Activity Overview
The many emotions that the characters on Storyboard That can display provide a fun way for students to practice the French subjunctive. In this activity, students will use character poses and expressions to create a storyboard that practices using the subjunctive. Students can use common subjective sentence starters, such as “je suis content que…” or “nous sommes tristes que…” in their storyboards. In order to ensure that the use of the subjunctive is evident with all pronoun forms, specify that students use only -ir, -re, and irregular verbs.
| DEPENDENT CLAUSE | MAIN CLAUSE |
|---|---|
| Je suis choqué que... | les licornes ne soient pas réelles. |
| Je suis triste que... | les gens me haïssent. |
| Je pense que... | la crème brûlée est superbe! |
| Je ne suis pas sûr que... | la porte soit fermée à clé. |
| Je suis fâché que... | le lapin détruise mes fleurs. |
| J'espère que... | je trouverai de l'amour un jour. |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard to practice using the subjunctive/indicative using some common dependent clauses that express emotion, possibility, or certainty. To do so, you will create a two-column storyboard following the specifications below.
- Click "Start Assignment".
- In the left column, select a character and choose six different facial expressions, one for each square.
- Below each face, add an appropriate dependent clause, such as “Paul est triste que…” or “Je suis content que…”
- In the right column, complete the thought from the previous column, using the subjunctive when appropriate.
- Create an illustration depicting the sentence using appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Excellent 7 Points | Satisfaisant 4 Points | Insuffisant 1 Points | |
|---|---|---|---|
| Use of the Subjunctive | The student makes completely correct use of the subjunctive based on the opening clause. At least one sentence requires the indicative. All subjunctive and indicative verbs are correctly conjugated. | The student makes mostly correct use of the subjunctive based on the opening clause. Most subjunctive and indicative verbs are correctly conjugated. The project may be missing a sentence in the indicative. | The student makes three or more errors in subjunctive usage and conjugation. Or the student fails to correctly split up the dependent and main clauses. The student may be missing a sentence in the indicative. |
| Images | The storyboard depictions show strong effort and clearly convey the meaning of the text. Facial expressions match the chosen dependent clauses. | The storyboard depictions show some effort and partially convey the meaning of the text. Most facial expressions match the chosen dependent clauses. | The storyboard depictions show a lack of effort and fail to convey the meaning of the text. Facial expressions do not match the dependent clauses. |
| Spelling/Grammar | All sentences contain correct grammar and spelling (including accent marks). | Most sentences contain correct grammar and spelling (including accent marks). | The sentences contain many grammatical or spelling errors (including accent marks). |
Activity Overview
The many emotions that the characters on Storyboard That can display provide a fun way for students to practice the French subjunctive. In this activity, students will use character poses and expressions to create a storyboard that practices using the subjunctive. Students can use common subjective sentence starters, such as “je suis content que…” or “nous sommes tristes que…” in their storyboards. In order to ensure that the use of the subjunctive is evident with all pronoun forms, specify that students use only -ir, -re, and irregular verbs.
| DEPENDENT CLAUSE | MAIN CLAUSE |
|---|---|
| Je suis choqué que... | les licornes ne soient pas réelles. |
| Je suis triste que... | les gens me haïssent. |
| Je pense que... | la crème brûlée est superbe! |
| Je ne suis pas sûr que... | la porte soit fermée à clé. |
| Je suis fâché que... | le lapin détruise mes fleurs. |
| J'espère que... | je trouverai de l'amour un jour. |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard to practice using the subjunctive/indicative using some common dependent clauses that express emotion, possibility, or certainty. To do so, you will create a two-column storyboard following the specifications below.
- Click "Start Assignment".
- In the left column, select a character and choose six different facial expressions, one for each square.
- Below each face, add an appropriate dependent clause, such as “Paul est triste que…” or “Je suis content que…”
- In the right column, complete the thought from the previous column, using the subjunctive when appropriate.
- Create an illustration depicting the sentence using appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Excellent 7 Points | Satisfaisant 4 Points | Insuffisant 1 Points | |
|---|---|---|---|
| Use of the Subjunctive | The student makes completely correct use of the subjunctive based on the opening clause. At least one sentence requires the indicative. All subjunctive and indicative verbs are correctly conjugated. | The student makes mostly correct use of the subjunctive based on the opening clause. Most subjunctive and indicative verbs are correctly conjugated. The project may be missing a sentence in the indicative. | The student makes three or more errors in subjunctive usage and conjugation. Or the student fails to correctly split up the dependent and main clauses. The student may be missing a sentence in the indicative. |
| Images | The storyboard depictions show strong effort and clearly convey the meaning of the text. Facial expressions match the chosen dependent clauses. | The storyboard depictions show some effort and partially convey the meaning of the text. Most facial expressions match the chosen dependent clauses. | The storyboard depictions show a lack of effort and fail to convey the meaning of the text. Facial expressions do not match the dependent clauses. |
| Spelling/Grammar | All sentences contain correct grammar and spelling (including accent marks). | Most sentences contain correct grammar and spelling (including accent marks). | The sentences contain many grammatical or spelling errors (including accent marks). |
How Tos about French Subjunctive Constructions
Introduce the subjunctive with real-life scenarios
Start your lesson by connecting the subjunctive mood to students’ daily experiences. For example, discuss situations where they express hopes, doubts, or emotions (e.g., "I wish it would snow"). This helps make grammar more meaningful and relatable for your class.
Model subjunctive sentences with interactive storytelling
Demonstrate how to use subjunctive constructions by creating a short story together as a class. Pause to point out subjunctive triggers (like feelings or uncertainty) and highlight the verb changes. This visualizes grammar in context and keeps students engaged.
Facilitate group practice with emotion-based role plays
Assign students to small groups and give each group a set of emotion cards and scenarios. Have them act out situations where they must use the subjunctive mood (e.g., "I'm afraid that..." or "We're happy that..."). This encourages speaking practice and makes learning interactive.
Incorporate visual aids to reinforce verb endings
Create or display charts showing subjunctive verb endings for -ir, -re, and irregular verbs. Use color-coding or symbols to emphasize differences. Refer to these charts during activities to support visual learners and clarify patterns.
Offer immediate feedback through peer review
Have students swap their storyboard work and use a simple checklist to review each other’s use of the subjunctive. Encourage them to give positive feedback and gentle corrections. This builds confidence and helps catch common errors early.
Frequently Asked Questions about French Subjunctive Constructions
What is the French subjunctive and when should I use it in class activities?
The French subjunctive is a verb mood used to express emotions, doubts, wishes, and possibilities. In class activities, use it when students write or speak about things that are uncertain, desired, or subjective, such as feelings or hopes.
How can I teach French subjunctive constructions using storyboards?
To teach French subjunctive constructions with storyboards, have students create scenes where characters express feelings or doubts (e.g., "Je suis content que..."). Students illustrate each sentence, ensuring correct subjunctive usage and matching character expressions.
What are some easy sentence starters for practicing the French subjunctive?
Common sentence starters include: Je suis content que... (I am happy that...), Nous sommes tristes que... (We are sad that...), Je ne suis pas sûr que... (I am not sure that...). These help students practice subjunctive forms naturally.
What verbs should students use to practice all pronoun forms in the French subjunctive?
Students should use a mix of -ir, -re, and irregular verbs (like être, avoir, aller) to cover all pronoun forms while practicing the French subjunctive in their storyboards.
What is a simple step-by-step activity for students to learn French subjunctive with emotions?
1. Have students select a character and choose six different facial expressions.
2. For each, write a dependent clause expressing emotion (e.g., “Je suis triste que…”).
3. Complete each sentence using the subjunctive.
4. Illustrate the full scene to visualize the emotion and grammar.
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