Wednesday, February 11, 2015

French 8 Community and Neighborhood Project

During the first week of February, the library was turned into a French village thanks to the hard work of Ms. Marshall's eighth grade French students.  The French village project brought a new level of hands-on creativity to the traditional community and neighborhood vocabulary unit.

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.
Once the groups were formed, the students then worked on the cut-out templates for the buildings they were creating.  Students were able to consult the project rubric to see how they would be assessed during this portion of the activity.

The requirements for each group during the building phase of the project.
This part of the project ties in closely to the Maker Club activities at Pioneer Middle.  Hopefully some of the students that really enjoyed making the buildings will consider joining Maker Club in the future!
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.
Although the original plan was to have the building phase of the project completed in one day, two days were definitely needed in order to complete all of the building requirements.

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!
 A great aspect of this part of the project was that the creation of the village required a great deal of communication, cooperation, and teamwork.  All teams needed to divide the work in order to accomplish everything.  Once the teams finished their quartiers, they then needed to work together to make sure the entire village was decorated and labeled.

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.
On the last project day in the library, students used the Nearpod app on the iPads in order to take a vocabulary quiz for the unit.  Nearpod was a nice resource to use for this activity because it allows students to go back and check their answers.  The quiz scores are also reported instantly and teachers can see the percentage of students who answered the questions correctly.  For extra credit, students worked on a "foldarama" sheet which helped to reinforce the vocabulary list even further.

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.
 Although the project was a success, there will be aspects changed for next year.  Most importantly, this project should span an entire week instead of just three days.  We had a great time working together to build the villages, learning vocabulary, and using writing and speaking skills to give directions in French.  Until next year!

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