French as a Second Language 7
Introductory Unit Project-Le Skit Instructions
Your skit must include the following:
 Greetings
 Song 1 with “music”/movement
 Song 2 with “music”/movements
*try to be aware of which songs the other groups are doing and choose a
different one
 Use virtually all the vocabulary from the AIM ppt handout with the
associated actions
 Written script (to be memorized)
 Roughly equal contribution of group members
 “Tableaux” with different levels
 Very clear and exaggerated facial expressions and French gestures
 You are permitted to use additional vocabulary learned in the past, grades
4-6, please choose terms you think everyone will be able to understand
 NO GOOGLE TRANSLATE! If you need help, come see me.
Ideas:
-Turn the whole thing into a musical theater production!
-Hypnotist show
-Mock classroom
-Simon says
-Be CREATIVE!
Mandatory:
Possible:
Performance to the rest of the class
Performance to the school (grades 1-3? 4-7?
Just other grade 7 classes? TBA)
French as a Second Language 7
Introductory Unit Project-Le Skit Rubric
French Vocabulary
3
Virtually all the
vocabulary learned
in class, and some
additional
vocabulary used
correctly.
2
Virtually all the
vocabulary learned
in class used
correctly.
1
Most of the
vocabulary learned
in class used
correctly.
Script is neat, has
been completely
reviewed by the
teacher, and as a
result, is correct in
terms of grammar,
use of vocabulary,
and spelling.
Script is neat, has
been completely
reviewed by the
teacher, and many
corrections of
grammar, use of
vocabulary, and
spelling were made.
Script is neat, has
been somewhat
reviewed by the
teacher, and is
somewhat correct in
terms of grammar,
use of vocabulary,
and spelling.
Song and associated
movements are
appropriate and
enthusiastic,
drastically increasing
the entertainment
value of the skit.
Song and associated
movements are
appropriate and
increase the
entertainment value
of the skit.
Song and associated
movements are
appropriate and
somewhat increase
the entertainment
value of the skit.
Student reflection of
French vocabulary
Script
Student reflection of
skit
Song/dance
performance
Student reflection of
song/dance
performance
Theatricality
Used many, clearly
distinct types of
levels, tableaux, or
other dramatic
features to support
the skit (costumes,
props)
Used multiple types
of levels, tableaux,
or other dramatic
features to support
the skit (costumes,
props)
Used a few types of
levels, tableaux, or
other dramatic
features to support
the skit (costumes,
props)
Student
Each member of the
participation/teamwork group participated
relatively equally in
the development
and presentation of
the skit
Student reflection of
participation/teamwork
Most members of
the group
participated in the
development and
presentation of the
skit
Few members of the
group participated in
the development
and presentation of
the skit
Cooperation
Worked
cooperatively in
most of the skit.
Occasionally needed
support with conflict
resolution.
Worked
cooperatively in
some of the skit.
Often needed
support with conflict
resolution.
Student reflection:
Theatricality
Student reflection:
cooperation
Worked
cooperatively in all
aspects of the skit.
Did not need
support with conflict
resolution.