le 19 avril: You worked on your travel journal then a week of subjunctive in the library, hence the lack of updates for the past two weeks. Today we had our quiz on the subjunctive, then had some Easter fun. Faites des joyeuses Pâques, and I'll see you on Tuesday. ♥
le 18 mars: We had our test and corrected it, then learned a bit about the conditional tense:
Conditional = I would eat, I would walk, I would do this or that.
NOT to be confused with "Je dois manger" (I should eat)
Formation: stem of the future with imparfait endings
Eg: Je mangerais: I would eat. Je marcherais = I would walk.
That's it! Faites un bon pause! ♥
Conditional = I would eat, I would walk, I would do this or that.
NOT to be confused with "Je dois manger" (I should eat)
Formation: stem of the future with imparfait endings
Eg: Je mangerais: I would eat. Je marcherais = I would walk.
That's it! Faites un bon pause! ♥
le 16 mars: We had our intérro:
We then took up the homework:
- She will go Elle ira
- I will be Je serai
- He will do Il fera
- You will know Tu sauras
- I will wait J’attendrai
- You will work Tu travailleras
- You will erect Tu érigeras
- He will unite Il unira
- She will transmit Elle transmettra
We then took up the homework:
We then learned all about the impératif, which is the "tense" that you use (it's not actually a tense, but ok) when you want to give someone a suggestion, a command, or an instruction. It never uses a subject pronoun. For example:
-speak french, please
-go to class right now!
-let's go to McDo.
We use just the tu, nous, and vous forms of the verbs for the impératif, as you have to be addressing the person you're talking to, there's no talking about someone in the impératif. The only catch is that you don't put the "s" on the end of the "tu" form, just for "er" verbs. See the board below:
-speak french, please
-go to class right now!
-let's go to McDo.
We use just the tu, nous, and vous forms of the verbs for the impératif, as you have to be addressing the person you're talking to, there's no talking about someone in the impératif. The only catch is that you don't put the "s" on the end of the "tu" form, just for "er" verbs. See the board below:
Homework: Translate the following into French:
1. Are you doing your homework Fred? Do your homework!
2. Are you eating candy, Ben and Adam? Eat a sandwich.
3. Let's go to Haida Gwaii.
4. Use my computer, Vanessa.
5. Are you speaking English, Bob and Fred? Speak Xaad Kil.
6. I see some abalone in the tidal pool. Let's watch.
7. Play basketball, Logan.
Intérro: dévoiler, unir, aller, utiliser, parler, transmettre, jouer in the "je, tu, il, elle" forms in passé composé, présent, and futur, plus le mât totémique, les tribus, Xaad Kil, les valeurs ♥
1. Are you doing your homework Fred? Do your homework!
2. Are you eating candy, Ben and Adam? Eat a sandwich.
3. Let's go to Haida Gwaii.
4. Use my computer, Vanessa.
5. Are you speaking English, Bob and Fred? Speak Xaad Kil.
6. I see some abalone in the tidal pool. Let's watch.
7. Play basketball, Logan.
Intérro: dévoiler, unir, aller, utiliser, parler, transmettre, jouer in the "je, tu, il, elle" forms in passé composé, présent, and futur, plus le mât totémique, les tribus, Xaad Kil, les valeurs ♥
le 15 mars: We started our new unit, "L'amitié" today. I went over the structure of the unit and let you know that we'll have a series of small quizzes throughout, including one this Friday. I then gave you the following sheet:
| introductory_verbs.docx |
We defined all of the verbs, and also went over how to conjugate the reflexive verbs (the ones that have the word "se" in front of them in the infinitive) in present and passé composé.
I also taught you how to use the future tense in French, which translates to "I will <verb>". We learned that:
-the stem of the regular verbs is just the infinitive (with the final "e" taken off of the "re" verbs):
-parler: future stem is parler
-choisir: future stem is choisir
-attendre: future stem is attendr
The endings are simply the present tense conjugations of avoir:
je - ai nous - ons
tu - as vous - ez
il - a ils - ont
elle a elles - ont
Eg:
I will speak: je parlerai
You will choose - tu choisiras
He will wait - Il attendra
All future stems must end in "r", which is weird but cool.
We also learned some irregular future tense verbs and their stems:
Homework: Choosing 6 verbs from the list I gave you on the sheet, create 2 sentences; each sentence will have three verbs in it. One verb will be present tense, one will be passé composé, and one will be future. Using the guide at the bottom of the handout today, frame your tenses with "hier" for the passé composé, "aujourd'hui" for the present tense, and "demain" for the future tense.
Intérro: aller, avoir, être, faire, savoir, attendre, travailler for all conjugations in the future tense. Eg:
He will go - il ira
She will be - Elle sera
I will make - Je ferai ♥
I also taught you how to use the future tense in French, which translates to "I will <verb>". We learned that:
-the stem of the regular verbs is just the infinitive (with the final "e" taken off of the "re" verbs):
-parler: future stem is parler
-choisir: future stem is choisir
-attendre: future stem is attendr
The endings are simply the present tense conjugations of avoir:
je - ai nous - ons
tu - as vous - ez
il - a ils - ont
elle a elles - ont
Eg:
I will speak: je parlerai
You will choose - tu choisiras
He will wait - Il attendra
All future stems must end in "r", which is weird but cool.
We also learned some irregular future tense verbs and their stems:
- aller → ir → j'irai - I will go
- avoir → aur → j'aurai - I will have
- être → ser → je serai - I will be
- faire → fer → je ferai - I will do
- pouvoir → pourr → je pourrai - I will be able to
- devoir → devr → je devrai - I will have to
- savoir → saur → je saurai - I will know
- venir → viendr → je viendrai - I will come
- voir → verr → je verrai - I will see
- vouloir → voudr → je voudrai - I will like/want
Homework: Choosing 6 verbs from the list I gave you on the sheet, create 2 sentences; each sentence will have three verbs in it. One verb will be present tense, one will be passé composé, and one will be future. Using the guide at the bottom of the handout today, frame your tenses with "hier" for the passé composé, "aujourd'hui" for the present tense, and "demain" for the future tense.
Intérro: aller, avoir, être, faire, savoir, attendre, travailler for all conjugations in the future tense. Eg:
He will go - il ira
She will be - Elle sera
I will make - Je ferai ♥
le 14 mars: Test day!
le 11 mars: We had our practice test, and one half of us felt that the questions were not what they were expecting, and it was agreed that we would take the questions from the intérros. So, here are the questions from which I'll be choosing for the test:
#1:
#2
#3:
Let's play around with tenses and object pronouns. Here are the verbs you'll need:
accepter
définir
enseigner
se promener
se situe
visiter à
You'll need these in futur, present, passé composé, and futur. Here's the rest of your vocabulary:
la résponsibilité
la vision du monde Haïda
les aînes
sur la plage
au large de C-B
les villages Haïdas
#4
There are a lot of questions in the last four intérro, and obviously I won't be giving you all of them! I'll also be asking you to identify the six Haida world views. Bon chance! ♥
#1:
- I accept responsibility.
- It defines the Haida world view.
- The ancestors were taking a walk on the beach.
- They were taking a walk there.
- Haida Gwaii is situated off the coast of BC.
- We will visit the Haida villages.
- J’accepte la résponsibilité.
- Il définit la vision du monde Haïda.
- Les aînés se promenaient sur la plage.
- Ils s’y promenaient.
- Haïda Gwaii se situe au large de CB
- Nous visiterons aux villages Haïdas.
#2
- I will hunt for (pour) black bears.
- I will hunt for them.
- She will weave a cedar hat for Vanessa.
- She will weave one for her.
- The waves will crash against the shore.
- They will crash there.
- The orca will frolic in the ocean.
- The orca will frolic there.
- The abalone will swim in the intertidal zone.
- It will swim there / They will swim there.
- Je chasserai pour des ours noirs.
- Je chasserai pour eux.
- Elle tissera un chapeau en cèdre pour
- Elle en tissera un pour elle.
- Les vagues s’écraseront contre le rivage.
- Les vagues s’y écraseront.
- L’orque s’ébattra dans l’océan.
- L’orque s’y ébattra.
- L’ormeau nagera dans la zone intertidale.
- L’ormeau y nagera. / Ils y nageront.
#3:
Let's play around with tenses and object pronouns. Here are the verbs you'll need:
accepter
définir
enseigner
se promener
se situe
visiter à
You'll need these in futur, present, passé composé, and futur. Here's the rest of your vocabulary:
la résponsibilité
la vision du monde Haïda
les aînes
sur la plage
au large de C-B
les villages Haïdas
#4
- The magical beings spoke with the Haidas.
- They spoke with them.
- I don’t want any berries.
- I don’t want any.
- Like the Haidas, Christian really likes the mountains and the shoreline.
- Like them, Christian likes them.
- Michael gave a cedar box to Vanessa in Gaw Tlagée.
- Michael gave one to her there.
- Les êtres magiques ont parlé avec les haïdas
- Ils ont parlé avec eux.
- je ne veux pas de baies
- Je n’en pas veux.
- Comme les haïdas, Christian aime bien les montagnes et le rivage.
- Comme eux, Christian les aime bien.
- Michael a donné une boîte en cèdre à Vanessa a Gaw Tlagée
- Michael lui y en a donné.
There are a lot of questions in the last four intérro, and obviously I won't be giving you all of them! I'll also be asking you to identify the six Haida world views. Bon chance! ♥
le 10 mars: We didn't have an intérro today, so I sent you away to complete your work on la mât totémique de Deux Frères and also your test prep.
Homework: study for your test
Intérro: no intérro, just study for the test!
Homework: study for your test
Intérro: no intérro, just study for the test!
le 9 mars: We had our intérro:
I gave you a sheet explaining the Two Brothers crest pole which was erected in Jasper to replace a Yaal pole which was repatriated to Haida Gwaii, and a list of vocabulary which you might find useful when reading that sheet. There is also a book and a video which explains the story. By the time you finish with the book, story, and news release, you should be able to tell me (briefly) about the pole (in French). You also handed in your work on the Mountains of SGaana, or perhaps can hand it in tomorrow.
Intérro: no intérro
Homework: if you haven't put together your ideas for the content and format of the test, have them ready to hand in to me tomorrow morning (9:00am). If you have finished writing down your ideas, then you are off the hook for homework. ♥
- I accept responsibility.
- It defines the Haida world view.
- The ancestors were taking a walk on the beach.
- They were taking a walk there.
- Haida Gwaii is situated off the coast of BC.
- We will visit the Haida villages.
- J’accepte la résponsibilité.
- Il définit la vision du monde Haïda.
- Les aînés se promenaient sur la plage.
- Ils s’y promenaient.
- Haïda Gwaii se situe au large de CB
- Nous visiterons aux villages Haïdas.
I gave you a sheet explaining the Two Brothers crest pole which was erected in Jasper to replace a Yaal pole which was repatriated to Haida Gwaii, and a list of vocabulary which you might find useful when reading that sheet. There is also a book and a video which explains the story. By the time you finish with the book, story, and news release, you should be able to tell me (briefly) about the pole (in French). You also handed in your work on the Mountains of SGaana, or perhaps can hand it in tomorrow.
Intérro: no intérro
Homework: if you haven't put together your ideas for the content and format of the test, have them ready to hand in to me tomorrow morning (9:00am). If you have finished writing down your ideas, then you are off the hook for homework. ♥
le 8 mars: We had our intérro:
I then sent you to the seminar room to finish up the work from yesterday. When you returned, you mentioned that you don't need to use the seminar room tomorrow, so I'll cancel our "reservation".
Homework: finish up the work about The Mountains of SGaana to hand in tomorrow.
Intérro: Let's play around with tenses and object pronouns. Here are the verbs you'll need:
accepter
définir
enseigner
se promener
se situe
visiter à
You'll need these in futur, present, passé composé, and futur. Here's the rest of your vocabulary:
la résponsibilité
la vision du monde Haïda
les aînes
sur la plage
au large de C-B
les villages Haïdas
Eg:
We accept responsibility. Nous acceptons la résponsibilité
We accept it. Nous l'acceptons.
Vanessa defined the Haida world view. Vanessa a défini la vision du monde Haïda.
Vanessa defined it. Vanessa l'a défini. etc. ♥
- I will hunt for (pour) black bears.
- I will hunt for them.
- She will weave a cedar hat for Vanessa.
- She will weave one for her.
- The waves will crash against the shore.
- They will crash there.
- The orca will frolic in the ocean.
- The orca will frolic there.
- The abalone will swim in the intertidal zone.
- It will swim there / They will swim there.
- Je chasserai pour des ours noirs.
- Je chasserai pour eux.
- Elle tissera un chapeau en cèdre pour
- Elle en tissera un pour elle.
- Les vagues s’écraseront contre le rivage.
- Les vagues s’y écraseront.
- L’orque s’ébattra dans l’océan.
- L’orque s’y ébattra.
- L’ormeau nagera dans la zone intertidale.
- L’ormeau y nagera. / Ils y nageront.
I then sent you to the seminar room to finish up the work from yesterday. When you returned, you mentioned that you don't need to use the seminar room tomorrow, so I'll cancel our "reservation".
Homework: finish up the work about The Mountains of SGaana to hand in tomorrow.
Intérro: Let's play around with tenses and object pronouns. Here are the verbs you'll need:
accepter
définir
enseigner
se promener
se situe
visiter à
You'll need these in futur, present, passé composé, and futur. Here's the rest of your vocabulary:
la résponsibilité
la vision du monde Haïda
les aînes
sur la plage
au large de C-B
les villages Haïdas
Eg:
We accept responsibility. Nous acceptons la résponsibilité
We accept it. Nous l'acceptons.
Vanessa defined the Haida world view. Vanessa a défini la vision du monde Haïda.
Vanessa defined it. Vanessa l'a défini. etc. ♥
le 7 mars: We started off with some nice hot pancakes, then did our intérro:
I then sent you down to the seminar room to watch The Mountains of Sgaana, a short animated film by Haida Chris Auchter. I also gave you a sheet of questions and activities which I'd like you to answer/do in French. One of the questions depended upon you having a bit of knowledge about the art of Michael Nicholl Yahgulaanas, so I talked to you a bit about him and gave you some of his graphic books. Let's say that they should be completed and handed in by end of class on Wednesday.
Homework: work if you can on the work from today.
Intérro: Tomorrow's intérro will all be in the future tense, with all of the objects replaced by object or stress pronouns. The words are: chasser, tisser, s'ébattre, s'écraser, nager, un chapeau en cèdre, les vagues, contre le rivage, les ours noirs, les orques, dans la zone intertidale, dans l'océan, l'ormeau.
Eg:
The abalone will swim in the ocean. Les ormeaux nageront dans l'océan.
The orcas will frolic in the ocean. Les orques s'ébattont dans l'océan.
The orcas will frolic there. Les orques s'y ébattont. ♥
- The magical beings spoke with the Haidas.
- They spoke with them.
- I don’t want any berries.
- I don’t want any.
- Like the Haidas, Christian really likes the mountains and the shoreline.
- Like them, Christian likes them.
- Michael gave a cedar box to Vanessa in Gaw Tlagée.
- Michael gave one to her there.
- Les êtres magiques ont parlé avec les haïdas
- Ils ont parlé avec eux.
- je ne veux pas de baies
- Je n’en pas veux.
- Comme les haïdas, Christian aime bien les montagnes et le rivage.
- Comme eux, Christian les aime bien.
- Michael a donné une boîte en cèdre à Vanessa a Gaw Tlagée
- Michael lui y en a donné.
I then sent you down to the seminar room to watch The Mountains of Sgaana, a short animated film by Haida Chris Auchter. I also gave you a sheet of questions and activities which I'd like you to answer/do in French. One of the questions depended upon you having a bit of knowledge about the art of Michael Nicholl Yahgulaanas, so I talked to you a bit about him and gave you some of his graphic books. Let's say that they should be completed and handed in by end of class on Wednesday.
Homework: work if you can on the work from today.
Intérro: Tomorrow's intérro will all be in the future tense, with all of the objects replaced by object or stress pronouns. The words are: chasser, tisser, s'ébattre, s'écraser, nager, un chapeau en cèdre, les vagues, contre le rivage, les ours noirs, les orques, dans la zone intertidale, dans l'océan, l'ormeau.
Eg:
The abalone will swim in the ocean. Les ormeaux nageront dans l'océan.
The orcas will frolic in the ocean. Les orques s'ébattont dans l'océan.
The orcas will frolic there. Les orques s'y ébattont. ♥
le 4 mars: Today we had visitors from Wap Sigatgyet, who spoke about adaawx and their importance to the Ts'msyen culture. You all participated very well and I was proud of you today.
What I hope you took away from today was the similarities and differences between the adaawx and the stories from the Haida, and how these stories reflect the individual nations' worldviews.
Homework: No homework, unless you didn't finish up the questions which were due today. We'll finish taking them up on Monday.
Intérro: Same words as yesterday, as we didn't have the chance to have our intérro today (Lauren showed up 15 minutes early!). ♥
What I hope you took away from today was the similarities and differences between the adaawx and the stories from the Haida, and how these stories reflect the individual nations' worldviews.
Homework: No homework, unless you didn't finish up the questions which were due today. We'll finish taking them up on Monday.
Intérro: Same words as yesterday, as we didn't have the chance to have our intérro today (Lauren showed up 15 minutes early!). ♥
le 3 mars: There was no intérro today, as you had your presentations to prepare for. You worked for a bit of the morning in the library, and presented today. Bon travail!
Homework: Replace the objects with direct, indirect, adverbial, or stress pronouns in the sentences below:
Intérro: Les êtres magiques ont parlé avec les haïdas, je ne veux pas de baies. Comme les haïdas, Christian aime bien les montagnes et le rivage, Michael a donné une boîte en cedre a Vanessa a Gaw Tlagéem and all of the pronouns that you need to replace all of the objects in the sentences above, including stress pronouns. These sentences are straight from your homework. We wil take up the homework before you write the intérro, to ensure that you understood the assignment. ♥
Homework: Replace the objects with direct, indirect, adverbial, or stress pronouns in the sentences below:
- Les êtres magiques ont parlé avec les haïdas.
- Les êtres magiques ont parlé aux haïdas.
- Je suis allé chez Adam et Vanessa.
- Je suis allé à Gaw Tlagée.
- Je ne veux pas de baies.
- Vanessa ne veut pas manger le dîner sans Adam.
- Comme les haïdas, Christian aime bien les montagnes et le rivage.
- Les touristes pendent l’épidémie? Ça ne marche pas bien pour les haïdas
- Michael a donné une boîte en cèdre à Vanessa à Gaw Tlagée.
- J’aime bien l’océan.
- J’aime bien aller à l’océan.
Intérro: Les êtres magiques ont parlé avec les haïdas, je ne veux pas de baies. Comme les haïdas, Christian aime bien les montagnes et le rivage, Michael a donné une boîte en cedre a Vanessa a Gaw Tlagéem and all of the pronouns that you need to replace all of the objects in the sentences above, including stress pronouns. These sentences are straight from your homework. We wil take up the homework before you write the intérro, to ensure that you understood the assignment. ♥
le 2 mars: We had our intérro:
We then reviewed stress pronouns. Here's a picture of the board:
- She wove some cedar hats.
- I arrived in Gaw Tlagée.
- They (m) shared their histories.
- We had some tattoos.
- You (pl) arrived at the intertidal zone.
- Elle a tissé des chapeaux en cèdre.
- Je suis arrivé à Gaw Tlagée.
- Ils ont partagé leurs histoires.
- Nous avions des tatouages.
- Vous êtes arrivés à la zone intertidale.
We then reviewed stress pronouns. Here's a picture of the board:
You're now able to complete all of the sentences on the object pronoun sheet which I gave you earlier.
Homework: finish up your oral report, due around 10:15 or so tomorrow morning. You can check in with me before class (or at 8:45am), then head out to practice for a couple of hours before returning to class.
Intérro: no intérro. ♥
Homework: finish up your oral report, due around 10:15 or so tomorrow morning. You can check in with me before class (or at 8:45am), then head out to practice for a couple of hours before returning to class.
Intérro: no intérro. ♥
le 1 mars: We had our intérro:
I checked your homework then we went over our direct object pronouns, then indirect, then y and en. Here are some examples:
J'aime Zimm - Je l'aime
Je parle à Zimm. Je lui parle.
Je vais à Terrace. J'y vais
J'ai deux oranges. J'en ai deux.
J'ai peur des chiens. J'en ai peur.
Il y a deux oranges sur la table. Il y en a deux.
Je réponds à la letter. J'y réponds.
We also went over where object pronoun placement occurs in the passé composé: before the helper verb:
J'ai mangé deux pommes. J'en ai mangé deux.
Tu as donné un cadeau. Tu l'a donné.
Tu as donné un cadeau à Zimm. Tu lui as donné un cadeau.
We reviewed the"flag", which is the order in which you use multiple object pronouns in a sentence:
me
te le
se la lui y en
nous les leur
vous
It's highly unlikely that you will need to use more than one object pronoun from each column. Try it! I don't think you'll be able to. It could happen, though, that you use three object pronouns in the same sentence, but they won't be from the same column. Eg:
Est-ce que tu as donné le cadeau à Zimm chez nous? Did you give the present to Zimm at your place?
Oui, je le lui y ai donné. Yes, I gave it to him there. Lots of object pronouns, but none from the same column, just as I promised. :)
Homework: Do as much of the worksheet that I gave you as you can. Here are the questions:
12e année: les haïdas le 28 fév
les pronoms objets
Remplissez tous les objets avec les pronoms objets :
Intérro:
- There is a balance between the Haida and the ocean.
- There is responsibility for (pour) the mountains and the trees.
- There is an interconnectivity between humans, magical beings, and the earth.
- Seeking wise counsel shows (monte) respect.
- Giving and receiving is important for the humpback whales, the ravens and the eagles.
- Il y a un équilibre entre les haïdas et l’océan.
- Il y a une responsabilité pour les montagnes et les arbres.
- Il y a un interconnectivité entre les humaines, les êtres magiques, et la terre.
- À la recherche d’un conseil avisé monte le respect.
- Donner et recevoir est important pour les rorquals à bosse, les corbeaux et l’aigles.
I checked your homework then we went over our direct object pronouns, then indirect, then y and en. Here are some examples:
J'aime Zimm - Je l'aime
Je parle à Zimm. Je lui parle.
Je vais à Terrace. J'y vais
J'ai deux oranges. J'en ai deux.
J'ai peur des chiens. J'en ai peur.
Il y a deux oranges sur la table. Il y en a deux.
Je réponds à la letter. J'y réponds.
We also went over where object pronoun placement occurs in the passé composé: before the helper verb:
J'ai mangé deux pommes. J'en ai mangé deux.
Tu as donné un cadeau. Tu l'a donné.
Tu as donné un cadeau à Zimm. Tu lui as donné un cadeau.
We reviewed the"flag", which is the order in which you use multiple object pronouns in a sentence:
me
te le
se la lui y en
nous les leur
vous
It's highly unlikely that you will need to use more than one object pronoun from each column. Try it! I don't think you'll be able to. It could happen, though, that you use three object pronouns in the same sentence, but they won't be from the same column. Eg:
Est-ce que tu as donné le cadeau à Zimm chez nous? Did you give the present to Zimm at your place?
Oui, je le lui y ai donné. Yes, I gave it to him there. Lots of object pronouns, but none from the same column, just as I promised. :)
Homework: Do as much of the worksheet that I gave you as you can. Here are the questions:
12e année: les haïdas le 28 fév
les pronoms objets
Remplissez tous les objets avec les pronoms objets :
- Il y avait des êtres magiques qui habitaient sous les montagnes et les îles. ___________________
- Les êtres magiques ont aidé les haïdas à entrer dans le monde. ___________________________
- Les êtres magiques aideront les haïdas à vivre avec succès. _____________________________
- Les êtres magiques et humaines partagent leurs histoires. _______________________________
- Les Haïdas porteront leurs emblèmes comme tatouages et bijoux. ________________________
- Les montagnes sont près de la forêt avec beaucoup d’arbres; et les vagues d’l’océan s’écrasent contre le rivage. ____________________________________________________________
- Adam et Vanessa sont allés à la zone intertidale. ___________________________________
- Adam et Vanessa ont allée à des zones intertidales. ________________________________
- Il y a une orque dans l’océan. _________________________________________________
- Il n’y a pas de naufrages à Prince Rupert. ________________________________________
- GZ et Zimm voudrions un café au Ground à Gaw Tlagée. ___________________________
- L’ours noir est près le rivage. _________________________________________________
- Wee’git fourrageait pour des baies dans la forêt. ___________________________________
- Wee’git n’a pas peur du rorqual à bosse. _________________________________________
- Les vagues s’écrasaient contre le rivage. __________________________________________
- Adam et Vanessa se promèneront à la plage. _______________________________________
- J’irai à Haïda Gwaii et visiterai le naufrage Pesuta. __________________________________
- Les ours noirs s’ébattront dans la zone intertidale. ___________________________________
- Les moitiés sont transmises par la mère. ___________________________________________
- Les femmes Haïda tissaient des chapeaux en cèdre. __________________________________
- Les hommes Haïda chassaient des chèvres de montagne. ______________________________
- Haïda Gwaii se situe au large de la Colombie-Britannique. ____________________________
- Elle se promenait à Old Masset. _______________________________________________
- Je m’ébats avec les oursins. ____________________________________________________
- Tu as tissé un chapeau en cèdre. ________________________________________________
- April a donné le tapis en cèdre à Skil Jaada. _______________________________________
- L’ormeau nageait dans l’océan. _________________________________________________
Intérro:
le 28 fév: I forgot to give you your intérro today, so we'll have today's intérro tomorrow. I sent you to the library to work on your oral projects, then you came back up to the class for our object pronoun review. We started our HUGE review of object and stress pronouns and how to use them in every tense, and in the negative. We only got as far as understanding the difference between a subject and an object in a sentence, what the direct objects are, and where they go in a single verb sentence (before the verb). Single verb sentences are conjugated in present and imparfait).
Tatum, Sera and I went over the graphics representing the Haida world view over lunch. Here's the website that will identify which graphic belongs to which world view, so that you can use the information in your oral report for Thursday: www.pc.gc.ca/fr/pn-np/bc/gwaiihaanas/info/principes-principles.
Homework: write 5 sentences about the Haida, using a subject, object, and verb. Then rewrite the sentences replacing the objects with pronouns. Unless you feel comfortable using indirect object pronouns (which is entirely possible, as we have already done a review of them), make sure that the verbs you choose for your 5 sentences don't use a preposition. Eg: Les haïdas porteront leurs emblèmes comme tatouages et bijoux - Les haïdas les porteront.
Intérro: same as yesterday: le respect, la responsabilité, l'interconnectivité, équilibre, à la recherche d'un conseil avisé, donner et recevoir, il y a, entre, les humaines, les êtres magiques, la terre, l'océan, les arbres, les montagnes, les ours noirs, les rorquals à bosse, les orques, les corbeau, l'aigle.
Tatum, Sera and I went over the graphics representing the Haida world view over lunch. Here's the website that will identify which graphic belongs to which world view, so that you can use the information in your oral report for Thursday: www.pc.gc.ca/fr/pn-np/bc/gwaiihaanas/info/principes-principles.
Homework: write 5 sentences about the Haida, using a subject, object, and verb. Then rewrite the sentences replacing the objects with pronouns. Unless you feel comfortable using indirect object pronouns (which is entirely possible, as we have already done a review of them), make sure that the verbs you choose for your 5 sentences don't use a preposition. Eg: Les haïdas porteront leurs emblèmes comme tatouages et bijoux - Les haïdas les porteront.
Intérro: same as yesterday: le respect, la responsabilité, l'interconnectivité, équilibre, à la recherche d'un conseil avisé, donner et recevoir, il y a, entre, les humaines, les êtres magiques, la terre, l'océan, les arbres, les montagnes, les ours noirs, les rorquals à bosse, les orques, les corbeau, l'aigle.
le 25 fév: We did our intérro:
I then had a talk with you about what we had learned so far in this unit, and how crests came to be in a number of Northcoast Indigenous Nations. I gave you some materials on the Haida world view, and you worked on them during class. They weren't due today, but I was hoping for your magical beings work to be done and handed in today. I received one student's, but not the other, so hopefully that other student can get the work in for Monday.
Homework: Make sure your magical beings work is complete, and work on your oral report which is due on Thursday.
Intérro: le respect, la responsabilité, l'interconnectivité, équilibre, à la recherche d'un conseil avisé, donner et recevoir, il y a, entre, les humaines, les êtres magiques, la terre, l'océan, les arbres, les montagnes, les ours noirs, les rorquals à bosse, les orques, les corbeau, l'aigle.
Eg:
There is interconnectedness between the Haida, magical beings, the earth, and the ocean. Il y a l'interconnectivité entre les haïdas, les êtres magiques, la terre, et l'océan.
There is a balance between the eagles and the ravens. Il y a un équilibre entre les aigles et les corbeaux. Etc. ♥
- There were magical beings who (qui)used to live under the mountains and the islands.
- Humans shared Haida Gwaii with the magical beings.
- Magical beings helped the Haida to enter into the world
- The beings were magical.
- Magical beings will help the Haida live with success.
- Il y avait des êtres magiques qui habitaient sous les montagnes et les îles.
- Les humaines ont partagé Haïda Gwaii avec les êtres magiques.
- Les êtres magiques ont aidé les haïdas à entrer dans le monde.
- Les êtres étaient magiques.
- Les êtres magiques aideront les haïdas à vivre avec succès.
I then had a talk with you about what we had learned so far in this unit, and how crests came to be in a number of Northcoast Indigenous Nations. I gave you some materials on the Haida world view, and you worked on them during class. They weren't due today, but I was hoping for your magical beings work to be done and handed in today. I received one student's, but not the other, so hopefully that other student can get the work in for Monday.
Homework: Make sure your magical beings work is complete, and work on your oral report which is due on Thursday.
Intérro: le respect, la responsabilité, l'interconnectivité, équilibre, à la recherche d'un conseil avisé, donner et recevoir, il y a, entre, les humaines, les êtres magiques, la terre, l'océan, les arbres, les montagnes, les ours noirs, les rorquals à bosse, les orques, les corbeau, l'aigle.
Eg:
There is interconnectedness between the Haida, magical beings, the earth, and the ocean. Il y a l'interconnectivité entre les haïdas, les êtres magiques, la terre, et l'océan.
There is a balance between the eagles and the ravens. Il y a un équilibre entre les aigles et les corbeaux. Etc. ♥
le 24 fév: We were going to have an intérro today but I decided against it. It would have been:
I'm giving you this info as I think they'll be really useful sentences for tests as well as for your project.
I then gave you an overview of what you need to cover for your oral report on March 3:
12e année: les haïdas
projet orale, le 3 mars
For this project, you may have a visual to support your verbal presentation, and some point form notes to help you.
You are to put together an oral presentation on the Haida people. It should include:
-a description of Haida Gwaii, starting with it being the homeland of the Haida Nation, describing its physical attributes, the names of some of the cities/villages there (including the language spoken in Old Masset), flora and fauna, etc.
-include some activities that you might do there (from the map that you coloured, and the magazine I gave you);
-give a description of the two Haida moieties, and a couple of facts about them;
-talk a little bit about Tyler York and what he says about carving;
-include information about the Haida worldview
Include the following:
-present, imparfait, passé composé, and future tenses
-devoir, pouvoir, and vouloir, as well as the other verbs associated with this unit
-object pronouns
We then did quite an extensive review of passé composé verbs that take être; if you need to review what they are, please look at the Grade 11 page for today's date; additionally you can go to this link for additional information: francais.lingolia.com/en/grammar/tenses/le-passe-compose.
You spent the rest of the time working on finishing up the work due by the end of the week (your magical beings work) and thinnking nabout your oral report due on March 3.
Homework: do the work that you need to finish for Friday, and plan for your oral presentation (see above)
Intérro: avoir, être, aider, habiter, partager (in présent, passé composé, imparfait, and futur), les êtres magiques, les humaines, sous les îles, sous les montagnes, à entrer dans le monde, à vivre avec succès.
Eg:
The magical beings used to help the Haida enter into the world and live with success. Les êtres magiques aidaient les haïdas à entrer dans le monde et vivre avec succès.
The humans shared the mountains and the islands with the magical beings. Les humaines ont partagé les montagnes et les îles avec les êtres magiques.
There used to be magical beings who lived under the islands and mountains. Il y avait des êtres magiques qui habitaient sous les îles et les montagnes. Etc. ♥
- Magical beings are ancestors to the Haida people.
- Magical beings and humans share their histories.
- Haidas will wear their crests as (comme) tattoos and jewelry.
- Les êtres magiques sont les ancêtres des Haïda.
- Les êtres magiques et humaines partagent leurs histoires.
- Les Haïdas porteront leurs emblèmes comme tatouages et bijoux.
I'm giving you this info as I think they'll be really useful sentences for tests as well as for your project.
I then gave you an overview of what you need to cover for your oral report on March 3:
12e année: les haïdas
projet orale, le 3 mars
For this project, you may have a visual to support your verbal presentation, and some point form notes to help you.
You are to put together an oral presentation on the Haida people. It should include:
-a description of Haida Gwaii, starting with it being the homeland of the Haida Nation, describing its physical attributes, the names of some of the cities/villages there (including the language spoken in Old Masset), flora and fauna, etc.
-include some activities that you might do there (from the map that you coloured, and the magazine I gave you);
-give a description of the two Haida moieties, and a couple of facts about them;
-talk a little bit about Tyler York and what he says about carving;
-include information about the Haida worldview
Include the following:
-present, imparfait, passé composé, and future tenses
-devoir, pouvoir, and vouloir, as well as the other verbs associated with this unit
-object pronouns
We then did quite an extensive review of passé composé verbs that take être; if you need to review what they are, please look at the Grade 11 page for today's date; additionally you can go to this link for additional information: francais.lingolia.com/en/grammar/tenses/le-passe-compose.
You spent the rest of the time working on finishing up the work due by the end of the week (your magical beings work) and thinnking nabout your oral report due on March 3.
Homework: do the work that you need to finish for Friday, and plan for your oral presentation (see above)
Intérro: avoir, être, aider, habiter, partager (in présent, passé composé, imparfait, and futur), les êtres magiques, les humaines, sous les îles, sous les montagnes, à entrer dans le monde, à vivre avec succès.
Eg:
The magical beings used to help the Haida enter into the world and live with success. Les êtres magiques aidaient les haïdas à entrer dans le monde et vivre avec succès.
The humans shared the mountains and the islands with the magical beings. Les humaines ont partagé les montagnes et les îles avec les êtres magiques.
There used to be magical beings who lived under the islands and mountains. Il y avait des êtres magiques qui habitaient sous les îles et les montagnes. Etc. ♥
le 23 fév: We started off the day with a video narrated by Bill Reid about the Haida origin story of Raven discovering Man on the beach: youtu.be/5f_fkZ3tW3U. I then sent you to the library to work on your magical beings work.
We came up with some dates that you should take note of, as the report cards are due in the first week of March:
today: have your family tree handed in.
le 24 fév: GZ gives you details about your project
le 25 fév: GZ works with you on the Haida world view
le 3 mars: oral project about the Haida world view due.
Homework: work on your magical beings work.
Intérro: les êtres magiques, l'ancêtre, partager, leurs histoires, les humains, chez eux, les tatouages, porter, les bijoux, les emblèmes
Eg:
Magical beings are ancestors to the Haida people. Les êtres magiques sont les ancêtres des Haïda.
Magical beings and humans share their histories. Les êtres magiques et humaines partagent leurs histoiress
Haidas will wear their crests as (comme) tattoos and jewelry. Les Haïdas porteront leurs emblèmes comme tatouages et bijoux. Note that I'm not using "des" after "comme".. it's not needed. ♥
We came up with some dates that you should take note of, as the report cards are due in the first week of March:
today: have your family tree handed in.
le 24 fév: GZ gives you details about your project
le 25 fév: GZ works with you on the Haida world view
le 3 mars: oral project about the Haida world view due.
Homework: work on your magical beings work.
Intérro: les êtres magiques, l'ancêtre, partager, leurs histoires, les humains, chez eux, les tatouages, porter, les bijoux, les emblèmes
Eg:
Magical beings are ancestors to the Haida people. Les êtres magiques sont les ancêtres des Haïda.
Magical beings and humans share their histories. Les êtres magiques et humaines partagent leurs histoiress
Haidas will wear their crests as (comme) tattoos and jewelry. Les Haïdas porteront leurs emblèmes comme tatouages et bijoux. Note that I'm not using "des" after "comme".. it's not needed. ♥
le 22 fév: We had our test today, then I gave Tatum the Magical Beings of Haida Gwaii book to take a look at, as it will help us in our introduction to the Haida worldview. I then gave her some French paragraphs which sum up a small amount of information from the book, and some questions (in English) to answer (in English, so that I can see if you are understanding the French). I then gave her a letter from myself to Jaalen Edenshaw (fictional, of course!) to translate:
| 12e_magical_beings.docx |
| fmozmr7ucaegyk-.jpg |
You'll plug away at that for the next couple of days; please have it ready to hand in on Friday. As well, if you haven't finished your family tree, please have it done for tomorrow.
Homework: finish up your family tree
Intérro: no intérro ♥
Homework: finish up your family tree
Intérro: no intérro ♥
le 17 fév: We wrote our practice test today; here are the answers:
Partie A:
Partie B :
Partie C :
You worked on your family trees for the rest of the block. I asked you to think about what you would like to do for a project, and when you would like it to be due.
Homework: no homework
Intérro: no intérro ♥
Partie A:
- C’est des montagnes et une forêt avec beaucoup d’arbres; il y a l’océan Pacifique, et les vagues qui s’écrasent contre le rivage. Il y a des nuages et des pierres. Il y a le ciel, qui est brumeux.
- C’est une zone intertidale.
- C’est une orque qui se lève de l’océan.
- C’est le naufrage Pesuta.
- C’est sur la plage.
- C’est un ours noir.
- Il nourrit. / fourrage
- C’est un rorqual à bosse.
Partie B :
- Les vagues s’écrasaient contre le rivage.
- Adam et Vanessa se promeneront à/sur la plage.
- J’irai à Haïda Gwaii et visiterai le naufrage Pesuta.
- Les ours noirs s’ébattront dans la zone intertidale.
- Les moitiés sont transmises par la mère.
- Les femmes Haïda tissaient.
- Les hommes Haïda chassaient.
- Haïda Gwaii se situe au large de la Colombie-Britannique.
- Haïda Gwaii est la patrie des Haïdas.
Partie C :
- Un rorqual à bosse
- une emblème
- un clan
- un tribu
- des Aigles
- des Corbeaux
You worked on your family trees for the rest of the block. I asked you to think about what you would like to do for a project, and when you would like it to be due.
Homework: no homework
Intérro: no intérro ♥
le 16 fév: Today we had our intérro:
We then took up the homework (and I changed any of the pronominal verbs which I asked you to do in passé composé to imparfait, as I haven't reviewed with you yet how to put those types of verbs into passé composé):
I let you know that an irregular verb that you need to know in passé composé is peindre: the past participle is peint and it takes avoir (eg: Il a peint = he painted).
Good luck on your practice test tomorrow!
Homework: study for the practice test
intérro: no intérro
- She was taking a stroll in Old Masset.
- I was frolicking with the sea urchins.
- You (s) wove a cedar hat.
- April used to weave the cedar mat.
- The abalone used to swim in the ocean (dans l’océan).
- Elle se promenait à Old Masset.
- Je m’ébats avec les oursins.
- Tu as tissé un chapeau en cèdre.
- April tissait le tapis en cèdre.
- L’ormeau nageait dans l’océan.
We then took up the homework (and I changed any of the pronominal verbs which I asked you to do in passé composé to imparfait, as I haven't reviewed with you yet how to put those types of verbs into passé composé):
- Quand Sera se promenait au rivage, Tatum s’ébattait dans la zone intertidale avec les rorquals à bosse.
- Mary tissait aux villages Haïdas au large de la Colombie-Britannique, mais Fred a chassé dans la forêt près des villages abandonnés.
- Tyler a sculpté une orque à deux nageoires et un oiseau-tonnerre sur le mât totémique quand Michael chantait et dansait.
- Vanessa a porté un chapeau en cèdre et les insignes royaux avec les coquilles d’ormeau.
- Le saumon et les oursins ont nagé dans les vagues, à côté des grandes maisons de planches de cèdre à Kiis Gwaay.
I let you know that an irregular verb that you need to know in passé composé is peindre: the past participle is peint and it takes avoir (eg: Il a peint = he painted).
Good luck on your practice test tomorrow!
Homework: study for the practice test
intérro: no intérro
le 15 fév: Today you had your intérro:
I then asked you to finish up your translation sheet for Tyler York's video, then begin your family tree. Eventually you joined the Grade 11s for a passé composé review; I hope you enjoyed my brilliant comparison between the helper verb/past participle relationship and that between butter and sugar when you make caramel. lol We got as far as understanding that the majority of verbs take avoir as their helper, and that this is how you conjugate regular verbs in the passé composé:
1. first figure out if the verb you're trying to conjugate takes avoir or être as its helper verb (the vast majority take avoir; I'll teach you which take être later on);
2. conjugate the helper verb for the subject pronoun you're using (eg: j'ai, tu as, il a, etc);
3. add the past participle of your main verb, and there you are.
There are two ways to form the past participle of a verb, depending upon whether the verb is regular or irregular in the passé composé:
1. If the verb is regular, take off the "er", "ir", or "re" ending and add something.
2. If the verb is irregular, you just need to memorize the past participle. We'll do the irregular verbs later on.
Here are the three sub-categories of regular verbs:
er: like parler (to speak), manger (to eat), aller (to go), danser (to dance), chanter (to sing), inviter (to invite), etc
ir: like choisir (to choose), finir (to finish), partir (to leave), sortir (to exit), dormir (to sleep), etc
re: like répondre (to answer), attendre (to wait for), vendre (to sell), etc.
For "er" verbs, you take off the "er" ending from the infinitive and add é: parlé, mangé, allé, etc
For "ir" verbs, you take off the "ir" ending and add i: choisi, fini, parti, sorti, dormi, etc
For "re" verbs, you take off the "re" ending and add u: répondu, attendu, vendu, etc.
Here are some examples of regular verbs conjugated in the passé composé:
J'ai parlé - I spoke
Tu as choisi - You chose
Il a répondu - He answered
Elle a fini - She finished
Nous avons dansé - We danced
Vous avez sorti - You exited
Ils ont dormi - They slept
Elles ont chanté - They sang
Homework: Work on your family tree if you brought it home, plus translate the following sentences:
1. Quand (while) Sera was taking a walk along the shoreline, Tatum frolicked in the intertidal zone with the humpback whales.
2. Mary used to weave in the Haida villages off the coast of BC, but Fred hunted in the forest near (près de) the abandoned villages.
3. Tyler carved a two-finned killer whale and a thunderbird on the totem pole while Michael was singing and dancing.
4. Vanessa wore (to wear = porter) a cedar hat and regalia with abalone shells.
5. The salmon and sea urchins swam in the waves, next to (à côté de) the cedar longhouses on Kiis Gwaay.
Intérro: se promener (present and imparfait), s'ébattre (present and imparfait), tisser (present, imparfait, passé composé), un chapeau en cèdre, un tapis en cèdre, l'ormeau, les oursins, nager (present, imparfait, passé composé). ♥
- Carving totem poles is very pleasant, therapeutic, and calming.
- I will carve an eagle.
- Some crests are clouds, and a two-finned killer whale.
- Tyler York will have a totem pole with (avec) a thunderbird.
- Sculpter des mâts totémiques est très agréable, thérapeutique, et calmant.
- Je sculpterai un aigle.
- Des emblèmes sont des nuages, et un orque à deux nageoires.
- Tyler York aura un mât totémique avec un oiseau-tonnerre.
I then asked you to finish up your translation sheet for Tyler York's video, then begin your family tree. Eventually you joined the Grade 11s for a passé composé review; I hope you enjoyed my brilliant comparison between the helper verb/past participle relationship and that between butter and sugar when you make caramel. lol We got as far as understanding that the majority of verbs take avoir as their helper, and that this is how you conjugate regular verbs in the passé composé:
1. first figure out if the verb you're trying to conjugate takes avoir or être as its helper verb (the vast majority take avoir; I'll teach you which take être later on);
2. conjugate the helper verb for the subject pronoun you're using (eg: j'ai, tu as, il a, etc);
3. add the past participle of your main verb, and there you are.
There are two ways to form the past participle of a verb, depending upon whether the verb is regular or irregular in the passé composé:
1. If the verb is regular, take off the "er", "ir", or "re" ending and add something.
2. If the verb is irregular, you just need to memorize the past participle. We'll do the irregular verbs later on.
Here are the three sub-categories of regular verbs:
er: like parler (to speak), manger (to eat), aller (to go), danser (to dance), chanter (to sing), inviter (to invite), etc
ir: like choisir (to choose), finir (to finish), partir (to leave), sortir (to exit), dormir (to sleep), etc
re: like répondre (to answer), attendre (to wait for), vendre (to sell), etc.
For "er" verbs, you take off the "er" ending from the infinitive and add é: parlé, mangé, allé, etc
For "ir" verbs, you take off the "ir" ending and add i: choisi, fini, parti, sorti, dormi, etc
For "re" verbs, you take off the "re" ending and add u: répondu, attendu, vendu, etc.
Here are some examples of regular verbs conjugated in the passé composé:
J'ai parlé - I spoke
Tu as choisi - You chose
Il a répondu - He answered
Elle a fini - She finished
Nous avons dansé - We danced
Vous avez sorti - You exited
Ils ont dormi - They slept
Elles ont chanté - They sang
Homework: Work on your family tree if you brought it home, plus translate the following sentences:
1. Quand (while) Sera was taking a walk along the shoreline, Tatum frolicked in the intertidal zone with the humpback whales.
2. Mary used to weave in the Haida villages off the coast of BC, but Fred hunted in the forest near (près de) the abandoned villages.
3. Tyler carved a two-finned killer whale and a thunderbird on the totem pole while Michael was singing and dancing.
4. Vanessa wore (to wear = porter) a cedar hat and regalia with abalone shells.
5. The salmon and sea urchins swam in the waves, next to (à côté de) the cedar longhouses on Kiis Gwaay.
Intérro: se promener (present and imparfait), s'ébattre (present and imparfait), tisser (present, imparfait, passé composé), un chapeau en cèdre, un tapis en cèdre, l'ormeau, les oursins, nager (present, imparfait, passé composé). ♥
le 12 fév: We had our little Saint-Valentin activity and treats, then I sent you down to the seminar room to start two activities:
1. Watch "The Art of Totem Poles" with Tyler York and translate the French sentences which I gave you on a sheet;
2. Using the pictures I gave you, put together a family tree, label it with the appropriate moieties, and write a sentence about each person.
Homework: no homework, unless you want to get a bit ahead with your work from today.
Intérro: sculpter des mâts totémiques (sculpting totem poles), très agréable, thérapeutique, calmant, les emblèmes, Corbeau, Aigle, des nuages, un oiseau-tonnerre, un orque à deux nageoires, avoir (in présent, imparfait, and futur). ♥
1. Watch "The Art of Totem Poles" with Tyler York and translate the French sentences which I gave you on a sheet;
2. Using the pictures I gave you, put together a family tree, label it with the appropriate moieties, and write a sentence about each person.
Homework: no homework, unless you want to get a bit ahead with your work from today.
Intérro: sculpter des mâts totémiques (sculpting totem poles), très agréable, thérapeutique, calmant, les emblèmes, Corbeau, Aigle, des nuages, un oiseau-tonnerre, un orque à deux nageoires, avoir (in présent, imparfait, and futur). ♥
le 11 fév: Today we had our intérro:
I then sent you to the library to do the following:
1. Complete your map and hand it in to me by lunchtime;
2. Finish up your "Collectivités haïdas" sheets and hand them in to me today;
3. Decide when you'd like your test, and what you want to have as content and format.
- The Council of the Haida Nation governs Haida Gwaii.
- The moieties are handed down by the mother.
- Haida men were hunters and fishers.
- Haida women were weavers.
- Le Conseil de la nation häida gouverne Haïda Gwaii.
- Les moitiés sont transmises par la mère.
- Les hommes haïdas chassaient et pêchaient.
- Les femmes haïdas tissaient.
I then sent you to the library to do the following:
1. Complete your map and hand it in to me by lunchtime;
2. Finish up your "Collectivités haïdas" sheets and hand them in to me today;
3. Decide when you'd like your test, and what you want to have as content and format.
le 10 fév: We had our intérro:
You then went down to the library to finish up your maps, and start reading "Collectivités haïdas". Please answer the questions on the sheet I gave you, using full sentences. As well, decode which moietie the people belong to on the last two pages. I think the way you interpreted the pictures is that the person in the black hat is the female, so we'll stick with that. As well, answer the questions on the bottom of the last page.
Please figure out when you'd like a test, and what you want on it.
Intérro: les moitiés, sont transmises, par la mère, chasser, pêcher, tisser, Le Conseil de la nation haïda, gouverner (to govern), les hommes haïdas, les femmes haïdas. ♥
- I will go to Kiis Gwaay. J’irai à Kiss Gwaay.
- I see the shipwreck on the beach. Je vois le naufrage sur la plage.
- I used to see the forests in Haida Gwaii. Je voyais les forêts à Haïda Gwaii.
- The waves (les vagues) were crashing on the shoreline. Les vagues s’écrasaient contre le rivage.
- I’ll forage. Je fourragerai.
You then went down to the library to finish up your maps, and start reading "Collectivités haïdas". Please answer the questions on the sheet I gave you, using full sentences. As well, decode which moietie the people belong to on the last two pages. I think the way you interpreted the pictures is that the person in the black hat is the female, so we'll stick with that. As well, answer the questions on the bottom of the last page.
Please figure out when you'd like a test, and what you want on it.
Intérro: les moitiés, sont transmises, par la mère, chasser, pêcher, tisser, Le Conseil de la nation haïda, gouverner (to govern), les hommes haïdas, les femmes haïdas. ♥
le 9 fév: We had our intérro:
...then did a huge review of object pronouns:
We started by translating the following sentences in order to remind ourselves what the object pronouns are, and where they're placed in a sentence:
What are object pronouns? They are small words which replace the object of a sentence (the object is the noun(s) which receives the action of the verb).
Which object pronouns can be found in the sentences above? We added a couple of object pronouns on the board, so here's a complete list:
Direct object pronouns (for objects whose verbs don't use a preposition; like "à, dans, avec, de, chez, etc):
me - me
te - you
le - him
la - her
les - them
nous - us
vous - you
Indirect object pronouns (for objects whose verbs use the preposition "à":
me - to me
te - to you
lui - to him, to her
nous - to us
vous - to you
leur - to them
y - there
en - some
What are the placement rules illustrated by the examples above? Object pronouns are placed before the verb in present, imparfait, and future, before the main verb with dual verb construct (such as Je veux le boire - I want to drink it), and inside the verb sandwich before the verb in the negative (eg: Je ne le donne pas - I'm not giving it).
Here are the answers:
1. I'm giving him some sculptures.
2. I'm giving some to him.
3. Haida Gwaii? I will visit there.
4. You are speaking to me in Xaad Kiil (Old Masset Haida language).
5. I gave it to him there.
6. The Haida moieties? There are two there.
7. Berries in winter? There aren't any.
8. Christian and Michael? I'm giving a cedar hat to them.
9. Graham Island? We're going there.
Homework: Write 5 questions, each one with an object. Answer each questions replacing the object with an object pronoun. Two of your answers must be in the negative.
Eg:
Est-ce que je jette les cartons? Oui, je les jette.
Est-ce que je recycle des bouteilles en verre? Non, je n'en recycle pas.
Intérro: Haida Gwaii, Kiis Gwaay, le rivage, des fôrets, le naufrage, sur la plage, Xaad Kiil, aller, voir, s'écraser, être, fourrager. I will be using the present tense, l'imparfait, and future, except for voir, which I'll just use in the present tense for the "je" form (je vois). ♥
- un clan
- autochtone
- un tribu
- un emblème
- un mât totémique
...then did a huge review of object pronouns:
We started by translating the following sentences in order to remind ourselves what the object pronouns are, and where they're placed in a sentence:
- Je lui donne des sculptures. _________________________
- Je lui en donne. _________________________________________
- Haida Gwaii? J’y visiterai. _________________________________
- Tu me parle en Haad Kiil. __________________________________
- Je le lui y ai donné. ________________________________________
- Les dialectes Haïdas? Il y en a deux. _________________________
- Des baies en hiver? Il n’y en a pas. ___________________________
- Christian et Michael? Je leur donne un chapeau en cèdre. ___________
- Kiis Gwaay? Nous y irons. _____________________________
What are object pronouns? They are small words which replace the object of a sentence (the object is the noun(s) which receives the action of the verb).
Which object pronouns can be found in the sentences above? We added a couple of object pronouns on the board, so here's a complete list:
Direct object pronouns (for objects whose verbs don't use a preposition; like "à, dans, avec, de, chez, etc):
me - me
te - you
le - him
la - her
les - them
nous - us
vous - you
Indirect object pronouns (for objects whose verbs use the preposition "à":
me - to me
te - to you
lui - to him, to her
nous - to us
vous - to you
leur - to them
y - there
en - some
What are the placement rules illustrated by the examples above? Object pronouns are placed before the verb in present, imparfait, and future, before the main verb with dual verb construct (such as Je veux le boire - I want to drink it), and inside the verb sandwich before the verb in the negative (eg: Je ne le donne pas - I'm not giving it).
Here are the answers:
1. I'm giving him some sculptures.
2. I'm giving some to him.
3. Haida Gwaii? I will visit there.
4. You are speaking to me in Xaad Kiil (Old Masset Haida language).
5. I gave it to him there.
6. The Haida moieties? There are two there.
7. Berries in winter? There aren't any.
8. Christian and Michael? I'm giving a cedar hat to them.
9. Graham Island? We're going there.
Homework: Write 5 questions, each one with an object. Answer each questions replacing the object with an object pronoun. Two of your answers must be in the negative.
Eg:
Est-ce que je jette les cartons? Oui, je les jette.
Est-ce que je recycle des bouteilles en verre? Non, je n'en recycle pas.
Intérro: Haida Gwaii, Kiis Gwaay, le rivage, des fôrets, le naufrage, sur la plage, Xaad Kiil, aller, voir, s'écraser, être, fourrager. I will be using the present tense, l'imparfait, and future, except for voir, which I'll just use in the present tense for the "je" form (je vois). ♥
le 8 fév: After l'argot, I sent you to the library to complete the work I gave you yesterday. You have it almost completed, so you can finish it up tomorrow and hand it in when you're ready, and we'll move on to something else.
Homework: No homework, as long as you're ready to hand in your completed map at some point tomorrow morning.
Intérro: un mât totémique, une emblème, un clan, une tribu, autochtone. Not in sentences, just the individual words for now, as we haven't discussed them. They're on your vocab sheet which I gave you today. ♥
Homework: No homework, as long as you're ready to hand in your completed map at some point tomorrow morning.
Intérro: un mât totémique, une emblème, un clan, une tribu, autochtone. Not in sentences, just the individual words for now, as we haven't discussed them. They're on your vocab sheet which I gave you today. ♥
le 7 fév: Today we had our intérro:
We then did an imparfait review:
-Imparfait is a past tense which indicates that a person was doing something, or used to do something (NOT that the person DID something; that's a different tense.
-imparfait is formed by taking the "nous" form of the present tense (such as nous parlons), taking off the "ons" (parl) and adding the following endings for whichever subject pronoun you need:
je parlais nous parlions
tu parlais vous parliez
il parlait ils parlaient
elle parlait elles parlaient
(I was speaking/I used to speak, you were speaking/you used to speak, etc)
We also conjugated devoir, pouvoir, and vouloir in the imparfait, to mean (respectively) I had to, I could, I wanted.
EG: Je pouvais mettre des pelures de banane dans la poubelle, mais je les jeter dans le tas de compost (I could put the banana peels in the garbage, but I'm throwing them in the compost pile).
I then gave you some sheets to work with:
1. A report from the Council of the Haida Nation which has lots of articles about why the Haida language (Haad Kiil) is important to the Haida people;
2. Another page of vocab, but this time the English translations are in proper order (thank goodness said Sera);
3. A map of Haida Gwaii;
4. A magazine for kids (in English) all about Haida Gwaii.
I asked you to look over the report, then read the magazine about things you can do in Haida Gwaii, and use the new vocab sheet (and your old one too, if need be) to write some sentences about things to do. Write them (or type them) on little rectangles of paper, and glue them onto the map. Then colour the map (or colour it ahead of time, if you prefer). We'll decide together when the map is due.
Homework: work on the map
Intérro: nourrir, les oiseaux, dans les arbres, les vagues, s'écraser, contre, le rivage, faire du kayak, visiter à (present, imparfait, and future tenses)♥
- I was taking a walk in the intertidal zone.
- They used to go to the mountains.
- The orcas will feed.
- The orcas are going to the intertidal zone.
- I will take a walk in the mountains. (aux)
- Je me promenais dans la zone intertidale.
- Elles iront aux montagnes.
- Les orques nourriront.
- Les orques vont à la zone intertidale.
- Je me promenai aux montagnes.
We then did an imparfait review:
-Imparfait is a past tense which indicates that a person was doing something, or used to do something (NOT that the person DID something; that's a different tense.
-imparfait is formed by taking the "nous" form of the present tense (such as nous parlons), taking off the "ons" (parl) and adding the following endings for whichever subject pronoun you need:
je parlais nous parlions
tu parlais vous parliez
il parlait ils parlaient
elle parlait elles parlaient
(I was speaking/I used to speak, you were speaking/you used to speak, etc)
We also conjugated devoir, pouvoir, and vouloir in the imparfait, to mean (respectively) I had to, I could, I wanted.
EG: Je pouvais mettre des pelures de banane dans la poubelle, mais je les jeter dans le tas de compost (I could put the banana peels in the garbage, but I'm throwing them in the compost pile).
I then gave you some sheets to work with:
1. A report from the Council of the Haida Nation which has lots of articles about why the Haida language (Haad Kiil) is important to the Haida people;
2. Another page of vocab, but this time the English translations are in proper order (thank goodness said Sera);
3. A map of Haida Gwaii;
4. A magazine for kids (in English) all about Haida Gwaii.
I asked you to look over the report, then read the magazine about things you can do in Haida Gwaii, and use the new vocab sheet (and your old one too, if need be) to write some sentences about things to do. Write them (or type them) on little rectangles of paper, and glue them onto the map. Then colour the map (or colour it ahead of time, if you prefer). We'll decide together when the map is due.
Homework: work on the map
Intérro: nourrir, les oiseaux, dans les arbres, les vagues, s'écraser, contre, le rivage, faire du kayak, visiter à (present, imparfait, and future tenses)♥
le 4 fév: We did our intérro, then you went to the library seminar room and watched a video on Taaw, then completed some questions, did a review of the future tense, then translated some sentences with future and imparfait.
Homework: no homework
Intérro: se promener, aller, nourrir, l(présent, imparfait, and futur) une zone intertidale les orque, les montagnes. Here are some examples of what to expect:
`1. Je me promène dans la zone intertidale. I'm taking a walk in the intertidal zone.
2. Je me promenerai dans la zone intertidale. I will take a walk in the intertidal zone.
3. Je me promenais dans les montagnes. I was talking a walk in the mountains.
4. Les orques allaient à la zone intertidale. The orcas were going to the intertidal zone.
5. Ils iront aux montagnes. They will go to the mountains. ♥
Homework: no homework
Intérro: se promener, aller, nourrir, l(présent, imparfait, and futur) une zone intertidale les orque, les montagnes. Here are some examples of what to expect:
`1. Je me promène dans la zone intertidale. I'm taking a walk in the intertidal zone.
2. Je me promenerai dans la zone intertidale. I will take a walk in the intertidal zone.
3. Je me promenais dans les montagnes. I was talking a walk in the mountains.
4. Les orques allaient à la zone intertidale. The orcas were going to the intertidal zone.
5. Ils iront aux montagnes. They will go to the mountains. ♥
le 3 février: You did a review of imparfait, then completed your postcards
Homework: no homework
Intérro: same as Feb 2, but including sauter dans l;.
Homework: no homework
Intérro: same as Feb 2, but including sauter dans l;.
le 2 février: Today you went to the library and watched "Haida Gwaii 4K", then filled in the English translations of the long vocab list I gave you. After conferring with me for a bit, you finished up the sentences on the worksheet and began your postcard. If you gave me your booklet before you left, I'll mark it for you for tomorrow morning.
Intérro: jouer (all conjugations), les vagues, le sable, des ours noirs, la plage. You'll need some prepositions if we're going to create sentences:
sur la plage - on the beach
à la plage - at the beach
dans le sable - in the sand
dans les vagues - in the waves ♥
Intérro: jouer (all conjugations), les vagues, le sable, des ours noirs, la plage. You'll need some prepositions if we're going to create sentences:
sur la plage - on the beach
à la plage - at the beach
dans le sable - in the sand
dans les vagues - in the waves ♥
le premier février: Bienvenue à la salle de classe! Today we watched a video which explained a bit about our course and why we're learning about the Haida people, then we did a review of present tense verb conjugations. I showed you a brief video of Haida Gwaii.