Use this Google Slides to introduce reflexive verbs and vocabulary needed to describe one's morning routine. Use this graphic organizer along with the presentation and have students record definitions. Then, reinforce with this Quizlet.

Because there are so many reflexive action verbs in this unit, it is a great opportunity to play Jacques A Dit with students. Jacques a dit is the French version of Simon says. First, I have students help me make up the signals that are associated with each "je me..." reflexive. Then, after creating the signals, students stand in a circle and you play Simon Says with the vocabulary. Have a student lead this activity once they are comfortable with the vocabulary!

Use this as vocabulary practice for students to start using je + me and their reflexive verbs to talk about their daily routine.

Have students sketch out in at least seven of the boxes steps in their daily routine. They don't all have to be reflexive verbs! Then, have students share their sketches with a partner, without having written down the sentences. This will help students practice and remember the "je me" with reflexives. 

Students work in partners to complete this activity. Students have to match letters and numbers on their sheets based on what they hear, and have to describe their sheet to their partners using new vocabulary (switch off). At the end of this activity, students compare responses to see if their photos, letters, and numbers all correspond.

Use the text to introduce the rest of the reflexive pronouns that correspond with different subjects other than je. Students have to reread the text (after sharing as a class) and come up with the pattern that goes along with reflexive verbs. Then, students practice conjugations. Reinforce with Tex's French reflexive verbs worksheet.

This game helps students practice with oral pronunciation. It is essentially the French classroom version of BS. Students deal out the cards (print on cardstock so they are thick) evenly. Then, someone plays a card face down, saying what is on the card. However, if they have a card marked "tricheur" they have to make up their phrase on the spot. If members of the group think that the person who put the card down did not say what was on the card, they can call "tricheur" to this person. If they are lying, they pick up the cards. If they are not lying, the person who called it picks up the cards. Game continues until one person doesn't have any cards left.

Students practice creating sentences and conjugating reflexive verbs with this game. Great for schools that are 1:1 with computers, as a copy of this document can be made and then students can edit and write directly on their computer. 

Students create a weekend to describe what a celebrity does on Saturday and Sunday. Students are not limited to reflexive verbs for this activity. They should use "il/elle" so this will give them practice with the reflexive pronoun "se." After students create their weekend routines, students pair up in inner circle/outer circle to read their descriptions to their partners while their partners try to guess the celebrity they are describing. The outer circle rotates so students have more than one opportunity to share their work. 

When completing this project, students are to describe their weekly routines with the guidelines written out in the project description. Students cannot use words on their visual aid and cannot use a notecard, they may only use pictures. Students must present their morning routine to the class using the rubric to be assessed on.

Handout explaining the futur proche with reflexive verbs. Students, after practicing, should take a notecard and write five different questions to ask their partner about when they are going to do things in their morning routine on the weekend. Using the inner circle/outer circle format, students circulate around the room asking their five questions to their partners and responding to their partners' questions.

Use this activity to have students practice with their partner the futur proche with reflexive verbs. Students write down 3 things about their daily routine in the present tense. Then, using the future proche, they write what they are going to do differently over Spring Break. Finally, the find three things that are in common (present tense). Students then ask each other to share their routines and record one thing from each category into their second visual.

In groups of 4, students work on either a) a grandparent's routine b) a student's routine c) a businessman/woman's routine or d) a five year old's routine. They must write 7-10 sentences about what they do throughout the day (they are not limited to reflexive verbs). Then, students get into a group with one person from each group. They share their routines with one another and have to write down five differences between all their routines. 

Various Daily Routines 

Use this as an example for creating an EdPuzzle with daily routine. Students have to identify certain vocabulary words and correctly interpret what is going on in the video in French individually. Easy grading on this resource as well!

This cultural text is for students to read and interpret about the King of France's daily routine. Comprehension questions follow. Students should look for evidence in the text to support their answers. To go into more depth about Versailles, use this HyperDoc with students (it's great for a sub plan day!).

Use this Google Slides to introduce the different forms of tout. Have students complete this graphic organizer while following along with the Google Slides. Then, students should analyze the pattern to create a rule for when to use which version of tout. 

Using this Google Slides, introduce the new vocabulary along with the graphic organizer. Use this Quizlet to reinforce vocabulary.

Using the new vocabulary, students will write down their night routine using at least four of the new expressions. Then, they will get into inner circle/ outer circle with their partner. They will share their routines, to which their partner has to ask at least 2 follow up questions. Partners then record the follow up questions that they asked. Outer circle rotates and activity repeats.

Using magnetic tape, I cut out subject, reflexive pronoun, être, reflexive verb, reflexive past participle and agreement in different colors. Then, I passed them out to students and asked students to create different sentences with them, first in present tense (the ones that are on the document). After we created all the sentences in present tense, I asked them how to put them into past tense using the magnetic words that they had left. They would figure out fairly quickly they need être and need to change se to s' in front of est, etc. After putting all the sentences into passé composé, we would discuss what the rule was. Students would follow along on this document. Then, we would create the formula for past reflexives : Subject + Reflexive Pronoun + Etre + Past participle + Agreement. 

After introducing reflexive verbs in the past tense, I have students cut out the following words and start pairing them together (and adding on in pencil at the end) to create complete sentences of things that they did yesterday. Remind students of the formula before creating sentences. This mirrors the large class manipulative activity done the day prior.

To practice past reflexives as a class, have students use white boards with this Google Slides. Students will see a subject and a verb and have to put them in the passé composé. 

Using a story (I like to use kids names to maintain interest!), students listen and have to create a picture of the story (a sketch, a Google Drawing) that they can then use to retell the story to their partner in as much detail as possible. Then, students retell the story as a class, adding as much detail as possible again (collectively this is easier.). Finally, students receive the worksheet with the blanks and have to conjugate the verbs in the past tense. 

Cut out the strips and pass them out to students (you can always make the snake longer if you have more students). Starting with "Sophie and Yvette changed into PJs," the student with that strip says that aloud. Then, the person who has the French version of that sentence reads out their French version, followed by the next English sentence they have. This continues until it gets back to Sophie and Yvette changed into PJs. Time students to see how fast they can get through the sentence snake. Also, have students switch slips of paper every 1-2 rounds to ensure that it is not just a memory game of who to talk after!

Using Partner A and Partner B documents, partners will go back and forth using past reflexives associated with the pictures. When one partner says one sentence, the other partner listens and finds that associated picture on their sheet. Then, they move one column over and say that back to their partner, who looks for that in their "hear" column. This continues until it has come full circle. Encourage students to complete this activity more than once, increasing speed with each round.

Students listen to the podcast talking about a typical day for Sophie. Then, students fill in the blanks on their handout. Finally, go through the questions on the podcast website with students to ensure comprehension after completing the text. 

Students work in partners to compare their weekend and their school week routines. Students brainstorm a list of questions to ask their partner. Then, students have a conversation using the questions, and to record it. Students receive a grade based on fluency, accuracy, comprehensibility, varied vocab, and content. 

After reviewing how to make writing in French better at level 2 with this Google Slides, have students complete Armelle's journal activity and focus on the presentational writing portion. 

Using this as review for the unit, students read portraits from different French professions and respond to questions showing comprehension.