French II have French 1st Period. This is where all of my produced online content for the class will go.
We are currently learning how to hold conversations in French about simple things like our likes, dislikes, and school lives. We're also continuing to use the Rosetta Stone program to interactively learn the French language and communicate in it. |
Projects
Rosetta Stone
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This year is the first year that the Computech French students have a full, paid-for membership to the Rosetta Stone learning program. Only French I and French II are offered here, but the Rosetta Stone database has five levels in French! This is one of the most educational projects I've done all year and the most educational one in French by far. There are four units per level - one per quarter. Every day in class we spend at least 20 minutes using the program and practicing conversational French. Right now we're learning to address others and recognize what they say, especially those with certain jobs and occupations.
The program is very interactive. It requires a lot of participation from the user, including speech recognition, spelling, etc. We've learned grammar, pronouns, and definite articles among other things. It uses photos with the text above in French but does not spell out or write what the actual picture is. We learn to realize and recognize objects and translate them to French for ourselves.
There's not really any way to connect this to many other subjects, but I really like the idea of using this program to learn languages. Advanced language-learning programs like Rosetta Stone are just another example of the way that our world is evolving rapidly and people and things are becoming more knowledgeable with technology. The program takes its name from one of Napoleon Bonaparte's soldiers' discoveries in Egypt of a stone inscribed in several languages and codes. Historians are still unable to decode part of it.
Rosetta Stone is really useful and quite easy, but it requires tools like headsets and laptops. I've learned how to use and install the Speech Recognition feature on my laptop and of course learned how to use Rosetta Stone with the program, and I'm sure there's lots more to learn!
The program is very interactive. It requires a lot of participation from the user, including speech recognition, spelling, etc. We've learned grammar, pronouns, and definite articles among other things. It uses photos with the text above in French but does not spell out or write what the actual picture is. We learn to realize and recognize objects and translate them to French for ourselves.
There's not really any way to connect this to many other subjects, but I really like the idea of using this program to learn languages. Advanced language-learning programs like Rosetta Stone are just another example of the way that our world is evolving rapidly and people and things are becoming more knowledgeable with technology. The program takes its name from one of Napoleon Bonaparte's soldiers' discoveries in Egypt of a stone inscribed in several languages and codes. Historians are still unable to decode part of it.
Rosetta Stone is really useful and quite easy, but it requires tools like headsets and laptops. I've learned how to use and install the Speech Recognition feature on my laptop and of course learned how to use Rosetta Stone with the program, and I'm sure there's lots more to learn!
Histoire Créative (Creative Story)
The objective of this project was to teach and learn about something unique to France or the French language in a fun, interactive, and creative way. For mine, I played the famous French folk song "Alouette" on my flute. The song is popular among children in French-speaking countries and tells the story of a "nice lark" ("gentille alouette") having its feathers plucked ("je te plumerai"). We had to listen to it for class at the beginning of the year.
This helped me learn really well because it served as a combination of two things. I connected things I had to learn and present for school with something that interested me. In my opinion, that's a really fun and memorable way to learn. Other kids chose things that interested them, like French fashion or sports. In this way, we personalized the projects so that they reflected ourselves, too. Obviously, I could connect this to my music class! I wrote something in my digital portfolio about how I played the flute and liked to learn with it, and here it is demonstrated. This song has historical and popular French significance, and it sounds really good when played on a woodwind instrument. The tool I used to upload my audio recording was Vocaroo. I've used it in the past, but not for school. At first I was apprehensive about using it, but then I got the hang of it and my teacher didn't have any problems. It was a nice experience to use a tool like this for school for the first time. |
Moi et Ma Famille (Me and My Family)
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The objective of this 100-point project was to use our Chapter 7 vocabulary to talk about the members of our immediate and extended family in French. This includes our parents, our siblings, aunts and uncles, cousins, etc. We had to use the vocabulary to the best of our ability to name our relatives' relationships to us and describe them as individuals.
For my project, I decided to just use a format similar to the one you see to the left and draw a tree, with branches being links between family members. I included descriptions. Pictures were optional. I didn't include any pictures because I didn't think they would help me learn the vocabulary anymore. I did, however, keep track of what English translations of my branches would be, which helped my comprehension of the project and the chapter majorly.
This was actually the second time this year I've created a genealogical, or family, tree. We created one in Mrs. Poole's class earlier in the year for our lesson on genealogy! For that one, however, we used paper pets that we'd created with a partner. It was different using my actual family because I kept thinking of the one from Science, but it was also fun to compare and contrast the two projects.
The tools I used for this project were nothing more than a sheet of scrapbooking paper and cut-outs of construction paper with markers and pens. It was good to take a break from using digital tools to make this one from just paper and permanent pens. I think that has to be one of the most fun things about the "Moi et Ma Famille" project!
For my project, I decided to just use a format similar to the one you see to the left and draw a tree, with branches being links between family members. I included descriptions. Pictures were optional. I didn't include any pictures because I didn't think they would help me learn the vocabulary anymore. I did, however, keep track of what English translations of my branches would be, which helped my comprehension of the project and the chapter majorly.
This was actually the second time this year I've created a genealogical, or family, tree. We created one in Mrs. Poole's class earlier in the year for our lesson on genealogy! For that one, however, we used paper pets that we'd created with a partner. It was different using my actual family because I kept thinking of the one from Science, but it was also fun to compare and contrast the two projects.
The tools I used for this project were nothing more than a sheet of scrapbooking paper and cut-outs of construction paper with markers and pens. It was good to take a break from using digital tools to make this one from just paper and permanent pens. I think that has to be one of the most fun things about the "Moi et Ma Famille" project!