINT: I know this is a lot of work to do, but perhaps you could have the intérro words play a big role in your homework answers? Just suggestin'. :)
I then handed out Adolphe and Adolphe B; Adolphe is the worksheet that you will do with the 11s, and Adolphe B is the worksheet that's specific to you 12s. Both have to do with the future tense. And if you're the first person to come into the room tomorrow morning to say, "je travaillerai aujourd'hui", I'll give you a bonbon spécial.
Homework: Do half of the activities on the last page of Adolphe, and half of the activities in Partie A on Adolphe B.
Intérro: se situer, se promener, s'ébattre, sauter hors de l'eau in the present and future tenses JUST FOR IL ; à côté de (beside), l'océan pacifique, les rorqual à bosse, les oiseaux, les arbres. HINT: I know this is a lot of work to do, but perhaps you could have the intérro words play a big role in your homework answers? Just suggestin'. :)
le 5 janvier: Today we had our intérro:
We then took up the homework by doing some oral activities.
We filled in our numerous irregular verb conjugation boxes by using our Becherelles, then had a ridiculous competition to see which table had the correct answers on everyone's page... it should have taken 10 minutes, and it took almost an hour. But the number of times that everyone was checking and rechecking those verb conjugations, desperately hoping that their friend's table didn't win the competition (there were prizes!), really cemented in those conjugations. Bon travail!
When we were finally ready, the Grade 12s went down to the library seminar room to begin their work on the landmarks and natural features of Haida Gwaii. You had a small workbook to work through together, using the Youtube video "Haida Gwaii 4K" as your reference. As I told you today, Zimm and I watched the video together last night, and he got quite teary at the beauty of the islands and anxious to get back to Haida Gwaii as soon as it's COVID-safe. You were dismissed from the library.
Homework: Please do page 6 of your verb booklet (it begins with "les conjugaisons de verbes à l'imparfait (revision))". Spoiler: "racine" = root or stem.
Intérro: nourrir, s'écraser, sauter hors de l'eau (just the "ils" version of these three verbs), les baleines, les orques, les rorquals à bosse, un groupe, contre, les vagues, le rivage. :)
- She is drawing. Elle dessine.
- I’m choosing. Je choisis
- He’s getting fat. Il grossit
- They (f) are drawing. Elles dessinent.
- We’re listening Nous entendons.
- They’re (m) answering. Ils répondent
- I’m getting fat. Je grossis
- She’s choosing. Elle choisit
- You’re (pl) chatting. Vous bavardez
- You’re (s) weaving. Tu tisses
- They’re (f) providing. Elles fournissent
- We’re weaving. Nous tissons.
- I’m providing. Je fournis
We then took up the homework by doing some oral activities.
We filled in our numerous irregular verb conjugation boxes by using our Becherelles, then had a ridiculous competition to see which table had the correct answers on everyone's page... it should have taken 10 minutes, and it took almost an hour. But the number of times that everyone was checking and rechecking those verb conjugations, desperately hoping that their friend's table didn't win the competition (there were prizes!), really cemented in those conjugations. Bon travail!
When we were finally ready, the Grade 12s went down to the library seminar room to begin their work on the landmarks and natural features of Haida Gwaii. You had a small workbook to work through together, using the Youtube video "Haida Gwaii 4K" as your reference. As I told you today, Zimm and I watched the video together last night, and he got quite teary at the beauty of the islands and anxious to get back to Haida Gwaii as soon as it's COVID-safe. You were dismissed from the library.
Homework: Please do page 6 of your verb booklet (it begins with "les conjugaisons de verbes à l'imparfait (revision))". Spoiler: "racine" = root or stem.
Intérro: nourrir, s'écraser, sauter hors de l'eau (just the "ils" version of these three verbs), les baleines, les orques, les rorquals à bosse, un groupe, contre, les vagues, le rivage. :)
le 4 janvier: Bienvenue à la classe! We spent a lot of time today talking about what the class is going to entail, and watched a lengthy Powerpoint about why and how I'm going to teach you about Haida Gwaii:
| 12e_first_day_presentation.pptx |
We reviewed how to conjugate regular verbs and listed some examples on the board:
I gave you a verb booklet that we'll be using for the next little while that will help you in our verb tense review.
Homework: Please do page 1 of the booklet.
Intérro:
11e année: Make sure that you can translate and conjugate the following verbs: bavarder, dessiner, choisir, grossir, entendre, répondre.
12e annee: Make sure that you can translate and conjugate the following verbs: bavarder, dessiner, choisir, grossir, entendre, répondre, tisser, fournir. :)
Homework: Please do page 1 of the booklet.
Intérro:
11e année: Make sure that you can translate and conjugate the following verbs: bavarder, dessiner, choisir, grossir, entendre, répondre.
12e annee: Make sure that you can translate and conjugate the following verbs: bavarder, dessiner, choisir, grossir, entendre, répondre, tisser, fournir. :)