Spanish 6 students designed, created blueprints of, and shared their plans for a future location using target Spanish grammar and vocabulary. In order to complete this assignment, they had to think critically, make a feasible projection, and establish their final products. Below you will see their future location blueprints, many of which used alternative sources of energy and new technology. All students were assessed on National ACTFL criteria. They were required to work toward Intermediate and Advanced categories.
In Spanish 3, students are learning about communities around them by purchasing items from our in-class market. Older students came in and sold items from a Joyería (Jewelry Store), Tienda de electrodomésticos (Home Store), Tienda de Ropa (Clothing Store) and Zapatería (Shoe Store). The students learned the exchange rate from pesos to dollars and began using pesos and their bartering skills in Spanish to drop prices lower so they could purchase all the items on their shopping lists. Check out below!
Students in Spanish 5/6 are learning how to describe familial and friend-based communities with their current unit; they will also be exploring dynamics in celebrity families and cultural icons. Recently, they evaluated communities using demographic statistics, such as literacy rate, life expectancy, and mobility. Students in 7/8 are learning about communities through activities that explore life in indigenous populations of Spanish-speaking countries. Advanced 7/8 Spanish students are also incorporating community service and action vocabulary and projects. The pictures below highlight images from indigenous communities taken during the last WHS trip abroad to Ecuador.
In Spanish 3 last chapter the kids were given projects where they could choose whatever topic they wanted and present it to me in whatever way they wanted. I received some outstanding and creative projects about what the kids are interested in! Below are two pictures and a video I received from the students.
I had one student make fortunes in Spanish and put them inside a fortune cookies. Needless to say - her fortunes were right on!
I had another student make Day of the Dead cookies and tell me their significance and give me the recipe in Spanish! How creative and delicious!
Then, I had a student make his own rap about what he knows and who he is familiar with and perform it in front of the class - what a class act!
Spanish 5/6 & EL MUNDO DE ARTE
Learning Spanish within the context of authentic culture and current events is necessary to demonstrate the relevance between class concepts and the Spanish-speaking world. Spanish 5/6 students are completing the collective Art Unit in which they learn vocabulary to express themselves as well as describe various types of art from paintings to sculptures to architecture.
Students have studied the arts via explorations on authentic Spanish websites. Students recently completed a formal presentation with a partner in Spanish about a current events art topic, such as Arte Urbano in New York, Art of Protest in Latin America related to the World Cup soccer championships in Brazil, and Art in Nature in many resorts and land reserves. Students will now be learning about famous Spanish and Latin American artists of the past. While many of the figures they will study are from Spain, they will also explore the work of Frida Kahlo and Diego Rivera among other talented Latin American artists to both practice grammar/vocabulary and reveal cultural insights.
***CLICK ON THE WORDS IN RED ABOVE FOR MORE EXAMPLES.
Spanish 7/8 & La música
Spanish 7/8 students are currently learning complex grammatical structures. To note the connections between their grammatical structure and pop culture, they have been practicing grammar via modern song lyrics. SEE THE IMPORTANCE OF LEARNING SPANISH THROUGH SONGS. For a more in-depth read about how employing music in second language classrooms may be helpful, consider research on the topic.
Students have been analyzing some pop numbers from the U.S. in Spanish, including Beyonce's Si fuera chico. Students have also discovered Latin American and Spanish artists, such as Juan Fernando Fonseca from Colombia.
***CLICK ON THE WORDS IN RED ABOVE FOR MORE EXAMPLES.
Students in all levels of German are keeping a learning portfolio. It consists of their class activities, notes, assignments, charts, projects and assessments. An important part of this portfolio is the student's reflection on their goals and progress for the various units. Ask your student to show you his/her portfolio.
These students have completed the first unit, which introduced them to learning German and the culture of the German-speaking countries. They are able to exchange basic information about themselves and use subject-verb agreement with regular verbs. Activities on Angel reinforced these goals.
Last week the students in 3-4 completed the unit on clothing and learned about shopping for clothes in Germany. Their language structure goal was subject-verb agreement with irregular verbs. One way they practiced this was with dice. One die had the various pronouns and the other die had the various irregular verbs. After rolling the dice they had to tell their partner the correct form of the verb for that pronoun.
German 5-6 students have been talking about trips where one stays in a youth hostel or at a campground. Their project was to make a postcard including information about where they were staying and a picture. Word order of objects and reflexive verbs were the language structure focus.
German 7-8 students finished their unit last week and will be taking the test this week. They completed internet activities about German holidays and festivals and compared them to ours. Language structure focused on adjective endings.