Feelings - Mon Journal Quotidien with Conversation Cards
The Calendar Talk - Conversation Cards and Daily Journal Writing: Vocabulary Builders is designed to help students start reading and writing immediately to discuss the day, date, and weather as well as FEELINGS! Students can also begin speaking in the same class period with some guidance.
Product includes:
A set of vibrant and thought-provoking conversation cards featuring a wide range of vocabulary words.
Each card contains a vocabulary word and picture as a visual aid.
There are 9 terms on the conversation cards as well as the slides.
3 Different Journal pages total -
One with information about how to write and discuss feelings. A good journal to start with for the first few days.
Two with feelings vocabulary (one in color and one black and white)
Daily journals include calendar talk questions - Day, Date, and Weather
The feelings journal includes pictures of feelings/facial expressions along with a related prompt or question to encourage writing, discussion and critical thinking.
Lists of possible ways to use the vocabulary and activities to be used today
Key Features:
- Comprehensive Vocabulary Coverage: Explore a diverse array of vocabulary words across various themes and subjects.
- Differentiated Learning: Suitable for learners of different proficiency levels, with options for scaffolded or extension activities.
- Printable and Digital Formats: Accessible in Google Slides. Google slides can be downloaded as images to be used as digital worksheets or downloaded as a PDF.
How to Use:
(See embedded video in slide as well.)
Bell Ringers - Daily Journals for French class.
Day 1: Show them the presentation and model for them.
Day 2:
Print, copy, and have them ready for students as they walk in.
Saving on paper? Copy machine never works? Download the slide as a png and have students write on them on a touchscreen device or their own papers. My students use the app Chrome Canvas on their Chromebooks. I loan styluses to students during class. They aren’t too expensive. Some students just write with their fingers. (Please see my terms of use for using digital downloads.)
Day 2: Discuss the responses as a class. If you need to repeat Day 1 for the talking part for a few days, that’s okay. They will get it.
Days 3-5: Continue discussing responses after the journal each day. This will help them with writing and speaking.
Days 6 and on (or when you know they are ready): When used consistently, students will be able to speak with the phrases very quickly. Have them sit in groups and discuss their journals as you walk around the room. I often keep track of points on Class Dojo and give them a goal to shoot for.
Scaffold so that students will be able to talk without the journal eventually.
Use the words and phrases that they have learned in other activities.
Add the questions and answers to write stories as a class or individually. I tell students to include the day, date, weather, etc. in all of their stories.
Ask students what another student said work on other perspectives, i.e. I, you, he, she, etc.
Student A: Je me sens triste.
Student B: Elle dit, «Je me sens triste.» or «Elle se sent triste.»
For Conversation:
Day 1: Show them the presentation and model for them.
Every day: Start with the journal at the beginning of each period. I usually do this for a few weeks. It will help with the conversation cards.
Day 2: Discuss the responses as a class.
Scaffold - Gradually, have students talk without the aid of the journal. I generally let students use their journals for 2 or 3 weeks, depending on the level, before having them talk without their work in front of them.
Slide 13 - Ask, Ask, Trade- Each student gets a card and switches cards throughout the activity to practice various types of weather..
Student A: «Comment est-ce que tu te sens?» (Or teach the formal «Comment est-ce que vous vous sentez?» (This could be on the board in front so students can refer back to it as they learn it.)
Student B (who has a happy face): , “Je me sens heureux.” or “heureuse.” Then Student B asks: “Comment est-ce que tu te sens?”
Student A (who has a sad card): “Je me sens triste.”
Students A and B exchange cards and find new partners.
During Ask, Ask, Trade- After students have had more practice with the cards, have them tell new partners what previous partners said. (Ex: Je me sens triste mais Sarah se sens grincheuse.)
Win, Lose, or Draw: Draw a conversation card from a pile. Draw it on the board and class guesses. Students or the teacher can draw.
Aïe! Game Instructions are included when slides are in “edit” mode.
Benefits for Students:
- Enhances vocabulary acquisition and retention through active engagement.
- Encourages critical thinking, communication, and collaboration skills.
- Fosters creativity and self-expression through daily writing practice.
Why Choose This Resource?
- Developed by an experienced French teacher with
- It fosters student engagement.
- Aligns with Common Core State Standards and supports language development goals.
- Provides a versatile and adaptable solution for diverse classroom settings and instructional approaches.