Grade 8 students are discussing anti-bullying in French as we prepare for Pink Shirt Day. Next week, students will design pink t-shirts with messages of kindness and anti-bulling (in French!).
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In class we are learning about different strategies to manage stress. Students are sharing what makes them feel stressed, and what strategies they find most (or least!) effective. This week, we are going to test different strategies (e.g. reading, colouring, yoga, stress ball...) and students will keep a personal list to rank them on a scale of 1-5 (1 = not at all effective, 5 = very effective). Over the following few weeks, students will keep a "stress journal". They will document what made them feel stressed during the week (scale of 1-10 how stressed they felt) as well as which strategy/strategies they used to manage it. Students are continuing to describe their emotions. Throughout this unit, students will be presented with a variety of scenarios (e.g. "Je dois faire une présentation orale devant la classe. Ce n'est pas un problème pour moi!" / "I have to do an oral presentation in front of the class. It's not a problem for me!"). They must state whether they agree or disagree with the scenario, and explain their reasoning. For example: "Je ne suis pas d'accord. Cette situation me fait sentir stressé!" / "I disagree. This situation makes me feel stressed!".
Students discuss their ideas orally, and provide a written response as well. On Tuesday January 15th we also read a poem called "Seuls?". This poem reminded us of the importance of perspective: when read from the top down, the message is negative. When it is read from the bottom up, the message is positive! Students held conversations in groups asking classmates about their interpretation of the poem (evidence had to be provided to support opinions). Students are learning to describe their feelings in our next unit. We will be analyzing a variety of "stressful" situations - students will explain how those situations would make them feel. Please see the list of target vocabulary below:
In addition to the timeline, students are preparing a speech about an important Canadian from history. The speech will be presented in-role (first person perspective). See below for instructions, success criteria, rubric, and exemplars: Below are instructions for your timeline & speech about a Canadian from history. Continue scrolling to find support for Le Passé Composé. See rubric below for Gallery Walk (presentations) of tattoos. Presentations will begin on Thursday, October 18th. Students have planned tattoos to represent their interests and things that are important to them. They started by listing their preferences (etc), then matched each item on their list to a symbol/image. They're completing drawing their tattoos (on paper - not skin!). To present their work, students will have spontaneous conversations explaining why they chose their various tattoos (what they are, what they represent). Grade 8s are required to have "increasingly spontaneous oral interactions about matters of personal relevance" in accordance with the Ontario French as a Second Language Curriculum. Students have begun planning their tattoo sleeves. Please see the form below, which students are using to guide their ideas. The rubric is also attached. All documents can be downloaded and printed from this site. First: Students brainstorm things that are important to them and their preferences (in French). Second: Students choose items from their brainstorm, and match them to a symbol (ie. une empreinte rose pour représenter mon chien - a pink paw print to represent my dog). Third: Students roughly sketch out their tattoo sleeve. Fourth: Students draw their neat copy. Fifth: Students use their "tattoo sleeves" as a springboard for increasingly spontaneous conversations about themselves/each other. Students are using target vocabulary to create a dialogue between a tattoo artist (le tatoueur / la tatoueuse) and a client who wants a tattoo (le client / la cliente). The artist asks the client a few questions about themselves, the client responds, the artist uses that information to pitch a design for a tattoo, the client offers commentary. In this way, students get to practise asking and answering questions about themselves and their interests.
The dialogues will be presented to the class (in pairs). This is the slide that was on the board for students to reference as they worked: |
Units:January - NEW UNIT... Les Défis en Perspective: learning to discuss different perspectives politely, analyzing "stressful" situations, describing how those situations would make you feel, discussing stress-management strategies. Archives
February 2019
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