aujourd'hui en classe...
vendredi, le 21 mars, 2017 CONCEPT CHECK (FORMAL GRADE) THIS HAS BEEN POSTPONED UNTIL MONDAY, THE 24TH OF APRIL.
Fr II, Unité 3 Petit Examen de “Que fait mal” STUDY GUIDE
Students must be able to prove their ability to claim that:
Answer the following questions, marking all answers that apply.
Fr II, Unité 3 Petit Examen de “Que fait mal” STUDY GUIDE
Students must be able to prove their ability to claim that:
- I CAN write about someone else’s body parts. Write at least 7 complete sentences describing how many of what body parts a person or animal has. Hint: you’ll have to use un/une, deux, trois, etc. plus the body part. Exemple: Le monster a une main.
- I CAN express what part of someone’s body hurts. Based on the sentence in English, fill in the blank(s) to complete the translation. Hint: know the gender of the parts of the body in order to use the correct a contraction when identifying where there is pain. Exemple: My arm hurts. J’ai mal au ____________.
- I CAN identify various people’s parts of the body when I read them. Read the following story and answer the questions of what happened to whom. Exemple : Le weekend dernier, Isabelle a joué au basket et elle s’est tordu la cheville gauche et le poignet droite. Maintenant, elle ne peut pas jouer aux sports. Paul a nagé pendant trois heures samedi après-midi et il s’est blessé l’épaule. Brigitte a joué au « Paint Ball » sans une casquette et elle s’est blessé un œil, une joue et quelques dents. Roland n'a pas fait de sports ce weekend. Il n'a pas joué au volleyball, il n'a pas joué au baseball, il n'a pas joué au tennis, il n'a pas joué à la crosse, non plus. Donc, il n'a pas mal à la cheville, il n'a pas mal au poignet, il n'a pas mal à l’épaule et il n'a pas mal au visage.
Answer the following questions, marking all answers that apply.
- What did Isabelle sprain?
- her left wrist
- her right wrist
- her left ankle
- her right hip
- Who hurt his/her shoulder?
- Isabelle
- Paul
- Brigitte
- Roland
- Who face is sore?
- Isabelle
- Paul
- Brigitte
- Personne (In this context: no one)
jeudi, le 20 mars, 2017 INTERNATIONAL FESTIVAL DAY!!!!
Added more body parts to our notes, practiced their meaning and pronunciation.
Took notes on and practiced how to say what body part hurts by using the forumla: subject of the sentence + conjugted form of avoir for that subject + "mal" + the appropriate à contraction for the body part that hurts + name of the body part.
Grammar necessary: subjects and their respective subject pronouns, the conjugation of avoir in the affirmative, the "à contractions" and the names and gender of the body parts we've studied.
Played games to reinforce what we learned.
Added more body parts to our notes, practiced their meaning and pronunciation.
Took notes on and practiced how to say what body part hurts by using the forumla: subject of the sentence + conjugted form of avoir for that subject + "mal" + the appropriate à contraction for the body part that hurts + name of the body part.
Grammar necessary: subjects and their respective subject pronouns, the conjugation of avoir in the affirmative, the "à contractions" and the names and gender of the body parts we've studied.
Played games to reinforce what we learned.
mercredi, le 19 mars, 2017
- Madame was absent due to illness. Students watched "Small Change" by the famous French film director, François Truffaut, and took notes to help them complete "Film worksheet for a fiction film."
- This was turned in to the sub prior to the end of class.
Went to Home Room at 2p.m. to receive our 3rd quarter report cards.
mardi, le 18 mars, 2017
All projects are to be dropped off in our classroom, S-9, between 6:45 and 7:12 Thursday morning. Have everything labeled with your first & last name, number & block.
Student attendance at the festival is not required.
However, attendance is worth extra credit in the student's world language class.
In addition, IB students will receive CAS hours for helping at the festival.
Note to parents to be given to students tomorrow:
Dear parents,
Our inaugural World Language festival is on Thursday, April 20th from 5-7 pm, and some students will have to stay at school between 2:15 and 5pm because they are not able to go home at 2:15 and return at 5pm on their own.
We will provide supervision at school between 2:15pm and 5 pm BUT PLEASE MAKE SURE YOUR CHILD KNOWS THAT the students NEED TO STAY ON CAMPUS. They ARE NOT PERMITTED to leave school to go and get food and then return to school between 2:15 and 5pm.
Thank you for your support,
NMHS WL Language department
3. Composed an image of a person from various parts of magazine pictures.
4. Worked on WL Festival projects.
5. Played the "Coloriez les Parties du Corps," board game et Simon dit 1er bloc.
Devoirs (Homework): Organize your notebook according to "La Table de Matières" on Google Classroom. It's listed as an announcement.
Note: Friday's formal Concept Check will be on parts of the body and the irregular verb avoir.
- Took notes on and practiced how to say which parts of the body hurt on which people.
- Discussed World Language Festival.
All projects are to be dropped off in our classroom, S-9, between 6:45 and 7:12 Thursday morning. Have everything labeled with your first & last name, number & block.
Student attendance at the festival is not required.
However, attendance is worth extra credit in the student's world language class.
In addition, IB students will receive CAS hours for helping at the festival.
Note to parents to be given to students tomorrow:
Dear parents,
Our inaugural World Language festival is on Thursday, April 20th from 5-7 pm, and some students will have to stay at school between 2:15 and 5pm because they are not able to go home at 2:15 and return at 5pm on their own.
We will provide supervision at school between 2:15pm and 5 pm BUT PLEASE MAKE SURE YOUR CHILD KNOWS THAT the students NEED TO STAY ON CAMPUS. They ARE NOT PERMITTED to leave school to go and get food and then return to school between 2:15 and 5pm.
Thank you for your support,
NMHS WL Language department
3. Composed an image of a person from various parts of magazine pictures.
4. Worked on WL Festival projects.
5. Played the "Coloriez les Parties du Corps," board game et Simon dit 1er bloc.
Devoirs (Homework): Organize your notebook according to "La Table de Matières" on Google Classroom. It's listed as an announcement.
Note: Friday's formal Concept Check will be on parts of the body and the irregular verb avoir.
lundi, le 17 mars, 2017
1. Wrote about what we did over spring break. In order to do this we took notes on the formation of the passé composé (past tense) with avoir and être as the conjugated (helping) verbs. Each class had written at least 18 correct complete sentences when finished. Students were to have copied these into their notes.
2. Introduced new unit "Taking Care of Me" comprising of health & wellness, accident & injury.
2. Took a pre-test to determine our current knowledge of parts of the body within the new unit.
2. Practiced interrogative words and phrases.
3. Used a PPT to take notes on & begin learning the parts of the body.
4. 3e block had time to begin playing the "Coloriez les Parties du Corps," board game et Simon dit.
5. Briefly discussed Thursday's World Language International Festival in S hall from 5-7pm.
Students who stay for after-school supervision until the festival may not leave campus between 2:15-5:00pm. Pack a supper, please !
All projects are to be dropped off in our classroom, S-9, before school on Thursday morning.
Student attendance at the festival is not required.
However, attendance is worth extra credit in the student's world language class.
In addition, IB students will receive CAS hours for helping at the festival.
Devoirs (Homework): Organize your notebook according to "La Table de Matières" on Google Classroom. It's listed as an announcement.
Note: Friday's formal Concept Check will be on parts of the body and the irregular verb avoir.
1. Wrote about what we did over spring break. In order to do this we took notes on the formation of the passé composé (past tense) with avoir and être as the conjugated (helping) verbs. Each class had written at least 18 correct complete sentences when finished. Students were to have copied these into their notes.
2. Introduced new unit "Taking Care of Me" comprising of health & wellness, accident & injury.
2. Took a pre-test to determine our current knowledge of parts of the body within the new unit.
2. Practiced interrogative words and phrases.
3. Used a PPT to take notes on & begin learning the parts of the body.
4. 3e block had time to begin playing the "Coloriez les Parties du Corps," board game et Simon dit.
5. Briefly discussed Thursday's World Language International Festival in S hall from 5-7pm.
Students who stay for after-school supervision until the festival may not leave campus between 2:15-5:00pm. Pack a supper, please !
All projects are to be dropped off in our classroom, S-9, before school on Thursday morning.
Student attendance at the festival is not required.
However, attendance is worth extra credit in the student's world language class.
In addition, IB students will receive CAS hours for helping at the festival.
Devoirs (Homework): Organize your notebook according to "La Table de Matières" on Google Classroom. It's listed as an announcement.
Note: Friday's formal Concept Check will be on parts of the body and the irregular verb avoir.
7/3/2017
1er bloc
1. Reviewed the contractions for warmup "jouer a & de"
2. Review/Writing a negative sentence
3. Work on worksheet "Qu'est-ce que tu vas faire ce week-end?"
4. Work/notes on worksheet "Le futur proche"
3e
Reviewed how to make a sentence negative for warm-up
4e
French 2 MYP Assessment Rubrics
You will be assessed on 4 different Criterion in Phase 1 of Language B
Below you will find the rubrics for how you will be graded:
Criterion A- Comprehending spoken and visual textCriterion B-Comprehending written and visual textCriterion C- Communicating in response to spoken, written, and visual textCriterion D- Using language in spoken and written form
Phase 1
Phase 2
Phase 3
A
Speaking
1.5-2m
2-3m
3-5m
B
Text length
200-300
400-500
600-700
C
Text length
200-300
400-500
600-700
D
Writing length
100-150
100-150
200-250
Language acquisition assessment criteria: Phase 2Assessed curriculumCriterion A: Comprehending spoken and visual textMaximum: 8At the end of phase 2, students should be able to:i.show understanding of messages, main ideas and supporting detailsii.recognize basic conventionsiii.engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making apersonal response to the text.Level descriptor0- The student does not reach a standard described by any of the descriptors below.1–2-The student:i.shows minimal understanding of messages, main ideas and supporting detailsii. has limited awareness of basic conventionsiii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.The student shows limited understanding of the content, context and concepts of the text as a whole.3–4 The student:i. shows some understanding of messages, main ideas and supporting detailsii. has some awareness of basic conventionsiii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.The student shows some understanding of the content, context and concepts of the text as a whole.5–6 The student:i. shows considerable understanding of messages, main ideas and supporting detailsii. has considerable awareness of basic conventionsiii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text. The student shows considerable understanding of the content, context and concepts of the text as a whole.
7–8 The student:
i.shows excellent understanding of messages, main ideas and supporting detailsii. has excellent awareness of basic conventionsiii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. The student shows thorough understanding of the content, context and concepts of the text as a whole.
Criterion B: comprehending written and visual textMaximum: 8At the end of phase 2, students should be able to:i.identify basic facts, main ideas and supporting details, and draw conclusionsii.recognize basic conventions including aspects of format and style, and author’s purpose for writingiii.engage with the written and visual text by identifying ideas, opinions and attitudes and by making apersonal response to the text.
Level descriptor0 The student does not reach a standard described by any of the descriptors below.1–2The student:i. identifies minimal basic facts and main ideas but few supporting details; is not able to draw conclusionsii. has limited awareness of basic conventions including aspects of format and style, and author’s purpose for writingiii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text. The student shows limited understanding of the content, context and concepts of the text as a whole.3–4The student:i. identifies some basic facts, main ideas and supporting details; is not always able to draw conclusionsii. recognizes some basic conventions including aspects of format and style, and author’s purpose for writingiii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text. The student shows some understanding of the content, context and concepts of the text as a whole5–6The student:i. identifies most basic facts, main ideas and supporting details, and draws conclusionsii. recognizes most basic conventions including aspects of format and style, and author’s purpose for writingiii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text. The student shows considerable understanding of the content, context and concepts of the text as a whole.
7–8
The student:i. clearly identifies basic facts, main ideas and supporting details, and draws conclusionsii. clearly recognizes basic conventions including aspects of format and style, and author’s purpose for writingiii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. The student shows thorough understanding of the content, context and concepts of the text as a whole.
Criterion C: Communicating in response to spoken, written and visual textMaximum: 8At the end of phase 2, students should be able to:i.respond appropriately to spoken, written and visual textii.interact in basic structured exchangesiii.use phrases to communicate ideas, feelings and information in familiar situationsiv.communicate with a sense of audience.
Level descriptor0 The student does not reach a standard described by any of the descriptors below.1–2 The student:i.makes limited attempt to respond to simple short phrases or basic information in spoken, written and visual text; responses are often inappropriateii. interacts minimally in basic structured exchangesiii. uses minimal phrases to communicate ideas, feelings and information in a limited range of familiar situationsiv. communicates with a limited sense of audience.3–4The student:i. responds to simple short phrases and some basic information in spoken, written and visual text, though some responses may be inappropriateii. interacts to some degree in basic structured exchangesiii. uses some phrases to communicate ideas, feelings and information in a limited range of familiar situations; ideas are not always relevant or detailediv. communicates with some sense of audience.5–6The student:i. responds appropriately to simple short phrases and basic information in spoken, written and visual textii. interacts considerably in basic structured exchangesiii. uses phrases to communicate ideas, feelings and information in some familiar situations; ideas are relevant and detailediv. communicates with a considerable sense of audience.
7–8The student:i. responds in detail and appropriately to simple short phrases and basic information in spoken, written and visual textii. interacts confidently in basic structured exchangesiii. uses phrases effectively to communicate ideas, feelings and information in a variety of familiar situations; ideas are relevant, detailed and include examplesiv. communicates with an excellent sense of audience.
Criterion D: Using language in spoken and written formMaximum: 8At the end of phase 2, students should be able to:i.write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonationii. organize information and ideas and use a range of basic cohesive devicesiii. use language to suit the context.
Level descriptor0 The student does not reach a standard described by any of the descriptors below.1–2The student:i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors , making understanding difficultii. organizes limited basic information and ideas, and basic cohesive devices are not usediii. makes minimal use of language to suit the context.3–4The student:i. writes/speaks using a basic range of vocabulary, grammatical structures and conventions, with some inappropriate choices ; when speaking, uses pronunciation and intonation with some errors , some of which make understanding difficultii. organizes some basic information and ideas, and uses a limited range of basic cohesive devices, not always appropriatelyiii. uses language to suit the context to some degree5–6The student:i. writes/speaks making good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately ; when speaking, uses pronunciation and intonation with some errors , though these do not interfere with comprehensibilityii. organizes basic information and ideas well , and uses a limited range of basic cohesive devices accuratelyiii. usually uses language to suit the context.
7–8
The student:
i. writes/speaks effectively using a basic range of vocabulary, grammatical structures and conventions accuratelyoccasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy
ii. organizes basic information and ideas clearly , and uses a range of basic cohesive devices accurately there is a logical structure and cohesive devices add clarity to the message
iii. uses language effectively to suit the context
You will be assessed on 4 different Criterion in Phase 1 of Language B
Below you will find the rubrics for how you will be graded:
Criterion A- Comprehending spoken and visual textCriterion B-Comprehending written and visual textCriterion C- Communicating in response to spoken, written, and visual textCriterion D- Using language in spoken and written form
Phase 1
Phase 2
Phase 3
A
Speaking
1.5-2m
2-3m
3-5m
B
Text length
200-300
400-500
600-700
C
Text length
200-300
400-500
600-700
D
Writing length
100-150
100-150
200-250
Language acquisition assessment criteria: Phase 2Assessed curriculumCriterion A: Comprehending spoken and visual textMaximum: 8At the end of phase 2, students should be able to:i.show understanding of messages, main ideas and supporting detailsii.recognize basic conventionsiii.engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making apersonal response to the text.Level descriptor0- The student does not reach a standard described by any of the descriptors below.1–2-The student:i.shows minimal understanding of messages, main ideas and supporting detailsii. has limited awareness of basic conventionsiii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.The student shows limited understanding of the content, context and concepts of the text as a whole.3–4 The student:i. shows some understanding of messages, main ideas and supporting detailsii. has some awareness of basic conventionsiii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.The student shows some understanding of the content, context and concepts of the text as a whole.5–6 The student:i. shows considerable understanding of messages, main ideas and supporting detailsii. has considerable awareness of basic conventionsiii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text. The student shows considerable understanding of the content, context and concepts of the text as a whole.
7–8 The student:
i.shows excellent understanding of messages, main ideas and supporting detailsii. has excellent awareness of basic conventionsiii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. The student shows thorough understanding of the content, context and concepts of the text as a whole.
Criterion B: comprehending written and visual textMaximum: 8At the end of phase 2, students should be able to:i.identify basic facts, main ideas and supporting details, and draw conclusionsii.recognize basic conventions including aspects of format and style, and author’s purpose for writingiii.engage with the written and visual text by identifying ideas, opinions and attitudes and by making apersonal response to the text.
Level descriptor0 The student does not reach a standard described by any of the descriptors below.1–2The student:i. identifies minimal basic facts and main ideas but few supporting details; is not able to draw conclusionsii. has limited awareness of basic conventions including aspects of format and style, and author’s purpose for writingiii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text. The student shows limited understanding of the content, context and concepts of the text as a whole.3–4The student:i. identifies some basic facts, main ideas and supporting details; is not always able to draw conclusionsii. recognizes some basic conventions including aspects of format and style, and author’s purpose for writingiii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text. The student shows some understanding of the content, context and concepts of the text as a whole5–6The student:i. identifies most basic facts, main ideas and supporting details, and draws conclusionsii. recognizes most basic conventions including aspects of format and style, and author’s purpose for writingiii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text. The student shows considerable understanding of the content, context and concepts of the text as a whole.
7–8
The student:i. clearly identifies basic facts, main ideas and supporting details, and draws conclusionsii. clearly recognizes basic conventions including aspects of format and style, and author’s purpose for writingiii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. The student shows thorough understanding of the content, context and concepts of the text as a whole.
Criterion C: Communicating in response to spoken, written and visual textMaximum: 8At the end of phase 2, students should be able to:i.respond appropriately to spoken, written and visual textii.interact in basic structured exchangesiii.use phrases to communicate ideas, feelings and information in familiar situationsiv.communicate with a sense of audience.
Level descriptor0 The student does not reach a standard described by any of the descriptors below.1–2 The student:i.makes limited attempt to respond to simple short phrases or basic information in spoken, written and visual text; responses are often inappropriateii. interacts minimally in basic structured exchangesiii. uses minimal phrases to communicate ideas, feelings and information in a limited range of familiar situationsiv. communicates with a limited sense of audience.3–4The student:i. responds to simple short phrases and some basic information in spoken, written and visual text, though some responses may be inappropriateii. interacts to some degree in basic structured exchangesiii. uses some phrases to communicate ideas, feelings and information in a limited range of familiar situations; ideas are not always relevant or detailediv. communicates with some sense of audience.5–6The student:i. responds appropriately to simple short phrases and basic information in spoken, written and visual textii. interacts considerably in basic structured exchangesiii. uses phrases to communicate ideas, feelings and information in some familiar situations; ideas are relevant and detailediv. communicates with a considerable sense of audience.
7–8The student:i. responds in detail and appropriately to simple short phrases and basic information in spoken, written and visual textii. interacts confidently in basic structured exchangesiii. uses phrases effectively to communicate ideas, feelings and information in a variety of familiar situations; ideas are relevant, detailed and include examplesiv. communicates with an excellent sense of audience.
Criterion D: Using language in spoken and written formMaximum: 8At the end of phase 2, students should be able to:i.write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonationii. organize information and ideas and use a range of basic cohesive devicesiii. use language to suit the context.
Level descriptor0 The student does not reach a standard described by any of the descriptors below.1–2The student:i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors , making understanding difficultii. organizes limited basic information and ideas, and basic cohesive devices are not usediii. makes minimal use of language to suit the context.3–4The student:i. writes/speaks using a basic range of vocabulary, grammatical structures and conventions, with some inappropriate choices ; when speaking, uses pronunciation and intonation with some errors , some of which make understanding difficultii. organizes some basic information and ideas, and uses a limited range of basic cohesive devices, not always appropriatelyiii. uses language to suit the context to some degree5–6The student:i. writes/speaks making good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately ; when speaking, uses pronunciation and intonation with some errors , though these do not interfere with comprehensibilityii. organizes basic information and ideas well , and uses a limited range of basic cohesive devices accuratelyiii. usually uses language to suit the context.
7–8
The student:
i. writes/speaks effectively using a basic range of vocabulary, grammatical structures and conventions accuratelyoccasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy
ii. organizes basic information and ideas clearly , and uses a range of basic cohesive devices accurately there is a logical structure and cohesive devices add clarity to the message
iii. uses language effectively to suit the context
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