le 19 juin: Finally finished the oral tests! Yahoo! Tomorrow we have our last test, then it's nothing but celebrating National Indigenous Persons Day, and a party on Monday. For tomorrow's test, just concentrate on the questions that you learned about le petit singe for your project. I think that's the most fair way to test you, don't you think? Faites un bonne soirée! :)
le 18 juin: We're plugging away at our oral tests. If you haven't gone yet, please be prepared to go tomorrow.
Here are the relevant answers to the first worksheet that I gave you about Le Petit Singe. I'm not going to include the answers to questions that I know I won't use on the test.
-Où habitait le petit singe? Le petit singe habitait le forêt à Haïti.
-Qu'est-ce que le petit singe aimait manger? Le petit singe aimait manger les fruits, surtout les bananes.
-Un jour, le petit singe est parti pour le village. Pourquoi? Il voulait un petit peu de variété dans son régime.
-Il a vu une petite maison. Qui était là? Mme Roney était dans la maison.
-Le petit singe a vu les pistaches grillés. Qu'est-ce qu'il a fait? Il les a volé.
-Le deuxième jour, il est retourné chez Mme Roney, et il a encore mangé des pistaches. Qu'est-ce que Mme Roney pensait quand elle a vu que les pistaches étaient encore partis? Elle pensait qu'il y avait un voleur.
-Décrivez le piège de Mme Roney. Elle a rempli une gourde d'eau froide, et elle l'a mis sur le toit de la maison. Elle a remplis une calebasse multicolourée avec les pistaches grillés, et elle l'a mis sur le rebord de la fenétre. Enfin, elle a attaché un fil à la gourde et la calebasse.
-Qu'est-ce qui s'est passé quand le petit singe a mis la main dans la calebasse? Il a tiré le fil, la gourde a renversé, et le petit singe est devenu mouillé.
Remember that the questions on the second worksheet (answers are on the June 16 entry) are also part of your test on Thursday.
À demain! :)
Here are the relevant answers to the first worksheet that I gave you about Le Petit Singe. I'm not going to include the answers to questions that I know I won't use on the test.
-Où habitait le petit singe? Le petit singe habitait le forêt à Haïti.
-Qu'est-ce que le petit singe aimait manger? Le petit singe aimait manger les fruits, surtout les bananes.
-Un jour, le petit singe est parti pour le village. Pourquoi? Il voulait un petit peu de variété dans son régime.
-Il a vu une petite maison. Qui était là? Mme Roney était dans la maison.
-Le petit singe a vu les pistaches grillés. Qu'est-ce qu'il a fait? Il les a volé.
-Le deuxième jour, il est retourné chez Mme Roney, et il a encore mangé des pistaches. Qu'est-ce que Mme Roney pensait quand elle a vu que les pistaches étaient encore partis? Elle pensait qu'il y avait un voleur.
-Décrivez le piège de Mme Roney. Elle a rempli une gourde d'eau froide, et elle l'a mis sur le toit de la maison. Elle a remplis une calebasse multicolourée avec les pistaches grillés, et elle l'a mis sur le rebord de la fenétre. Enfin, elle a attaché un fil à la gourde et la calebasse.
-Qu'est-ce qui s'est passé quand le petit singe a mis la main dans la calebasse? Il a tiré le fil, la gourde a renversé, et le petit singe est devenu mouillé.
Remember that the questions on the second worksheet (answers are on the June 16 entry) are also part of your test on Thursday.
À demain! :)
le 17 juin: We started our oral tests today; we'll continue on with them tomorrow. Here's a small helping hint for you: some of you are not very familiar with the details of "Le Petit Singe et les Pistaches", especially the ending. Make sure you can describe Mme Roney's trap, and what happens to the monkey at the end... does he set off the trap? Does he accidentally pull something? Does something overturn? Does he have an uncomfortable situation at the end? You get the idea.
Homework: study for your project and your test.
Intérro: pas d'intérro. :)
Homework: study for your project and your test.
Intérro: pas d'intérro. :)
le 16 juin: Happy Sunday everyone! Here are some answers to the last "Le Petit Singe" worksheet that I gave you. You'll need to know these for your test on Thursday.
The filling in the blank on the calendar thing is pretty easy, so I'll leave that to you.
Next part:
1. habitait
2. ira
3. est allée
4. avait vu
5. avait imaginé
Next part:
1. Le petit singe serait parti à toute vitesse au forêt, mais il avait mis le main dans le piège.
2. Le main du petit singe aura tiré le fil, et la gourde d'eau froide renversera.
3. Quand le petit singe descendait l'arbre, il a respiré l'arôme fabuleux des pistaches grillées.
Décrivez Mme Roney: Elle est ingénieuse.
Décrivez le petit singe: Il est un petit singe patient et ingénieux.
Répondez aux questions:
1. Le petit singe pensait que Mme Roney avais mis les pistaches grillées sur le rebord de la fenêtre pour lui.
2. Elle pensait que quelqu'un avait volé les pistaches grillées.
3. Voici le piège de Mme Roney:
4. Il pensait que c'était un cadeau fabuleux de Mme Roney.
5. Oui, le piège que Mme Roney a tendu a fonctioné. PLEASE NOTE THAT THE QUESTION SHOULD HAVE READ "EST-CE QUE LE PIÈGE QUE MME RONEY A TENDU A FONCTIONÉ?" Small booboo on your worksheet.
6. ???? :)
The filling in the blank on the calendar thing is pretty easy, so I'll leave that to you.
Next part:
1. habitait
2. ira
3. est allée
4. avait vu
5. avait imaginé
Next part:
1. Le petit singe serait parti à toute vitesse au forêt, mais il avait mis le main dans le piège.
2. Le main du petit singe aura tiré le fil, et la gourde d'eau froide renversera.
3. Quand le petit singe descendait l'arbre, il a respiré l'arôme fabuleux des pistaches grillées.
Décrivez Mme Roney: Elle est ingénieuse.
Décrivez le petit singe: Il est un petit singe patient et ingénieux.
Répondez aux questions:
1. Le petit singe pensait que Mme Roney avais mis les pistaches grillées sur le rebord de la fenêtre pour lui.
2. Elle pensait que quelqu'un avait volé les pistaches grillées.
3. Voici le piège de Mme Roney:
- Elle a rempli une calebasse avec les pistaches grillés
- Elle l’a mis sur le rebord de la fenêtre
- Elle a remplis l’eau froide dans une gourde
- Elle a ataché un fil à la calebasse et à la gourde
4. Il pensait que c'était un cadeau fabuleux de Mme Roney.
5. Oui, le piège que Mme Roney a tendu a fonctioné. PLEASE NOTE THAT THE QUESTION SHOULD HAVE READ "EST-CE QUE LE PIÈGE QUE MME RONEY A TENDU A FONCTIONÉ?" Small booboo on your worksheet.
6. ???? :)
le 13 juin: Today we did our intérro:
The Elders stay in their community, unless they’re invited to another nation. /5
The adaawx are from a time of the supernatural and of transformations. /5
Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation.
Les adaawx sont d'un temps des êtres surnaturels et des transformations.
Here are the sentences from which I'm going to choose the contents for tomorrow's test:
PLEASE NOTE THAT I MAY NOT KEEP TO THE PRESENT TENSE FOR YOUR TEST TOMORROW. I MAY PUT SOME OF THE "EASIER" VERBS INTO GRADE 11-STYLE TENSES. EXAMPLES OF "EASY" VERBS ARE: PASSER, ÊTRE, DÉCRIRE.
Amusez-vous bien avec M. Yeu tomorrow! :)
The Elders stay in their community, unless they’re invited to another nation. /5
The adaawx are from a time of the supernatural and of transformations. /5
Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation.
Les adaawx sont d'un temps des êtres surnaturels et des transformations.
Here are the sentences from which I'm going to choose the contents for tomorrow's test:
- Les adaawx passent des valeurs culturelle de génération en génération.
- Les adaawx décrivent les histoires et les liens avec les aïeux.
- lls décrivent l’origine du monde du point de vue des Ts’msyen et l’acquisition des armoirie.
- Ils décrivent les histoires sacrées de la nation Ts’msyen.
- They are sacred, true narratives. Ils sont des vrais récits sacré.
- They are from a time of supernatural beings and transformations. Ils sont d’un temps des êtres surnaturels et les transformations.
- Adaawx pass from generation to generation. Les adaawx passent de génération en génération.
- Adaawx are from the Ts’msyen perspective. Les adaawx sont du point de vue de Ts’msyen.
- They describe the origin of the world and the acquisition of house crests. Ils décrivent l’origine du monde et l’acquisition des armoiries.
- They are evidence of Ts’msyen land ownership. Ils sont le preuve de propriété terrestre Ts’msyen.
PLEASE NOTE THAT I MAY NOT KEEP TO THE PRESENT TENSE FOR YOUR TEST TOMORROW. I MAY PUT SOME OF THE "EASIER" VERBS INTO GRADE 11-STYLE TENSES. EXAMPLES OF "EASY" VERBS ARE: PASSER, ÊTRE, DÉCRIRE.
Amusez-vous bien avec M. Yeu tomorrow! :)
le 12 juin: Today we did our intérro: They describe the cultural values of the Ts’msyen nation, and their links to the ancestors: Ils décrivent les valeurs culturelles de la nation Ts’msyen, et leur liens avec les aïeux.
We then answered the 5 questions from homework; we did it orally as they were so easy, except for #4 when you're asked why the monkey goes to the village: "Il est parti au village pour chercher la nouvelle nourriture parce que les fruits au forêt n'étaient pas sufficiants."
We then finished up "Le Petit Singe et les Pistaches"; good job! You now are able to study not only the griot poem, the three paragraphs, the adaawx, but now also the monkey story (for your project).
Homework: Please complete questions 6-14 on your worksheet.
Intérro: Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation. Les adaawx sont d'un temps des êtres surnaturels et des transformations. :)
We then answered the 5 questions from homework; we did it orally as they were so easy, except for #4 when you're asked why the monkey goes to the village: "Il est parti au village pour chercher la nouvelle nourriture parce que les fruits au forêt n'étaient pas sufficiants."
We then finished up "Le Petit Singe et les Pistaches"; good job! You now are able to study not only the griot poem, the three paragraphs, the adaawx, but now also the monkey story (for your project).
Homework: Please complete questions 6-14 on your worksheet.
Intérro: Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation. Les adaawx sont d'un temps des êtres surnaturels et des transformations. :)
le 11 juin: We did our intérro:
They describe the origins of the world form the Ts’msyen point of view, and the acquisition of house crests.
lls décrivent l’origine du monde du point de vue (des) (de) Ts’msyen et l’acquisition des (de l’)armoirie(s).
Then we read through the first few paragraphs of Le Petit Singe, making sure that you understood all the vocabulary.
Homework: Please answer the first five questions on the question sheet in the back of your booklet.
Intérro: Ils décrivent les valeurs culturelles de la nation Ts’msyen, et leur liens avec les aïeux. :)
They describe the origins of the world form the Ts’msyen point of view, and the acquisition of house crests.
lls décrivent l’origine du monde du point de vue (des) (de) Ts’msyen et l’acquisition des (de l’)armoirie(s).
Then we read through the first few paragraphs of Le Petit Singe, making sure that you understood all the vocabulary.
Homework: Please answer the first five questions on the question sheet in the back of your booklet.
Intérro: Ils décrivent les valeurs culturelles de la nation Ts’msyen, et leur liens avec les aïeux. :)
le 10 juin: Today we discussed our new schedule, and we decided that our intérro this week would be sentences about the addawx that we might find on our test on Friday, and that we might use in our conversation project. I then gave you the following sentences to translate, so that we can practice our verb conjugations:
3. …vient de leur raconter…
4. …leur raconterait…
5. …leur aura raconté…
6. …leur a raconté…
7. …va leur raconter…
8. …leur avait raconté…
9. …leur racontait…
10. Raconte-leur l’adaawx
Racontez-leur l’adaawx
Remember that the tenses above are all the tenses that we've done together ever, and if you can't remember the futur proche and the passé recent, don't worry about it. I saw that a lot of you don't remember where to place object pronouns, so let's not worry about that right now either.
I then gave you your story "Le Petit Singe et Les Pistaches", and I read a bit of it. You underlined the words that you don't understand, and we'll take them up tomorrow.
Homework: Keep plugging away on your project; you should be practicing talking about the griot poem, and about the three griot paragraphs. Starting tomorrow you should be starting your practice of the Petit Singe material.
Intérro: lls décrivent l’origine du monde du point de vue des Ts’msyen et l’acquisition des armoiries. :)
- The Elder tells them the adaawx.
- The Elder will tell them the adaawx.
- The Elder just told them the adaawx.
- The Elder would tell them the adaawx.
- The Elder will have told them the adaawx.
- The Elder told them the adaawx.
- The Elder is going to tell them the adaawx.
- The Elder had told them the adaawx.
- The Elder used to tell them the adaawx.
- Tell them the adaawx (sing and plural).
- L’Aîné leur ranconte l’adaawx.
3. …vient de leur raconter…
4. …leur raconterait…
5. …leur aura raconté…
6. …leur a raconté…
7. …va leur raconter…
8. …leur avait raconté…
9. …leur racontait…
10. Raconte-leur l’adaawx
Racontez-leur l’adaawx
Remember that the tenses above are all the tenses that we've done together ever, and if you can't remember the futur proche and the passé recent, don't worry about it. I saw that a lot of you don't remember where to place object pronouns, so let's not worry about that right now either.
I then gave you your story "Le Petit Singe et Les Pistaches", and I read a bit of it. You underlined the words that you don't understand, and we'll take them up tomorrow.
Homework: Keep plugging away on your project; you should be practicing talking about the griot poem, and about the three griot paragraphs. Starting tomorrow you should be starting your practice of the Petit Singe material.
Intérro: lls décrivent l’origine du monde du point de vue des Ts’msyen et l’acquisition des armoiries. :)
le 7 juin: LOOK AT THE BOTTOM OF THIS ENTRY TO SEE THE UPDATED (AND MUCH SIMPLER!) TEST AND PROJECT SCHEDULE FOR "LES VRAIS RÉCITS"
Today we spent some time practicing for our project and didn't have a chance to get to the intérro. Oh well! We'll have it on Monday.
We then went over the four "frat boys" tenses:
passé composé
conditionnel passé
plus-que-parfait
futur antérieur
We found that the tenses are super similar to each other, and that's why Mme GZ taught you the last three in a chart, ,all together. If you'd like some practice putting the tenses together, please try these sentences:
1. You'll see me when you arrive tomorrow (when you are specifying a specific time frame for the future, you can use the present tense for that verb... so you can put "you arrive" into the present tense, and it will imply the future tense in this particular example).
2. You are seeing me when you arrive.
3. You saw me when you arrived.
4. You would see me if you were arriving.
5. You would have seen me if you had arrived.
6. You will have seen me by then (by then - d'ici là).
TEST SCHEDULE: After deliberation with both Grade 11 French classes, I've come up with the schedule for tests and project for this unit, and have attached them to this webpage as a word file:
Today we spent some time practicing for our project and didn't have a chance to get to the intérro. Oh well! We'll have it on Monday.
We then went over the four "frat boys" tenses:
passé composé
conditionnel passé
plus-que-parfait
futur antérieur
We found that the tenses are super similar to each other, and that's why Mme GZ taught you the last three in a chart, ,all together. If you'd like some practice putting the tenses together, please try these sentences:
1. You'll see me when you arrive tomorrow (when you are specifying a specific time frame for the future, you can use the present tense for that verb... so you can put "you arrive" into the present tense, and it will imply the future tense in this particular example).
2. You are seeing me when you arrive.
3. You saw me when you arrived.
4. You would see me if you were arriving.
5. You would have seen me if you had arrived.
6. You will have seen me by then (by then - d'ici là).
TEST SCHEDULE: After deliberation with both Grade 11 French classes, I've come up with the schedule for tests and project for this unit, and have attached them to this webpage as a word file:
| june-2019-calendar.doc |
le 6 juin: After our intérro, we finished up sections 1 and 2 from our homework:
Section #1:
Section #2:
I then handed out a passé composé booklet and worksheet for your own reference. Tomorrow we start in on some new tenses which depend upon your understanding of passé composé.
Homework: Make sure you have notes on Section 3 of your adaawx worksheet (and here they are):
les griots
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un griot se trompe, il est mis à mort.
Seulement les griots peuvent raconter les vrais récits
Les grios propagent les chemins pour ranconter les vrais récits
Il y a des animaux dans les vrais récits
les aînés
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un aîné se trompe, il doit donner un fête. (If an Elder makes a mistake, he has to give a feast).
Seulement les griots peuvent raconter les vrais récits
Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation (Elders stayin their own communities unless they are invited to another nation).
Il y a des animaux dans les vrais récits.
Also, please think through your understanding of when and how to use passé composé, and be ready tomorrow with any questions you might have. If you need some sample questions to try out, try these:
Traduisez en français:
1. The griot told stories about marriages, births, and other news.
2. The hen and the gazelle lived in an African village.
3. The crocodiles stopped laughing.
4. The fox disappeared.
5. They were the reflection of a society.
6. The clever hare traveled the pathways on Monday.
7. The evil spirits traveled the pathways.
8. Generally (généralement), the griot didn't lie.
9. The griot didn't lie when he told the tale.
10. The spider loved the nightingale
PLUS, you should be studying for and practicing your project at home, so that you can achieve the highest level of fluency that you can.
Intérro: Le griot tire les personages magiques de la calebasse: le lièvre malin, l'araignée, le rossignol, la poule, la gazelle, gruger, le crocodile, le goupil. (NOTE: I will put the verb gruger into any of the tenses we've studied this trimester. Remember it's a "ger" stem-changer). :)
Section #1:
- Les adaawx passent des valeurs culturelle de génération en génération.
- Les adaawx décrivent les histoires et les liens avec les aïeux.
- lls décrivent l’origine du monde du point de vue des Ts’msyen et l’acquisition des armoirie.
- Ils décrivent les histoires sacrées de la nation Ts’msyen.
Section #2:
- Ils parcourent les chemins pour propager les contes et les nouvelles.
- Un griot peut divertir la population avec les histoires et les chansons.
- Les histoires de griot servent à transmettre les valeurs de la société.
I then handed out a passé composé booklet and worksheet for your own reference. Tomorrow we start in on some new tenses which depend upon your understanding of passé composé.
Homework: Make sure you have notes on Section 3 of your adaawx worksheet (and here they are):
les griots
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un griot se trompe, il est mis à mort.
Seulement les griots peuvent raconter les vrais récits
Les grios propagent les chemins pour ranconter les vrais récits
Il y a des animaux dans les vrais récits
les aînés
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un aîné se trompe, il doit donner un fête. (If an Elder makes a mistake, he has to give a feast).
Seulement les griots peuvent raconter les vrais récits
Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation (Elders stayin their own communities unless they are invited to another nation).
Il y a des animaux dans les vrais récits.
Also, please think through your understanding of when and how to use passé composé, and be ready tomorrow with any questions you might have. If you need some sample questions to try out, try these:
Traduisez en français:
1. The griot told stories about marriages, births, and other news.
2. The hen and the gazelle lived in an African village.
3. The crocodiles stopped laughing.
4. The fox disappeared.
5. They were the reflection of a society.
6. The clever hare traveled the pathways on Monday.
7. The evil spirits traveled the pathways.
8. Generally (généralement), the griot didn't lie.
9. The griot didn't lie when he told the tale.
10. The spider loved the nightingale
PLUS, you should be studying for and practicing your project at home, so that you can achieve the highest level of fluency that you can.
Intérro: Le griot tire les personages magiques de la calebasse: le lièvre malin, l'araignée, le rossignol, la poule, la gazelle, gruger, le crocodile, le goupil. (NOTE: I will put the verb gruger into any of the tenses we've studied this trimester. Remember it's a "ger" stem-changer). :)
le 5 juin: After an embarrassing game of Quietball, we worked on the adaawx worksheet I gave you ages ago (with the drawing of Raven by Alex Helin on it). We went over the vocabulary at the top of the sheet, then I asked you to do Sections 1 and 2 for homework.
We practiced for the rest of the block for our project (oral conversation with Mme GZ in her office), which went very well!
Homework: Finish up Sections 1 & 2 of the worksheet we were working on today.
Intérro: Le griot est frêle et a les mains noueuses, il y a des personnage magique dans la calebasse. :)
We practiced for the rest of the block for our project (oral conversation with Mme GZ in her office), which went very well!
Homework: Finish up Sections 1 & 2 of the worksheet we were working on today.
Intérro: Le griot est frêle et a les mains noueuses, il y a des personnage magique dans la calebasse. :)
le 4 juin: Test day!
le 3 juin: We went to the PAC today for a presentation; your test will be tomorrow. :)
le 2 juin: Yes, it's Sunday, and Mme GZ is working, as usual! I've signed us up to go to the PAC during this block tomorrow, so your test on the three griot paragraphs will have to wait until Tuesday. I'll take attendance at the PAC. See you there!
le 31 mai: Today we took up the work from yesterday:
PLEASE NOTE THAT I HAVE CORRECTED THE THIRD PERSON PLURAL CONJUGATION OF DECRIRE FROM "DECRIENT" TO "DECRIVENT".
We took up the answers to the group of six questions that I gave you the other day:
We started making a t-chart of the similarities and differences between a griot and his true tellings, and an Elder and his true tellings:
les griots
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un griot se trompe, il est mis à mort.
Seulement les griots peuvent raconter les vrais récits
Les grios propagent les chemins pour ranconter les vrais récits
Il y a des animaux dans les vrais récits
les aînés
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un aîné se trompe, il doit donner un fête.
Seulement les griots peuvent raconter les vrais récits
Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation
Il y a des animaux dans les vrais récits.
Homework: make sure you're ready for the test on Monday on the three paragraphs about griots: we've done 18 questions, and I'll pick from them for the test.
Intérro: no intérro. :)
- Adaawx describe the Ts’msyen nation’s sacred history. Les adaawx décrivent l’histoire sacrée de la nation Ts’msyen.
- They are sacred, true narratives. Ils sont des vrais récits sacrés.
- They are from a time of supernatural beings and transformations. Ils sont d’un temps des êtres surnaturels et les transformations.
- Adaawx pass from generation to generation. Les adaawx passent de génération en génération.
- Adaawx are from the Ts’msyen perspective. Les adaawx sont du point de vue de Ts’msyen.
- They describe the origin of the world and the acquisition of house crests. Ils décrivent l’origine du monde et l’acquisition des armoiries.
- They are evidence of Ts’msyen land ownership. Ils sont le preuve de propriété terrestre Ts’msyen.
PLEASE NOTE THAT I HAVE CORRECTED THE THIRD PERSON PLURAL CONJUGATION OF DECRIRE FROM "DECRIENT" TO "DECRIVENT".
We took up the answers to the group of six questions that I gave you the other day:
- Qu’est-ce que les contes africains constituent? Les contes africains constituent une littérature orale servant à transmettre les valeurs de la société dans laquelle ils sont contés.
- Décrivez l’origine des contes africains. Nul ne connaît l’orgine des contes africains.
- Est-ce que les contes africains sont le reflet de la société? Oui, ils sont le reflect de la société.
- Est-ce que les contes africains appartiennent à tout les sociétés? Non, il appartiennent à la société dont ils sont issus.
- Donnez-moi deux exemples de contes africains specifiques. Deux exemples de contes africains sont les conte maliens et les conte béninois.
- Comment est-ce qu’on trouve la difference entre les contes quand elles sont du même pays? On différencie les contes par leur origines ethnies.
We started making a t-chart of the similarities and differences between a griot and his true tellings, and an Elder and his true tellings:
les griots
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un griot se trompe, il est mis à mort.
Seulement les griots peuvent raconter les vrais récits
Les grios propagent les chemins pour ranconter les vrais récits
Il y a des animaux dans les vrais récits
les aînés
Les vrais récits sont un reflet d’une société.
On différencie les récits par leur origines ethnies.
Si un aîné se trompe, il doit donner un fête.
Seulement les griots peuvent raconter les vrais récits
Les aînés restent dans leurs communautés, à moins d'être invités d'une autre nation
Il y a des animaux dans les vrais récits.
Homework: make sure you're ready for the test on Monday on the three paragraphs about griots: we've done 18 questions, and I'll pick from them for the test.
Intérro: no intérro. :)
le 29 mai: Today we took up the five questions which I gave you on May 25:
We started in on our adaawx worksheet; you don't need to finish it for homework, we'll just continue on with it tomorrow.
I thought that I had given you a set of six questions about the first two paragraphs on page 3 of your booklet, but I didn't... ugh, sorry about that. Here they are:
Homework: The six questions above. Please notice I changed the interrogative adverb at the beginning of question 6 so that it makes a bit more sense.
intérro: se passer, parcourir, constituer, appartenir, donner, parler, être in all tenses. This list is about half the verbs you'll need to know to write about the three paragraphs on your test on Monday. Remember that pronominal verbs (like se passer) take être in the passé composé. :)
- Qu’est-ce qui se passera si un griot se trompera? Le griot sera mis à mort.
- Si quelqu’un était griot, de quoi est-ce qu’il saurait? Il saurait des mariages, des naissances, des nouvelles.
- Un griot a disparu. C’était comme (quelle situation) quoi? C’était comme une bibliothéque qu’on fermé.
- Pourquoi est-ce que le griot parcourait? Il parcourait parce qu’il donnait des nouvelles, et propageait de bonnes paroles, et il divertissait les populations.
- Quelle est l'importance des idées personnelles du griot? Les idées du griot ne sont pas de tout importantes.
We started in on our adaawx worksheet; you don't need to finish it for homework, we'll just continue on with it tomorrow.
I thought that I had given you a set of six questions about the first two paragraphs on page 3 of your booklet, but I didn't... ugh, sorry about that. Here they are:
- Qu’est-ce que les contes africains constituent?
- Décrivez l’origine des contes africains.
- Est-ce que les contes africains sont le reflet de la société?
- Est-ce que les contes africains appartiennent à tout les sociétés?
- Donnez-moi deux exemples de contes africains specifiques.
- Comment est-ce qu’on trouve la difference entre les contes quand elles sont du même pays?
Homework: The six questions above. Please notice I changed the interrogative adverb at the beginning of question 6 so that it makes a bit more sense.
intérro: se passer, parcourir, constituer, appartenir, donner, parler, être in all tenses. This list is about half the verbs you'll need to know to write about the three paragraphs on your test on Monday. Remember that pronominal verbs (like se passer) take être in the passé composé. :)
le 28 mai: We didn't get around to taking up the five questions from yesterday, but we'll do that tomorrow. I also didn't give you the intérro (jeez!), so we'll have that tomorrow as well.
What we did was we went over the answers to the first seven questions on the translation sheet which I gave earlier, by breaking into groups and doing what's called a "jigsaw". Teachers love this exercise and make other teachers do it in workshops (massive eye roll). Here are our answers:
What we did was we went over the answers to the first seven questions on the translation sheet which I gave earlier, by breaking into groups and doing what's called a "jigsaw". Teachers love this exercise and make other teachers do it in workshops (massive eye roll). Here are our answers:
Sorry for the whiteout, I accidentally put two r's in "mariage", and was very sloppy in my handwriting in some places so I rewrote it. Please note how I say "ethnic origins" in question #7.
Homework: Make sure you have all seven questions above in your notes, and have finished the five comprehension questions from Friday. Tomorrow we start on in the adaawx information.
Intérro: un personnage indispensable d'Afrique, une mémoire vivante, parcourir les chemins (in all tenses), propager (in all tenses - and remember, it's a "ger" stem-changer), des nouvelles. :)
Homework: Make sure you have all seven questions above in your notes, and have finished the five comprehension questions from Friday. Tomorrow we start on in the adaawx information.
Intérro: un personnage indispensable d'Afrique, une mémoire vivante, parcourir les chemins (in all tenses), propager (in all tenses - and remember, it's a "ger" stem-changer), des nouvelles. :)
le 25 mai: Today we took up the three paragraphs you translated for today by translating seven sentences on a worksheet (that I had given you earlier). We'll take up those answers tomorrow. I then gave you five questions to do for homework:
We went over any troublesome parts of those questions so that you understood what you're supposed to do. Watch your tenses!
I then gave you a sheet on the purpose of Ts'msyen adaawx, and from that we wrote down some sentences which we're going to put into French:
- Qu’est-ce qui se passera si un griot se trompera?
- Si quelqu’un était griot, de quoi est-ce qu’il saurait?
- Un griot a disparu. C’était comme (quelle situation) quoi?
- Pourquoi est-ce que le griot parcourait?
- Quelle est l'importance des idées personnelles du griot?
We went over any troublesome parts of those questions so that you understood what you're supposed to do. Watch your tenses!
I then gave you a sheet on the purpose of Ts'msyen adaawx, and from that we wrote down some sentences which we're going to put into French:
I'll have the vocabulary ready for you tomorrow, and we'll do an activity so that we can learn them.
Homework: The five questions described above.
Intérro: désormais, parcourir, propager, de bonnes paroles, divertir, se tromper. If you look at the green words in the picture above, you'll see that the words with the stars beside them are the verbs. I'll ask for those verbs in all the tenses we've done. You'll need to know that the past participle of parcourir is parcouri (and it takes avoir), and the nous form of the present is parcourons (now you can put it into imparfait). :)
Homework: The five questions described above.
Intérro: désormais, parcourir, propager, de bonnes paroles, divertir, se tromper. If you look at the green words in the picture above, you'll see that the words with the stars beside them are the verbs. I'll ask for those verbs in all the tenses we've done. You'll need to know that the past participle of parcourir is parcouri (and it takes avoir), and the nous form of the present is parcourons (now you can put it into imparfait). :)
le 24 mai: Today we continued on with the remaining two pages of our griot booklet, translating from the vocab sheet that I gave you.
Homework: Please make sure that both pages are translated for Monday.
Intérro: no intérro.
Faites un bon weekend! :)
Homework: Please make sure that both pages are translated for Monday.
Intérro: no intérro.
Faites un bon weekend! :)
le 23 mai: We wrote and marked our tests today, and your new marks are up on the wall outside my room. I gave you three colourful handouts today and asked that you take a look at them, in relation to the last two pages of your griot booklet. Tomorrow we start in on translating those two pages of information with the colourful sheets provided. REMEMBER THAT IN A MONTH OR SO, YOU NEED TO BE ABLE TO HAVE A CONVERSATION WITH ME ABOUT THE "LES VRAIS RECITS" UNIT AS YOUR PROJECT. The kind of information that I'll want to discuss will be exactly the info that's on this webpage. :)
le 22 mai: Today I gave you some extra time to do your 15 questions, then we took them up. Here are the results (if I didn't complete a question, it's because the answer was taken directly from the poem):
I then gave you a (what I consider) gorgeous graphic which supplements the poem, and asked you to write a story about it in whatever tense or combination of tenses you feel you need to work on.
Homework: study for your griot poem test.
Intérro: no intérro. :)
- Le griot accroupit sous l’arbre de vie.
- Les enfants se sont fus parce qu’ils pressentent quelque chose.
- Non, le griot est frêle.
- Le griot tient la calebasse.
- La voix du griot est grave et chaleureuse.
- Les femmes cesseraient de rire.
- Le griot tirera les personnages magiques.
- Les onze personnages sont: les Dieux, les génies, les mauvais esprits, le lièvre, l’araignée, le rossignol, la poule, la gazelle, le crocodile, la famille du rat, le maitre goupil.
- Le lièvre cabriole.
- L’araignée a embrassé son ami le rossignol sur la joue.
- Les mauvais esprits glaceront les coeurs.
- Le bestiaire s’avançait avec les poils, les plumes, et les éscailles.
- Ce petit monde danserait en une joyeuse pagaille.
- Ils complotent….
- Les auditeurs ont applaudi à la fin.
I then gave you a (what I consider) gorgeous graphic which supplements the poem, and asked you to write a story about it in whatever tense or combination of tenses you feel you need to work on.
Homework: study for your griot poem test.
Intérro: no intérro. :)
le 21 mai: Today we went over the 15 questions that I came up with for our test (only 10 of which will be on the actual test), and I gave you class time to answer them. Mind your tenses!
Homework: Finish answering all of the questions.
Intérro: No intérro.
Homework: Finish answering all of the questions.
Intérro: No intérro.
le 16 mai: Today we took it easy as we got really sleepy from the lockdown drill, but we still came up with some questions that will appear on the test on Thursday. Watch your tenses!
Fait un bon long weekend! :)
- Qu’est-ce que les femmes feraient si elles ont vu le griot?
- Qu’est-ce que le griot tirera du récipient magique? /1
- Nommez onze personnages qui étaient dans la calebasse.
- Qu’est-ce que le lièvre fait?
- Qu’est-ce que l’araignée fait?
- Qu’est-ce que les auditeurs ont fait à la fin?
Fait un bon long weekend! :)
le 15 mai: Today we looked at our marks and talked about our test schedule for the next 5 weeks; I'll get some dates up as soon as I can. As it stands now, you'll have a test on the griot poem on THURSDAY MAY 23, covering all the phrases for translation that we did in the intérros, plus some comprehension questions from our homework (see tonight's for the first set).
Here is the vocabulary we learned today:
grignoter - to gnaw
tisser - to weave
des liens colorés de ses mots - the colourful bonds of his words
dévisager - to stare
les marmots - affectionate slang for "the children"
les auditeurs ébahis - the dumbfounded listeners
applaudissent enfin à l'unisson - finally clap in unison.
Homework: Répondez aux questions:
1. Où est-ce que le griot accroupit?
2. Pourquoi est-ce que les enfants se sont fus?
3. Est-ce que le groit est fort?
4. Qu'est-ce que le griot tient?
5. Décrivez la voix du griot.
Intérro: grignoter, tisser, dévisager, applaudir (in présent, imparfait, futur, et conditionnel), des liens colorés de ses mots, les auditeurs ébahis, :)
Here is the vocabulary we learned today:
grignoter - to gnaw
tisser - to weave
des liens colorés de ses mots - the colourful bonds of his words
dévisager - to stare
les marmots - affectionate slang for "the children"
les auditeurs ébahis - the dumbfounded listeners
applaudissent enfin à l'unisson - finally clap in unison.
Homework: Répondez aux questions:
1. Où est-ce que le griot accroupit?
2. Pourquoi est-ce que les enfants se sont fus?
3. Est-ce que le groit est fort?
4. Qu'est-ce que le griot tient?
5. Décrivez la voix du griot.
Intérro: grignoter, tisser, dévisager, applaudir (in présent, imparfait, futur, et conditionnel), des liens colorés de ses mots, les auditeurs ébahis, :)
le 14 mai: We did our intérro, then did the next few lines of the poem:
"The Gods and genies leave their celestial abodes,
Followed by the evil spirits which freeze hearts,
And the bestiary moves forward, the claws, the feathers, and the scales,
All of this little world dances in a joyous mess.
The intrigue takes place before all: the clever hare capers,
The spider kisses his friend the nightingale on the cheek,..."
Here's the vocab from today:
les Dieux et les génies - the gods and the genies
les célestes demeurees - heavenly abodes
les mauvais esprits - the evil spirits
glacer les coeurs - to freeze hearts
le bestiaire - the collection of beasts
s'avancer - to move forward
les poils - claws
les plumes - feathers
les éscailles - scales
un pagaille - a mess
se nouer - to take place
le lièvre malin - the clever hare
cabrioler - to caper
l'araignée - the spider
le rossignol - the nightingale
Homework: no homework
Intérro: se métamorphose, l'homme frêle, se dresser, les mains noueuses, le griot tient une calebasse
"The Gods and genies leave their celestial abodes,
Followed by the evil spirits which freeze hearts,
And the bestiary moves forward, the claws, the feathers, and the scales,
All of this little world dances in a joyous mess.
The intrigue takes place before all: the clever hare capers,
The spider kisses his friend the nightingale on the cheek,..."
Here's the vocab from today:
les Dieux et les génies - the gods and the genies
les célestes demeurees - heavenly abodes
les mauvais esprits - the evil spirits
glacer les coeurs - to freeze hearts
le bestiaire - the collection of beasts
s'avancer - to move forward
les poils - claws
les plumes - feathers
les éscailles - scales
un pagaille - a mess
se nouer - to take place
le lièvre malin - the clever hare
cabrioler - to caper
l'araignée - the spider
le rossignol - the nightingale
Homework: no homework
Intérro: se métamorphose, l'homme frêle, se dresser, les mains noueuses, le griot tient une calebasse
le 13 mai: We started off with a discussion about the merits of putting unit work into your projects rather than French that I've never taught you, then we did an anto-évaluation of how we thought we did on the test you wrote (which you haven't received back yet, so you'll have to use other criteria for deciding how successful you were in studying for and writing the test). We then continued on with the griot poem. We spent so much time on the calabash that we had hardly any time to do the next lines, so we only did two. So you have the first 10 lines translated, and you should feel familiar with the vocabulary in the picture below from "accroupi" to "tirer".
Homework: Translate the following into French:
"The griot furrows his eyebrows".
Now change the French sentence to imparfait, then passé composé, then conditionnel, then futur.
Intérro: accroupi sous l'arbre de vie, Il soupire, il fronce les sourcils, invoquant les dieux, il se métamorphose. I'm going to give you bits of the poem to study for the intérros, and when we've gone through the poem, we'll have a test on it (a real test). So please study the vocab accordingly. :)
Homework: Translate the following into French:
"The griot furrows his eyebrows".
Now change the French sentence to imparfait, then passé composé, then conditionnel, then futur.
Intérro: accroupi sous l'arbre de vie, Il soupire, il fronce les sourcils, invoquant les dieux, il se métamorphose. I'm going to give you bits of the poem to study for the intérros, and when we've gone through the poem, we'll have a test on it (a real test). So please study the vocab accordingly. :)
le 10 mai: Today we had the honour of drumming with Marlene Clifton. You all did a great job and I was very proud to be down in the MPR with you. We had ten minutes left in class after the drumming, and just played some fun games.
My P4 class isn't drumming until the end of May, so we continued on with "les griots". I'm going to show you what we did in P4, as we'll be doing that on Monday and perhaps you'd like to get a glimpse of it ahead of time. We worked in table groups and translated the next 8 lines of the poem, and then took it up (everyone should have written down the translations from the other tables). I wrote vocabulary on the board from the poem so far, and we'll continue that on Monday:
My P4 class isn't drumming until the end of May, so we continued on with "les griots". I'm going to show you what we did in P4, as we'll be doing that on Monday and perhaps you'd like to get a glimpse of it ahead of time. We worked in table groups and translated the next 8 lines of the poem, and then took it up (everyone should have written down the translations from the other tables). I wrote vocabulary on the board from the poem so far, and we'll continue that on Monday:
We'll work on this on Monday. Faites un bon weekend! :)
le 9 mai: Today we collected the rest of our projects (bon travail!), then I gave you a little booklet about les griots. I read the poem on page 2, then we broke into groups so that each group could translate two lines. Bon travail encore!
Homework: Translate lines 7 and 8 from the poem. Careful with Google translate, it may give you the wrong translation. If the English seems weird, find another source for your translating! :)
Homework: Translate lines 7 and 8 from the poem. Careful with Google translate, it may give you the wrong translation. If the English seems weird, find another source for your translating! :)
le 7 mai: We started our "Vrai Récits" unit today by sitting in a circle and talking about the nature and importance of stories in the human condition. It's important that we realize that each culture has its sets of stories, some of which are quite sacred (and of course other that aren't). We'll come across many stories that might seem unfamiliar or silly, but we'll show those stories all the respect that we would want our own stories to receive. We didn't get too far into the unit before the bell rang.
No homework, no intérro. :)
No homework, no intérro. :)
le 6 mai: Test day. Good luck on your projects tomorrow!
le 4 mai: May the Fourth be with you! lol Hello from Fredericton! I just finished giving my session at the language conference, and I think it went really well. Now I'm going to turn my attention to your test on Monday. I sat here in the airport and put together a nice simple test for you; they're not necessarily the exact questions as on the real test, but it's pretty similar:
Sample test for Pensez Vert: 11B
1. Quels sont des exemples de déchets marins que tu peux trouver sur la plage ou la rive du fleuve ? /5
2. Donnez-moi huit choses que je peux trouver dans ma boîte de recyclage. /10
3. Qu’est-ce qu’il y a dans ma tas de compost ? /5
4. Traduisez en français :
a. Marc will throw the kitchen garbage in the compost pile.
b. Mme GZ would reuse Styrofoam containers.
c. You (s) used to reduce plastic wrapping.
d. We should recycle cardboard.
e. You (pl) would buy in bulk if you were green.
5. Est-ce que tu utilizes des produits jetables? Quels produits ? /4
6. Qu’est-ce que tu peux faire pour éviter ce gaspillage ? /2
7. Est-ce que tu es écolo quand tu vas à Safeway ? Comment ? /4
8. Mme GZ n’est pas écolo quand elle va à Safeway. Comment ? /2
I got these ideas from the webpage ; it’s just some of your homework and the classwork we’ve done. Don’t get stressed thinking that the test will be harder than it is; if you’ve been coming to class and doing your homework in the past month, you’ll do great!
If anything looks unfamiliar, just look it up on the webpage. Good luck, and see you Monday! :)
le premier mai: Today we took your homework and divided ourselves into groups to share each others' responses. You should have all seven questions answered in tomorrow's class so that you can study them for your test on Monday. Please review what I wrote last Sunday for what's on your test; remember that we won't be doing any Rita or Papa Écolo.
Sample test for Pensez Vert: 11B
1. Quels sont des exemples de déchets marins que tu peux trouver sur la plage ou la rive du fleuve ? /5
2. Donnez-moi huit choses que je peux trouver dans ma boîte de recyclage. /10
3. Qu’est-ce qu’il y a dans ma tas de compost ? /5
4. Traduisez en français :
a. Marc will throw the kitchen garbage in the compost pile.
b. Mme GZ would reuse Styrofoam containers.
c. You (s) used to reduce plastic wrapping.
d. We should recycle cardboard.
e. You (pl) would buy in bulk if you were green.
5. Est-ce que tu utilizes des produits jetables? Quels produits ? /4
6. Qu’est-ce que tu peux faire pour éviter ce gaspillage ? /2
7. Est-ce que tu es écolo quand tu vas à Safeway ? Comment ? /4
8. Mme GZ n’est pas écolo quand elle va à Safeway. Comment ? /2
I got these ideas from the webpage ; it’s just some of your homework and the classwork we’ve done. Don’t get stressed thinking that the test will be harder than it is; if you’ve been coming to class and doing your homework in the past month, you’ll do great!
If anything looks unfamiliar, just look it up on the webpage. Good luck, and see you Monday! :)
le premier mai: Today we took your homework and divided ourselves into groups to share each others' responses. You should have all seven questions answered in tomorrow's class so that you can study them for your test on Monday. Please review what I wrote last Sunday for what's on your test; remember that we won't be doing any Rita or Papa Écolo.
le 30 avril: Today we went over the "déchets marins" that you worked on with the TTOC yesterday:
I gave each of you two numbered questions to do for homework; please remember that you need to write a substantial paragraph for each answer, which includes why you think the problem is important, examples of the problem, how people might do better, and why people aren't being as green as they could be. Please use pouvoir, devoir, and vouloir, as well as lots of different tenses, including futur and conditionnel.
No intérro. :)
No intérro. :)
dimanche le 28 avril: Happy Sunday! Here are some ideas for your test on May 6. I downloaded a test from a couple of years ago that you can look at; we'll do Papa écolo and Rita Ramassetout this week, so don't stress about not knowing about them now:
| chapter_test_term_2_2016.docx |
I also like the exercise below, although I may not use l'impératif on the test:
| pensez_vert_with_qui_impératif_and_futur_worksheet.doc |
I could also see having sentences like these:
Traduisez en français :
1. I will buy in bulk. _______________________________________________________
2. He will overwrap the waste. _______________________________________________________
3. She will waste the recyclable products. _________________________________________________
4. We will recycle the can. _______________________________________________________
Choisissez deux phrases de la Partie D et mettez au conditionnel :
Choisissez les deux autres phrases de la Partie D et mettez au conditionnel passé :
Formez une phrases des deux phrases, et utilisez le pronom relatif qui :
Zimm réutilise le carton. Martin est écolo.Zimm recyclera la boîte. La boîte est en carton.
Zimm jette des déchets. Martin n’aime pas de déchets.
Zimm améliorera l’environnement. L’environnement est important.
Plus, of course, anything new that we learn in the next few days. :)
Traduisez en français :
1. I will buy in bulk. _______________________________________________________
2. He will overwrap the waste. _______________________________________________________
3. She will waste the recyclable products. _________________________________________________
4. We will recycle the can. _______________________________________________________
Choisissez deux phrases de la Partie D et mettez au conditionnel :
Choisissez les deux autres phrases de la Partie D et mettez au conditionnel passé :
Formez une phrases des deux phrases, et utilisez le pronom relatif qui :
Zimm réutilise le carton. Martin est écolo.Zimm recyclera la boîte. La boîte est en carton.
Zimm jette des déchets. Martin n’aime pas de déchets.
Zimm améliorera l’environnement. L’environnement est important.
Plus, of course, anything new that we learn in the next few days. :)
le 26 avril: We had our celebration day for our good work done yesterday at Roosevelt, and discussed our projects and test. You came up with lots of good ideas for projects: remember that I want you to work alone (or you can do a skit with two people maximum, as long as you show me a script and have proper visuals).
I'll put some ideas up for your test at some point this weekend, I promise.
I also told you about an opportunity to talk to Nathan Cullen on Saturday afternoon about his zero waste initiative amendment that he's bringing up in federal government. If you wanted to join me for this meeting, you had to let me know by Friday evening (by text). So far no one has taken me up on it (it's Friday at 2:50 right now), but I hope some of you change your mind! It matches precisely what we're learning, and is a very valuable opportunity.
No homework, no intérro. :)
I'll put some ideas up for your test at some point this weekend, I promise.
I also told you about an opportunity to talk to Nathan Cullen on Saturday afternoon about his zero waste initiative amendment that he's bringing up in federal government. If you wanted to join me for this meeting, you had to let me know by Friday evening (by text). So far no one has taken me up on it (it's Friday at 2:50 right now), but I hope some of you change your mind! It matches precisely what we're learning, and is a very valuable opportunity.
No homework, no intérro. :)
le 24 avril: Last day of working on the play! You all should be very proud of yourselves.
Remember to meet me at 11:00 inside the front door of Roosevelt with all your costumes and props ready to go. I'll have the snacks! See you there! :)
Remember to meet me at 11:00 inside the front door of Roosevelt with all your costumes and props ready to go. I'll have the snacks! See you there! :)
le 23 avril: Hope you had a Joyeuses Pâques! Today you worked on your play, as always. Remember that I need to hear some Grade 11 verb constructs, not just the present tense, and that you'll be marked as a group (meaning that if someone doesn't have enough lines, or someone speaks English, or stumbles badly over their lines, the group mark will go down. But the opposite is true: if there are some real shining stars in the group, the entire group mark will go UP. Yay! :)
le 17 avril: Congratulations on your amazing Hays Creek cleanup! We had a great (although wet!) time. The afternoon class thought it might be a nice idea that those students who participated in the cleanup get an extra 3% added to their final grade. I love the idea! Don't worry, those of you who didn't show up today, you'll have an opportunity to get outside and do your own cleanup for the marks, it'll just have to be on your own time.
IMPORTANT NOTICE: I FOUND OUT TODAY THAT YOU ARE NOT ALLOWED TO PRACTICE IN MY CLASSROOM TOMORROW ON THE PRO D DAY. I can't supervise you, and you can't be here unsupervised. I told all of the afternoon class who showed up for the cleanup, and I asked members of the morning class to please pass the message along electronically to the rest of the class. I heard someone from the afternoon class say that you all might meet somewhere tomorrow that's not in CHSS; I think that's a great idea of you can arrange it. Otherwise, you have Tuesday and Wednesday to prepare for your play, and we're presenting at Roosevelt on Thursday. Have a great Easter! :)
IMPORTANT NOTICE: I FOUND OUT TODAY THAT YOU ARE NOT ALLOWED TO PRACTICE IN MY CLASSROOM TOMORROW ON THE PRO D DAY. I can't supervise you, and you can't be here unsupervised. I told all of the afternoon class who showed up for the cleanup, and I asked members of the morning class to please pass the message along electronically to the rest of the class. I heard someone from the afternoon class say that you all might meet somewhere tomorrow that's not in CHSS; I think that's a great idea of you can arrange it. Otherwise, you have Tuesday and Wednesday to prepare for your play, and we're presenting at Roosevelt on Thursday. Have a great Easter! :)
le 16 avril: You worked again on your play for Roosevelt today, hope it went well! I heard a couple of things from various people that I think you've misunderstood: when you come in to work with your class on Thursday (the Pro-D day), you do not have to spend the entire morning in my classroom. What I told you originally was that Grade 11 Period 3 would have the morning hours in my room at their disposal, and the afternoon class would have the afternoon hours. But you can spend as little or as much time as you need, you're not locked into three hours. So if you need to rehearse with Mme O'Toole at 10:30 Thursday morning, just make sure that you and the class have finished your rehearsal for our play at Roosevelt by that time.
I thought I would be in the school on Thursday, but it turns out that my ProD is at the Lester Centre. I'll open up the classroom door for you and let the office know that you're working in my classroom at some point in the morning. Please sign in at the office so that they know you're in the school, just in case there's a reason to evacuate.
See you tomorrow, with your raingear and boots on, in the front foyer of the school at the beginning of the block! Bring a pen or pencil, just in case it's nice enough to record data. :)
I thought I would be in the school on Thursday, but it turns out that my ProD is at the Lester Centre. I'll open up the classroom door for you and let the office know that you're working in my classroom at some point in the morning. Please sign in at the office so that they know you're in the school, just in case there's a reason to evacuate.
See you tomorrow, with your raingear and boots on, in the front foyer of the school at the beginning of the block! Bring a pen or pencil, just in case it's nice enough to record data. :)
le 15 avril: You worked on your play today; I hope it went well! Please remember that you need to bring back two permission forms for me in order to do the shoreline cleanup on Wednesday. I spoke to Ms. Roarke and Ms. Pond, and they will expect any students who don't bring in their permission forms to join them in a school cleanup during your block. So please get those forms in, and join us in the front foyer of the school at the beginning of your block on Wednesday. :)
le 12 avril: I wasn't here yesterday, so no webpage update. Today we went over the questions from the "Réduire, Réutiliser, Recycle" page in your livret. Please let me know if you are unable to answer any of the questions from that page.
I then gave you a topic: "Est-ce que tu es écolo quand tu fais des achets à Safeway?" (are you green when you do the shopping at Safeway?). I gave you the following info to help you:
-you'll want to say that you are green, or you aren't, and give lots of examples to back up your viewpoint. You could say that you're "often", or "sometimes" green, so that you can mention some green things that you do, and some not-so-green things that you do.
-I gave you two forms of "conduire" (to drive):
-je conduis
-nous conduisons
You'll need the "nous" form if you want to put the verb into l'imparfait. You may want to talk about how you drive to Safeway and that's not too green.
Make sure you mention as many things as you can from your vocabulary page as well as from your kitchen waste vocab and your disposable items vocab. Mention what you should do, what you can do, and what you want to do.
Finally, make sure you put at least one "si" clause sentence in your paragraph: use l'imparfait for the "si" part, and conditionnel for the other part. Eg:
Je achéterais une pomme si je faisais les achats. - I would buy an apple if I was doing the shopping.
No intérro. :)
I then gave you a topic: "Est-ce que tu es écolo quand tu fais des achets à Safeway?" (are you green when you do the shopping at Safeway?). I gave you the following info to help you:
-you'll want to say that you are green, or you aren't, and give lots of examples to back up your viewpoint. You could say that you're "often", or "sometimes" green, so that you can mention some green things that you do, and some not-so-green things that you do.
-I gave you two forms of "conduire" (to drive):
-je conduis
-nous conduisons
You'll need the "nous" form if you want to put the verb into l'imparfait. You may want to talk about how you drive to Safeway and that's not too green.
Make sure you mention as many things as you can from your vocabulary page as well as from your kitchen waste vocab and your disposable items vocab. Mention what you should do, what you can do, and what you want to do.
Finally, make sure you put at least one "si" clause sentence in your paragraph: use l'imparfait for the "si" part, and conditionnel for the other part. Eg:
Je achéterais une pomme si je faisais les achats. - I would buy an apple if I was doing the shopping.
No intérro. :)
le 10 avril: What a great day today! Taylor Reidlinger from Ocean Networks Canada came to talk to us all about her job, and about how our consumption and disposal of products affect marine life:
You all participated wonderfully; thank you for that. We'll be doing a bit of work on what she talked about, but in French, of course.
Homework: I won't be here tomorrow (I have an all-day meeting), so there's no homework or intérro. :)
Homework: I won't be here tomorrow (I have an all-day meeting), so there's no homework or intérro. :)
le 9 avril: We had our intérro, then we watched another type of children's éco-videos: "Écolo-Fille". We listened to the dialogue and tried to figure out some of the vocabulary. They used "ça va dans la boîte de recyclage" and "ça ne va pas dans la poubelle" quite a bit, but also used the construct "ne...ni...ni" as well. This means "neither/nor". Note that we don't use "pas" with "ne" in this construct:
Ça ne va ni la poubelle ni le tas de compost. That goes neither in the garbage can nor the compost pile.
We'll watch more adventures of Écolo-Fille and her arch-nemesis Malevelle.
Homework: Make sure you've finished up all of the points for the "Réduire" section on the third page of your livret, and do all the bullet points for the "Recycler" section (three points).
Intérro: améliorer, emballer, éviter de, fermer, gaspiller, jeter in the future tense for all conjugations (je - elles). :)
Ça ne va ni la poubelle ni le tas de compost. That goes neither in the garbage can nor the compost pile.
We'll watch more adventures of Écolo-Fille and her arch-nemesis Malevelle.
Homework: Make sure you've finished up all of the points for the "Réduire" section on the third page of your livret, and do all the bullet points for the "Recycler" section (three points).
Intérro: améliorer, emballer, éviter de, fermer, gaspiller, jeter in the future tense for all conjugations (je - elles). :)
le 8 avril: Today we started right off with talking about our projects, then I handed out your permission form for our various outings. Please remember to give them to your parents to sign. We then talked about making sure you're keeping track of what project you would like to do, as they're due in a month and I imagine they will take you about a week to put together. Finally we talked a bit about how you might go about starting to plan your play, and what days you can have to work on the play together.
We started working on the last two bullet points of the "Réduire" section of page 3 of your booklet, and we paid close attention to the following:
l'emballage - wrapping (noun)
emballer - to wrap
le suremballage - overwrapping (noun)
suremballer - to overwrap
un plat - a tray
Homework: make sure you've completed, in full sentences, the answers to the last two bullet points discussed above.
Intérro: l'emballage, emballer, le suremballage, suremballer, des champignons, les piles (batteries), les poivrons, éviter de.
We started working on the last two bullet points of the "Réduire" section of page 3 of your booklet, and we paid close attention to the following:
l'emballage - wrapping (noun)
emballer - to wrap
le suremballage - overwrapping (noun)
suremballer - to overwrap
un plat - a tray
Homework: make sure you've completed, in full sentences, the answers to the last two bullet points discussed above.
Intérro: l'emballage, emballer, le suremballage, suremballer, des champignons, les piles (batteries), les poivrons, éviter de.
le 5 avril: We took up the homework today by me giving you four presentation options, and you partnering up and taking 20 minutes to put together a little presentation. That took up the entire class.
Don't forget we have our Addicted to Plastics evening on April 12! Dinner at 5:45 in Mme GZ's room, then off to the PAC at 6:30.
No homework, no intérro! woot :)
Don't forget we have our Addicted to Plastics evening on April 12! Dinner at 5:45 in Mme GZ's room, then off to the PAC at 6:30.
No homework, no intérro! woot :)
le 4 avril: Today we had our intérro:
Then I put a slide up on the board of disposable products, and we talked about:
-what we want to do with the products; Je veux les jeter dans la poubelle;
-what we can do with the products (or maybe what we can't); Je ne peux pas les recycler; je peux les jeter dans la poubelle;
-what we should do with the products; je dois les mettre dans la boîte de recyclage;
-and finally, we learned the 4th "R", refuser (to refuse); we can refuse to buy the products. Je refuse d'acheter des rasoirs en plastique; (je refuse de les acheter).
We did this for plastic cutlery and disposable razors, then ran out of time.
Homework: Write five short paragraphs about five disposable items from your list, and use the following format:
(think of a disposable item: a plastic razor, for example.)
-what should I do with a plastic razor?
-I want to throw it in the compost pile.
-I can't put it in the recycling bin.
-I should put it in the garbage can.
-But I should refuse to buy plastic razors.
(do this for 5 items in total).
Intérro: no intérro.
-what we want to do with the products; Je veux les jeter dans la poubelle;
-what we can do with the products (or maybe what we can't); Je ne peux pas les recycler; je peux les jeter dans la poubelle;
-what we should do with the products; je dois les mettre dans la boîte de recyclage;
-and finally, we learned the 4th "R", refuser (to refuse); we can refuse to buy the products. Je refuse d'acheter des rasoirs en plastique; (je refuse de les acheter).
We did this for plastic cutlery and disposable razors, then ran out of time.
Homework: Write five short paragraphs about five disposable items from your list, and use the following format:
(think of a disposable item: a plastic razor, for example.)
-what should I do with a plastic razor?
-I want to throw it in the compost pile.
-I can't put it in the recycling bin.
-I should put it in the garbage can.
-But I should refuse to buy plastic razors.
(do this for 5 items in total).
Intérro: no intérro.
le 3 avril: Today we had our intérro, then practiced our homework from last night. It's important that you're able to ask and answer questions about being green. We then watched a couple of "Madame Recyclage et Monsieur Poubelle" videos on Youtube to get some ideas about putting together a story for children (for our play at the end of the month). We learned the useful expression "ça va dans la poubelle" (that belongs in the garbage can) and "ça ne vas pas dans la poubelle" (that doesn't belong in the garbage can). You can of course use other locations other than the garbage can, such as the compost pile and the recycling bin.
Homework: Write a sentence about each of the following items, using the following structure:
"I want to put <the item> in <the location>, I can put <the item> in <a different location>, but <the item> belongs in the <third location>". Eg: "I want to put the banana peel in the garbage can, I can put the banana peel in the recycling bin, but the banana peel belongs in the compost pile." Each item below will get its own big sentence like the one above.
a) le contenant en plastique
b) la boîte en carton
c) le rasoir en plastique
d) des coquilles d'oeuf
e) des bocaux en verre
Intérro: des pelures de banane, des épluchures d'orange, des trognons de pomme, des portes-soie dentaires, des essuies-tout, la boîte de recyclage, le tas de compost, la poubelle. I'll use sentences such as "The apple cores are in the compost pile". Remember that you'll use est for singular items, and sont for plural. :)
Homework: Write a sentence about each of the following items, using the following structure:
"I want to put <the item> in <the location>, I can put <the item> in <a different location>, but <the item> belongs in the <third location>". Eg: "I want to put the banana peel in the garbage can, I can put the banana peel in the recycling bin, but the banana peel belongs in the compost pile." Each item below will get its own big sentence like the one above.
a) le contenant en plastique
b) la boîte en carton
c) le rasoir en plastique
d) des coquilles d'oeuf
e) des bocaux en verre
Intérro: des pelures de banane, des épluchures d'orange, des trognons de pomme, des portes-soie dentaires, des essuies-tout, la boîte de recyclage, le tas de compost, la poubelle. I'll use sentences such as "The apple cores are in the compost pile". Remember that you'll use est for singular items, and sont for plural. :)
le 14 mars: Today we looked at our course outlines, and at the two changes that I made for this trimester. I then gave you an overview of our first unit, Pensez Vert, and asked you to come up with some issues which are important to you about the environment, and how you'd like to show your learning in our projects. À demain!
le 2 avril: Today we went over all of the disposable products on Mme GZ's handout, then we went over the three questions attached to the first bullet point (under the heading "Réduire" on the third page of our handout). The three questions have to do with disposable products.
Homework: Make sure you understand the three questions, then answer them in full sentences (yes, in French! lol)
Intérro: le carton, jetable, la décharge, des pailles en plastique, les déchets alimentaires. :)
Homework: Make sure you understand the three questions, then answer them in full sentences (yes, in French! lol)
Intérro: le carton, jetable, la décharge, des pailles en plastique, les déchets alimentaires. :)
le premier avril: Bienvenue à la classe! I hope you had an enjoyable Spring Break, and are ready to resume your excellent French learning. Today I made sure that everyone has a course outline and booklet for our unit (I had handed them out Thursday and Friday before Spring Break). I also gave you the dates for our tests and projects:
Pensez Vert: projet: le 7, 8, 9 mai
test: le 6 mai (yes, before the project)
Les Vrais Récits: projet: le 17, 18, 19 juin
test: le 20 juin
I then gave you a copy of the board notes from 11B-02 (March 15) about what goes in a recycling bin, and made sure that you understood all of the vocabulary. Then I gave you a vocab sheet for "les déchets alimentaires" (kitchen waste), and we had a little presentation on what we should do with apple cores, orange peels, banana skins, coffee grounds, eggshells, etc (compost them). Finally we watched a short clip of "Madame Recyclage et Monsieur Poubelle" to get us in the mindset of writing our play for the middle school kids.
No homework, no intérro. :)
Pensez Vert: projet: le 7, 8, 9 mai
test: le 6 mai (yes, before the project)
Les Vrais Récits: projet: le 17, 18, 19 juin
test: le 20 juin
I then gave you a copy of the board notes from 11B-02 (March 15) about what goes in a recycling bin, and made sure that you understood all of the vocabulary. Then I gave you a vocab sheet for "les déchets alimentaires" (kitchen waste), and we had a little presentation on what we should do with apple cores, orange peels, banana skins, coffee grounds, eggshells, etc (compost them). Finally we watched a short clip of "Madame Recyclage et Monsieur Poubelle" to get us in the mindset of writing our play for the middle school kids.
No homework, no intérro. :)
le 15 mars: I handed out our "Pensez Vert" booklet, and I did a little presentation about what's in my recycling bin, as well as what I want to do with certain items, what I could do with them, what I would do with them, and finally what I should do with them:
We then spent the last 5 minutes playing quietball, just 'cause. Faites des très bonnes vacances! :)