La Clase de la Sra. Moloney

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Día de los Muertos – Virtual Ofrendas

Students in Spanish II Honors are creating “virtual ofrendas” utilizing Notability/SketchBook Pro and/or Glogster and creating a spoken narrative using direct and indirect object pronouns.  These narratives focus on expressing likes, dislikes, feelings, and opinions.


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Student Spotlight – Riley Bryant


Here is a “Star Student” from our Spanish I Honors class!

Nombre: Riley Bryant

Clase: Spanish 1 Honors



How many years have you studied Spanish?:
In past environments and previous grade, taking the Spanish language was mandatory and a class that everybody took. I was in Spanish-speaking environments like this for years. I also took a full-year class of Spanish in middle school and am taking one now while planning to continue for my next four years and on.

(Hobbies) Pasatiempos:

  • Soccer
  • Student Council
  • COF (Circle of Friends)

(What are you hoping to learn in class?) ¿Qué quieres aprender en la clase de Español?:
In class, I am hoping to learn beyond the standard points and all the criteria that should be met. With that, I also hope to learn about my peers’ past encounters with this language, how they’ve used it, etc. and even how I can use it in not only the future, but the present.

(What I like most in this class) Lo que me gusta más en esta clase:
In this class, I like that it is composed of multiple grades, ages and experiences.  This truly helps me as bouncing ideas off of each other and seeing benefits from each one’s really helps my knowledge in the Spanish language flourish, which definitely would have to be what I like most about and in this class.

(What are we currently doing in class?) ¿Qué hacemos ahora en la clase?:
Currently in class we are learning about times and how they can be expressed differently in the Spanish language.

(Dicho Favorito) Favorite Quote or Saying:
My favorite quote/saying is “If you don’t like something, change it. If you can’t change it, change the way you think about it.”

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Oral Assessments – Your Turn, Spanish I!

interviewI have to tell you – I am incredibly impressed with my Spanish I class.  Today we had our first session of oral interviews and the students were amazing!  I simply can’t believe what they are able to do…and it is not even the end of Term I!  This is our second year of utilizing summative oral assessments instead of written exams to measure student achievement and learning, and I am absolutely thrilled at these results!  Finally – SKILLS that students can immediately apply outside of the classroom!

What can the Spanish I students do, you ask?

In Spanish I, all students can execute (ask, answer, and expand upon) the following (20) questions (and several variations of these questions) by the end of Term I.

  1. ¿Cómo te llamas?
  2. ¿Cómo escribes tu nombre en español?
  3. ¿Cómo escribes tu apellido en español?
  4. ¿Cuál es tu número de teléfono?
  5. ¿De dónde eres?
  6. ¿Cómo estás?
  7. ¿Cuántos años tienes?
  8. ¿Qué día es hoy?
  9. ¿Qué día fue ayer?
  10. ¿Qué día es mañana?
  11. ¿Cuál es la fecha hoy?
  12. ¿Cuándo es tu cumpleaños?
  13. ¿Cuántos días hay en una semana?
  14. ¿Cuántos meses hay en un año?
  15. ¿Cuántas estaciones hay en un año?
  16. ¿Cuántos estudiantes hay en esta clase?
  17. ¿Cuál es tu estación favorita?
  18. ¿Cómo escribes _________________ en español?
  19. ¿Qué hora es?
  20. ¿A qué hora es tu clase favorita hoy?

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It’s Oral Assessment Time! Level II Honors

The goal of learning any language is to communicate your thoughts, ideas, needs, and wants in the target language.  In the past, students were assessed through written exams and assignments to measure their abilities, but rarely did students get the opportunity to show what they could DO with their newly-acquired language skills.  As a department, we are moving more towards proficiency-based assessments and away from the traditional focus of grammar-based drills, although accuracy will always be an integral piece.

All Spanish II students will be able to execute  AND expand upon the following (20) questions/themes by the end of Term I.  Students must record their “interview” with their instructor and, after receiving a spreadsheet of feedback, they have the opportunity to self-assess and correct their errors.  This process of revision promotes student accountability and ownership of their learning.


¿Traes _________ a la clase de matemáticas?
¿Conoces a ___________?
¿Contribuyes ________ a tus clases?
¿Puedes cocinar _______?
¿Quieres ______ para la Navidad?
¿Dónde prefieres hacer la tarea?
¿A qué hora sales de la escuela cada día?
¿Con quién almuerzas?
¿Qué sabes hacer bien?
¿Qué haces cada fin de semana?
¿Qué comes para la cena esta noche?
¿Qué vas a hacer este sábado?
¿Cuántas mascotas tienes?
¿Cómo se llama tu __________(mejor amigo, padre, madre)?
¿Cómo es tu (casa, escuela, vecindario, etc.)? (2 adjetivos)
¿Siempre corriges todos tus errores en la clase de español?
¿Cuándo tienes sueño?
¿Dónde pones tu mochila después de la clase?
¿Qué te gusta hacer después de terminar la tarea?
¿Qué piensas hacer este otoño?

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Student Spotlight – John Dacey

img_1098Here is a “Star Student” from our Spanish II Honors class.

Nombre: John Dacey

Clase: Spanish II Honors

How many years have you studied Spanish?: ~2



(Hobbies) Pasatiempos:

  • Student Council
  • DECA
  • Golf

(Favorite Food) Comida Favorita:
burrito bowl from Chipotle

(What are you hoping to learn in class?) ¿Qué quieres aprender en la clase de Español?:
I am hoping to learn to communicate with others in Spanish and learn more about Spanish culture.

(What I like most in this class) Lo que me gusta más en esta clase:
I like the video projects the most.

(What are we currently doing in class?) ¿Qué hacemos ahora en la clase?:
We are currently preparing for a (20) question oral assessment as well as working with direct object pronouns and indirect object pronouns.

(Dicho Favorito) Favorite Quote or Saying:
“I can do what I want” -Ron Swanson


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Target Language Talk

What can you do in Spanish?  For many years, students were assessed on what they knew about the language, not what they could actually do in the target language.  The World Language department at Nipmuc recognizes that the goal of language acquisition is to facilitate communication.  Although accuracy and grammar are important factors in learning a language, the essential objective is to convey your thoughts, needs, ideas, and opinions to others.

So, how are we progressing towards this goal?

In Spanish II, students are creating “Chatterpix” talking photos, utilizing direct object pronouns and idiomatic expressions with infinitives.



In Spanish I, students are creating Spanish calendars and presenting their work entirely in the target language!  Students will be able to identify and describe each month’s season, related holidays, and classmates’ birthdays.  Additionally, students will be able to articulate the number of days and weeks on each month.

In Spanish IV, students are beginning their term projects.  Students will be running for president of a Latin American country and their task is to identify (3) social issues of importance and discuss how they might address these issues in their role as president. Students will be integrating the present, preterite, imperfect, future, and conditional tenses to create a fun, creative interactive poster in palet_150pxlino-it-app-logo, or other technology tool.  In addition students will embed a 60-second political commercial clearly articulating their campaign’s message of change.