For the Country Project, the students were tasked with creating a colorful and well-organized Google Slides presentation with at least 16 slides. The presentation begins with a cover slide that includes the student's name, the country's name, and the class, followed by an introduction slide with brief opening sentences.

The projects had to include a flag slide explaining the flag’s colors or history, and a capital slide with the country’s population and capital city. The following two slides are about major cities, each with the city’s name and pictures. Next are two map slides: one close-up showing country details and one zoomed-out showing neighboring countries. They must include two slides featuring famous people, each with pictures and key facts, and two more for famous attractions or monuments, explaining their significance. 

Adding a slide about a traditional meal and drink, including images and recipes. This will conclude with a French summary slide with 10 numbered sentences in French, a references slide listing your sources, and a “Goodbye & Thank You” slide in French. You may add extra slides if you'd like. 

The presentation had to be visually engaging, with lots of color and clear organization.

For the People Project, each student worked individually to research a famous French or French-speaking person. The project included both a written and an oral presentation. They used only the required online databases provided by their French teacher and included a reference page to show the validity of their research. They also had to answer five summary questions about their researched person and present those answers to the class in French. An information card had to be included.

Each student had to create a Google Slides presentation that was neat, organized, informative, and full of pictures, especially images showing the person’s accomplishments. The presentation began with an introduction that included the person's name, birthplace (city and country), places they traveled, their profession, and information about their family (such as a spouse or children). 

Students should also include the person’s most famous contributions with specific names and images, key facts about their life, any other interesting details, and, if the person has died, when and how they passed away. Based on their research and selected questions, students should answer the essential question: What have they learned about this famous person?

For the Restaurant Project, students imagined they were world-famous restaurant owners who traveled the world looking for the best French restaurants. Then, they decided to open their very own restaurant in Paris. Their restaurant included a name, an address, a short description, photos or drawings of what it looked like, and a description of the meals they planned to serve, along with their prices. They were reminded to be creative because other people would rate their restaurant and list pros and cons. They used an organizer sheet to plan their ideas. 

Each student also created a French menu with at least 25 items and designed a stylish and unique menu with at least six categories, such as drinks, appetizers, soups, salads, entrees, and desserts. Every item had to be numbered and include only the French ingredients (no English), with a picture. They were required to include a reference page for the food and photos. Finally, students presented their restaurant and menu in front of the class. Their restaurant design had to include both indoor and outdoor spaces, decorated with a creative theme. 

On their slides, they showed no more than three items per slide, with each name highlighted or underlined, a picture, the main French ingredients, and a price written in French and euros (e.g., treize euro cinquante = €13.50). Recipes were not included—just the major ingredients as in a real restaurant menu. 

For the Dance Project, students used French to create and perform a short dance using body parts and movement vocabulary. The lesson's goals were to use the target language (French), learn by modeling, and apply TPR (Total Physical Response). They created their dance routine using ten different body parts and motions to demonstrate their understanding. 

They searched for background music using Pixabay, choosing a beat that matched their dance (such as French rap). Each student performed their dance using commands like: “en avant les pieds” (move your feet forward), “en arrière les jambes” (move your legs back), and “en haut les mains” (put your hands up). 

Other movements included snapping fingers, tapping the nose, turning the head, jumping the shoulders, lifting the chin, and bending the knees. They broke down and practiced each move before combining it in a fun and creative final performance—all in French! 

For Comic Book Project #1, students created a 10-panel comic book using Pixton to show what they did during their one-week winter break. They made sure to include at least 10 different panels with 10 different sentences describing their activities. Each sentence was also translated into French. They used varied backgrounds and body movements in each panel and were careful not to duplicate the same scenes.

For Comic Book Project #2, students created another 10-panel comic book, but this time they only focused on asking and answering 10 questions in French. In total, they included 10 different questions and 10 different answers, making 20 pieces of dialogue. They used only their class notes to complete the work and avoided using Google Translate. Panels could be reused no more than twice, and each question and answer had to be unique and fully in French.

For the "Je suis" Project, the students were required to write 30 French sentences about themselves. They had to talk about who they are, what they like to do, and what they "like" or "do not like" to do (using a list of favorite things). Using the sentence format I gave them in class (titled the “je suis” notes). 

They had to create a visual project after writing the sentences. You could choose to make a video or Google Slides. Each sentence had to be numbered (1 to 30), and every slide should have 3 to 5 pictures, images, or graphics that match their words (look at the two example projects for help). 

This project was a fun way for them to introduce themselves in French, show what they learned in previous levels, and help Mlle. Chery, get to know you better!