La Clase de la Sra. Moloney

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Oral Assessment Time – Term 4 Cara a Cara Interviews

first_impressionsIt is that time of the year again! Our final oral assessment is nearly here!  Spanish II Honor students have done an incredible job of learning and integrating 9 verb tenses this year and now they have a chance to showcase their ability to use them in context to communicate in a meaningful way.  by the end of this term, all Level II Honors students will be able to execute (ask, answer, and expand upon) the following (20) questions (and several complex variations/scenarios of these questions).

  1. ¿Qué hacías _____________________?
  2. ¿Cómo era __________________ que _______________? (Descríbelo/la/los/las)
  3. ¿Qué hiciste cuando tenías __________ años?
  4. ¿Qué hora era cuando _____________?
  5. ¿Qué tiempo hacía cuando _____________?
  6. ¿Cómo estabas cuando _____________?
  7. ¿Qué harás si ganas la lotería?
  8. ¿A qué hora llegarás a casa esta tarde?
  9. ¿Cuándo me dirás tu decisión?
  10. ¿Me ayudarías con mi tarea?
  11. ¿Cuándo podrías visitarme en México?
  12. ¿Por qué querrías continuar estudiando espanol el próximo ano?
  13. ¿Adónde has viajado?
  14. ¿Por qué has estudiado el español?
  15. ¿Habías estudiado el espanol antes?
  16. ¿Habías gozado de todas tus clases siempre?
  17. Para el fin de este año, ¿qué habrás aprendido en la clase de espanol?
  18. ¿Qué habrás logrado este año?
  19. ¿Qué habrías hecho diferentemente este año?
  20. ¿Qué habrías hecho si fuera candidata a presidente este año?

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Si pudiera ser un superhéroe…

If you could be any superhero, who would it be?  What powers or abilities would you love to possess?  Utilizing the conditional tense in Spanish, students created and described their Spanish superhero alter-egos.  They discussed how their hypothetical lives would be, where they would live, and what they would look like.  After creating their descriptive narratives, students dressed up (special thanks to my own kids who provided the crazy hero costumes and accessories) and posed in front of a green screen in order to make their very own collectible “Superhero Trading Cards”.  Check them out!

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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….


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.





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Student Spotlight – Julia B.

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

Nombre: Julia B.

Clase: Spanish II

How many years have you studied Spanish?: 2

(Hobbies) Pasatiempos:

  • Student Council
  • Fall Chair for Homecoming and FAST
  • American Red Cross
  • IMPACT Team
  • Peer Leadership
  • Acoustic guitar
  • Basketball
  • Traveling
  • Spending time with friends

(Favorite Food) Comida Favorita:

(What are you hoping to learn in class?) ¿Qué quieres aprender en la clase de Español?:
I am hoping to learn how to have a complex conversion fairly easily.

(What I like most in this class) Lo que me gusta más en esta clase:
I like how we use different and fun ways to learn the language such as using interactive games.

(What are we currently doing in class?) ¿Qué hacemos ahora en la clase?:
We are decorating cookies that represent the Spanish-speaking countries we selected.

(Dicho Favorito) Favorite Quote or Saying:
“Be yourself; everyone else is already taken.” – Oscar Wilde

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Una Bandera Habladora

Picture this… The World Cup has come to your city and you are a soccer super fan!  You want to tell the world all about your favorite team and its country of origin.  Our Spanish II classes are becoming soccer “super fans” and utilizing the present tense and adjective agreement to describe their countries.  Students even get decked out in “virtual” face paint!  Students must replicate their country’s flag, and answer the following questions in the target language.  Students then video their oral narratives wearing fan “face paint” in the colors of their nation’s flag by integrating the photo filter application “Nissan Die Hard Fan”.



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Student Spotlight – Hannah Snow

screen-shot-2016-11-30-at-1-59-49-pmHere is another “Star Student” from our Spanish 2 Honors class!

Nombre: Hannah Snow

Clase: Spanish 2 Honors

How many years have you studied Spanish?: 3 years

(Hobbies) Pasatiempos:

  • Drawing
  • Cooking
  • Reading
  • Writing
  • Drama
  • Babysitting
  • Traveling

(Favorite Food) Comida Favorita: barbecue chicken pizza

(What are you hoping to learn in class?) ¿Qué quieres aprender en la clase de Español?:
I want to be able to speak fluently to interact with people from different cultures because I love traveling

(What I like most in this class) Lo que me gusta más en esta clase:
I like the fun atmosphere and the way we learn.

(What are we currently doing in class?) ¿Qué hacemos ahora en la clase?:
Learning the difference between por and para.

(Dicho Favorito) Favorite Quote or Saying:
“I have no idea what I’m doing but I know I’m doing it really, really well.” – Andy Dwyer, Parks and Recreation

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Student Spotlight – David Round

20161128_083112Here is a “Star Student” from our Spanish 2 Honors class!

Nombre: David Round

Clase: Spanish 2 A block

How many years have you studied Spanish?:
1 year


(Hobbies) Pasatiempos:

  • Video games
  • Ski club
  • Track and field
  • Indoor track and field
  • Gym

(Favorite Food) Comida Favorita:

(What are you hoping to learn in class?) ¿Qué quieres aprender en la clase de Español?:
I am hoping to learn how to understand people that are talking Spanish to me.

(What I like most in this class) Lo que me gusta más en esta clase:
I like the fact that you get multiple tries to pass quizzes and your best grade is what you get.

(What are we currently doing in class?) ¿Qué hacemos ahora en la clase?:
We are learning irregular verbs.

(Dicho Favorito) Favorite Quote or Saying:
“Is mayonnaise an instrument” -Patrick Star

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Estoy agradecido por…

meregusta-cuales-son-las-cosas-por-las-que-estas-agradecido-0-821576-previaThere is no better time of year than the present to reflect on all that we have and the many people that make such a positive impact on our lives.  My Spanish students at all levels participated in various activities today focusing on a theme of “gratefulness”.  Some students made booklets, others created themed lists and acrostic poems to identify what others were thankful for and to outline what they themselves were grateful for in their lives.  Here’s wishing you a wonderful time with family and friends!



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Sticky Sentences… We Need Your Help!

At all levels in language learning, we utilize what we call “sticky sentences” or scrambled sentences to reinforce grammar topics and aid in their integration in context.  In some instances, students cut out each sentence component and manipulate them on the carpet to facilitate collaboration and group input.  Other times, students use them as as a guide to create structured expressions and draw pictures that represent their meaning.


Some kids LOVE them; other kids DON’T, but they work and they are a great way to assess comprehension and application of abstract grammar topics.  So, why do we need YOUR help?

We are looking for a way (READ: NOT labor intensive) to transfer this type of activity to the IPads, so that students can manipulate the words/sentence fragments quickly and easily to both facilitate learning and to compare and contrast various language structures.  As an instructor, I would need to be able to “push” out a list/grid of words that all students could utilize to create their sentences.  Some IPad apps we have already thought of/tried without much success are:

Poetry Creator
Word Mover
Instant Poetry 2
Social Poetry
Sticky Words
Fridge Poems
Google Slides

Do you have any suggestions or ideas that could help us?  Are you a computer coder, engineer, or just all-around genius and would like to create an app for us?  Let us know and get in touch at:   Thanks!