Mon Feu Follet

Grade Level: Grade 5

Subject: French-FSL
Strands: Speaking (during oral presentation), Reading (presenting their own texts), Writing
(vocabulary used throughout the text)
Time required: Three 40 minute classes

Introduction
This activity is a versatile and creative way to get students in an FSL classroom to write, draw
and speak French. This activity can be changed throughout the semester, and can be
accommodated appropriately to fit different holidays, activities, or other content areas being
studied. In this example, I am using a Halloween
Jack O Lantern, because this particular activity worked very with the students and they
absolutely loved doing it, and I was truly amazed when I saw the final product the students had
created. This is a great activity to get to know students personalities, and it is planned with
Howard Gardners theory of multiple intelligences in mind, as it appeals to several different
learning types.

Growing Success

Evidence of Student Achievement for Evaluation Evidence of student achievement for

evaluation is collected over time from three different sources observations, conversations, and
student products. Using multiple sources of evidence increases the reliability and validity of the
evaluation of student learning. Student products may be in the form of tests or exams and/or
assignments for evaluation. Assignments for evaluation may include rich performance tasks,
demonstrations, projects, and/or essays. To ensure equity for all students, assignments for
evaluation and tests or exams are to be completed, whenever possible, under the supervision of a
teacher. Assignments for evaluation must not include ongoing homework that students do in
order to consolidate their knowledge and skills or to prepare for the next class. Assignments for
evaluation may involve group projects as long as each students work within the group project is
evaluated independently and assigned an individual mark, as opposed to a common group mark.
The evaluation of student learning is the responsibility of the teacher and must not include the
judgement of the student or of the students peers. (Growing Success, p. 38)
Objectives

Learning Goals
- Students should be able to describe facial features with the help of descriptive words and the
verbs avoir and tre.
- Students should to be able to write in French and follow the basic grammatical rules of the
lesson
-This activity will allow for students to work on practicing their oral communication in order to
strengthen their verbal skills.

Learning/Teaching Resources
- Mon feu follet work sheet with definitions
- Ipads and dictionaries for students to utilize when searching for new words
- Graphic organizer for students to organize their ideas and description of their feu follet.

Description of activity
The students were introduced with an example of a wacky pumpkin with purple hair, a
purple mustache, with a big mouth and sharp pointy teeth. This was done to show students that
they can be as creative as theyd like with their assignment. Once their description was done and
corrected, the students were to take their description, and demonstrate their texts understanding
by drawing their Jack O lantern based on their description, and introduce it to the class.

Main Activity
- Students will work on their assignment in stages throughout the week.
- First stage they will translate parts of the face from French to English and vice versa,
with the help of IPads.
- They will then be able to search for other facial features they may want to know.
- They will then move on to translating adjectives, or describing words, that would be
used to help describe the facial features in the previous section.
- Once completed students will form ideas to describe their feu follet with the help of a
graphic organizer. Using their work sheet, they will use the bubbles to help them
organize what they want the face of their feu follet to look like.
- Once their graphic organizer is completed it will be checked by the teacher to make sure
spelling is correct and noun and adjectives are in the correct order.
- Once corrected students will begin to write the rough draft of their paragraph. This again
will be corrected and be done with the assistance of the teacher to help students
understand and follow sentence structures in the French language.
- Once corrected and the students have made necessary change, students will write out a
good copy of their paragraph which will be graded.
- After the completion of their paragraph, students may begin to draw their feu follet as
described in their paragraph, and this too will be graded to make sure they are able to not
only describe the characteristics but to apply them.

Expectations
 A1.2: Demonstrating an understanding of the purpose and meaning of oral French texts
containing familiar words and expressions about their subject with contextual and visual
support.
B1.1: Use of oral communication strategies to express their descriptions shown in their
drawing.
B1.2: Producing oral communications, they produce and read a text containing ideas
about their pumpkin with contextual, auditory and visual support.

-Students will be able to identify parts of the face in the French language and describe them with
the use of French adjectives orally.
- Students will be able to create a paragraph in which they describe the physical characteristics of
their feu follet in written format in French.
- Students will demonstrate their understanding of their own paragraph by drawing their feu
follet as they have described within their paragraph.
 MON FEU FOLLET
You are going to create and name your own feu
follet! Using your Mon feu follet work sheet and graphic
organizer, you will write a paragraph between 3-5 sentences, describing
the facial characteristics of your feu follet. You must include at least 6
facial features, and at least 8 describing words within your paragraph.
Organize your ideas within the graphic organizer before you begin to
write your paragraph. You will write a rough draft of your paragraph in
your French workbook and have it checked before writing the good
copy. After you write your paragraph, you will draw your feu follet as
you described in your paragraph and present it to the class.

Here is an example of sentence starters for your paragraph:

Voici mon feu follet_______ (Here is my feu follet (name))

Il / Elle s'appelle ______(His/Her name is(name))
Mon feu follet a des dents pointues et brunes (My feu follet has
pointy brown teeth)
Mon feu follet est_______ (My Jack O Lantern is)
Il/Elle est_________ (He or she is)
Il/Elle a__________ (He or she has)

REMEMBER in French the describing words come after the noun.

Follow these steps to complete your feu follet:
___I have organized my ideas in the graphic organizer
___My feu follet has a name
___I have written between 3-5 sentences describing my feu follet
___I have included multiple adjectives and facial features to describe my
feu follet
___I have handed in my rough copy and graphic organizer
___I have written my good copy and have little to no spelling mistakes
___My drawing of my feu follet is colorful and creative
___I have written my good copy skipping every other line
Mon feu follet! Name :_______________
Criteria Level 4 Level 3 Level 2 Level 1
Completed Graphic organizer Graphic Graphic organizer
with more than completed with the organizer completed with 3
Graphic 6 facial required 6 facial completed with or less required
organizer features and features and 8 3-5 required features and
more than 8 descriptive words. features and descriptive words.
descriptive descriptive
words. words.

Written in Written in proper Not written in a Not written in a

Paragraph proper paragraph form but paragraph, paragraph, written
form paragraph forgot to skip lines. written as as individual
form skipping individual sentences with
lines. sentences. numbers.

Few or no Some errors in Frequent errors Constant errors in

Spelling and errors in spelling and in spelling and spelling and
punctuation spelling and punctuation in final punctuation in punctuation in
punctuation in copy. final copy. final copy.
final copy.

Illustrated all Illustrated most Illustrated some Did not illustrate

Illustrating ideas described ideas described in ideas but left out any ideas
Ideas in the the paragraph but several elements. described in the
paragraph. left out 1 or 2. paragraph.

Reads without Reads with Reads with Reads with many

hesitation and minimal hesitation pauses and with pauses and with
Oral with a high and with some degree of limited fluency and
Presentation degree of considerable fluency and fair poor
fluency and fluency and very pronunciation. pronunciation.
excellent good
pronunciation. pronunciation.
Graphic Organizer- Fill in the bubbles of the graphic organizer to help you organize your
thoughts and ideas.

Mon Feu Follet