La Clase de la Sra. Moloney


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Level I – Toca Mini Juguetes! Toys!

Screen Shot 2017-06-06 at 1.18.02 PMWho didn’t love toys as kids?  How cool was it to receive a colorful, brand new toy that could do all sorts of things?  Real-life dolls or robots that could talk, sing, and even dance! Interactive sports figures that could play ball or even swim!

Ahhhh memories…  Level I Spanish students got a chance to remember what is was like to be a “kid” again and talk about their favorite types of TOYS inspired by the following creative scenario:

“You are a famous toy maker from a world-famous toy company and you have created the most amazing doll-robot that can do so many incredible things!  You can’t wait to get it on the international market and luckily, you speak Spanish, so you can market your new product to all of the Spanish-speaking countries around the globe.  Answer the following questions with as much detail and colorful, descriptive words as you can to help make your new creation a best seller!”

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Students first were given the task of designing and creating a virtual “doll” in the app “Toca Mini” on their Ipad.  Students could pick a theme (sports figure, robot, animal, etc.) or could just go where their imaginations took them.  They had had to make sure that their toy was extremely colorful, intricate, and detailed with many colors and patterns (stripes, dots, plaid, etc.).  

Students then had to answer the following questions in paragraph form (integrating transition words) in order to create the advertisement narrative for the unveiling of their new product.

1)      ¿Cómo se llama tu juguete nuevo? – What do you call your new toy?
2)      ¿De qué está hecho? (plástico, metal, madera, etc.?) – What is it made out of?
3)      Describe la cara (2 adjetivos) del juguete. – Describe the toy’s face with 2 adjectives.
4)      Describe el pelo (2 adjetivos) del juguete. – Describe the toy’s hair with 2 adjectives.
5)      Describe el cuerpo (2 adjetivos) del juguete. – Describe the toy’s body with 2 adjectives.
6)      Describe la ropa del juguete (3 oraciones – Incluye (4) colores. – Describe the toy’s clothing with 3 sentences including 4 colors.
7)      ¿Qué estampados hay en la ropa del juguete? (incluye 3+) – What 3+ patterns are on the toy’s clothing?
8)      Describe los zapatos del juguete. (2 adjetivos) – Describe the toy’s shoes with 2 adjectives.
9)      Comenta sobre un accesorio que lleva el juguete. (paraguas, sombrero, guantes, etc.) – Comment about an accessory that the toy is carrying/wearing.
10)   ¿Qué sabe hacer este juguete increíble? (2 cosas) – What does this incredible toy know how to do?
11)   ¿Qué puede hacer este juguete magnífico? (2 cosas) – What can this magnificent toy do?
12)   ¿Cómo va a estar un cliente cuando compre este juguete? (Use an Ud. sentence here). – How is a customer going to feel when he/she buys this toy?
13)   ¿Qué va a querer hacer un niño cuando reciba este juguete? (Use an Ud. sentence here). – What is a customer going to want to do when he/she receives this toy?
14) ¿Cuándo debe comprar este producto un cliente? – When should a customer buy this product?

Screen Shot 2017-06-06 at 1.18.50 PMFinally, students embedded their written narratives with a picture of the front/back of their toy in Notability and recorded themselves “selling” their new “toy” in their best Spanish accents.  Some savvy students were able to video their narration while utilizing the 360 rotation feature within the app.  So cool!

This activity is a great culminating assessment that gives all students the opportunity to integrate ALL of the knowledge and skills that they have gained during the year to:

  • Introduce /name items
  • Distinguish origin/material
  • Describe items in detail (sizes, colors, shapes, patterns, etc.)
  • Identify articles/clothing/body parts/basic items
  • Discuss/predict opinions and feelings/emotions
  • Articulate obligation and desire
  • Narrate action and knowledge/ability
  • Address near-future occurrences/deadlines/date/times

Refining these communication skills is crucial in helping students to grow in building their proficiency in the target language.  And just think…all of this was in only one year! We are so proud of all of our Level I students and can’t wait to see what they will achieve next year!

The last planned step, is to have students read a classmate’s descriptive narrative and attempt to “reproduce” all of the colors, details, and patterns they have read on a blank Cricut-generated doll-template.


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Preterite or Imperfect?

Screen Shot 2017-05-02 at 2.58.28 PM.pngPerhaps one of the most challenging grammatical components in Spanish is correctly utilizing and integrating the (2) past tenses: the preterite and imperfect.  These (2) past tenses are employed in different ways to express various ideas in the past. The tough question is, which one do I use when?

Well, the preterite is used to: narrate in the past and give just the facts of actions that have a distinct beginning and clear end…..WHAT??

The imperfect is utilized to describe or express feelings/opinions in the past and to emphasize ongoing or repeated action in the past….

SO….WHAT DOES THIS MEAN????

Pretty abstract, challenging stuff, huh?  Instead of trying to memorize this nebulous concept, it makes more sense to put it in a more realistic, authentic context.

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Who is your favorite move star?  Athlete? Singer?  We all have one and let’s be honest, we know all about our favorite stars.  What better way to compare and contrast the (2) past tenses than by creating a a timeline of their life?  Students identified (10) benchmarks in their favorite public figure’s life and “narrated” in the preterite on multi-colored squares.  Then students identified (10) repeated actions or personality descriptions and articulated them in the imperfect on circles.  By utilizing the squares and circles (created by our newly-acquired Cricut machine) on a timeline, we are creating a visual/graphic organizer which delineates, compares, and contrasts the past tenses.

After, we will be creating WANTED posters for our public figures, utilizing the imperfect to describe physical attributes.