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. :)