Before the project began, students were introduced to the French vocabulary for the unit. In addition to knowing the terms listed below, students also needed a working knowledge of the community vocabulary learned during French 7 last year. The seventh grade words would come into play later when the students start creating the French villages.
|An example of some of the vocabulary words needed for the French project.|
After the French words were introduced, it was time to get to work on creating the villages. Each was divided into four groups. All of the groups were responsible for different buildings that would become a part of the class period's specific village. The group responsible for making the village's shops needed to refer back to their French 7 lists in order to find the French terms for different shops.
|The buildings each group was responsible for creating.|
|The requirements for each group during the building phase of the project.|
|All buildings were carefully colored.|
|Students had to divide the work in order to get all buildings completed.|
|All buildings needed to be correctly labeled in French.|
|Once the buildings were colored and labeled, they needed to be cut out and assembled.|
Once all of the buildings were cut out and assembled, each group was then responsible for placing their structures within the different neighborhoods of the village.
|Each group was responsible for a quartier (neighborhood) within the village.|
|Students created and labeled roads for their village.|
|Each quartier was then added to the class grid, thus creating a complete village.|
|An example of an excellent finished product!|
Now that the villages were complete, students were able to individually participate in speaking and listening activities with Ms. Marshall. Because Valentine's Day is right around the corner, students were to deliver valentines to three different locations within the village. The writing piece involved creating written directions to points around our area in Yorkshire.
|The rubric for the individual speaking and writing project components.|
|Helpful French words for the speaking and listening activities.|
|Working on the speaking section with Ms. Marshall.|
|The rubric for the last day of the unit.|
|An example of a Nearpod quiz question.|
|Another example of a question. This requires translation skills.|
|Students taking the Nearpod quiz.|
|Completing the foldarama activity.|