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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Level 4 – Autobiografías

For World Language Week, students in Level 4 Spanish are “becoming” a famous Hispanic artist, athlete, poet, writer, etc. and participating in a face-to-face interview in the target language.  Utilizing all of the grammar components that we have learned thus far, students must be able to answer and discuss the following information:

  1. ¿Cuál es su nombre completo Ud.?
  2. ¿Dónde y cuándo nació Ud.?
  3. ¿Por qué era famoso(a) Ud.?
  4. ¿Cuáles son algunas personas que han influido su vida?
  5. Describa Ud. su educación y/o entrenamiento.
  6. ¿Había viajado mucho por toda su vida Ud.? ¿Dónde?
  7. ¿Cuál es su “dicho” favorito?  Explique.
  8. ¿Por qué le recordará a Ud. el mundo?
  9. Describa Ud. (muéstreme) una creación importante suya.
  10. ¿Se consideraría ser una persona influyente Ud.?  ¿Por qué/no?
  11. Si hubiera nacido en otra época, ¿cómo habría sido diferente su vida?
  12. Para el fin de esta entrevista, ¿qué quiere que yo recuerde de Ud.?
  13. Si estuviera vivo(a), ¿a quién votaría Ud. en las elecciones generales?
  14. ¿Qué tipo de música a Ud. le gusta más?  ¿Por qué?
  15. Si pudiera dar consejos a los jóvenes de hoy, ¿qué diría Ud.? (Use a Vosotros/Uds. command here)

Students are also designing artistic reproductions, acting in dramatic reinterpretations, or creating sculptures of trophies of their respective historical figures.

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