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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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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Kindness Rocks Project – In Spanish!

Our Latin American Experience class is all about making connections within the Latino community and reaching out to others in kindness and friendship with the goal of promoting tolerance and understanding.  What better way than to create a Kindness Rocks Project in Spanish!

I first learned about The Kindness Rocks Project this past summer while I was hiking with my children, Eamon and Delia.  We came upon this assortment of beautifully-painted rocks and noticed that they had wonderful, positive messages written on them. Uplifting statements like “May all good things happen to you today” and “Focus on the good” adorned these rocks of various sizes and shapes.  My son and daughter were immediately intrigued and we spent quite some time reading the positive messages and talking about what they meant.  We also noticed the hashtag #thekindnessrocksproject written on each rock and were curious what it all meant.  Looking more closely, we also noticed a small wooden sign that welcomed us to take a rock if we needed some positivity in our lives and to share them with others in need.  It also said to take a photo of the rock and to put it on social media with the hashtag #thekindnessrocksproject.  I was amazed at what we found out when we did a little more investigation at home of how this all began.

The Kindness Rocks Project was started by an anonymous woman in Barnstable, MA.  She liked to collect rocks on the beach and would paint inspirational sayings on them and leave them in places for people to find.  One instance, before her trend went viral, this woman simply left a painted rock at a local Whole Foods and a woman, who had been experiencing many recent hardships in her life, picked it up and posted a photo on Facebook.  She explained how that simple message of hope changed her life and helped her to move forward through difficult circumstances.  And thus, The Kindness Rocks Project was born!

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As she continues to pay it forward, she has inspired people, like us,  from around the globe to create their own Kindness Rocks Project!

Students in our Latin American Experience classes collected up some rocks and painted positive messages and inspirational quotes in Spanish on them  Then, they ventured off to set up their “rock garden” in a local Milford park.  If you were a Spanish-speaker and you came across a rock garden with uplifting messages in YOUR language, how cool would that be?

Learn more about The Kindness Rocks Project here!

Check out some of our student-created Spanish kindness rocks below!

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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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Level 4 – Oral Assesssments

qcbxnxj4iAs Term I comes to a close, we are wrapping up our final oral assessments.  This year, level 4 Honors Spanish students are utilizing the target language to express their opinions and explore their perceptions on some rather complicated and abstract ideas such as religion, education, and identity.

By the end of Term I, all Spanish IV students will be able to execute (ask and explain) the following themes and questions:

  1. ¿Qué clase te gusta más este año?  ¿Por qué? ¿Qué haces en tu clase favorita ahora?
  2. ¿Qué hiciste este verano pasado?
  3. Cuando eras joven, ¿qué hacías cada fin de semana para relajarte?
  4. ¿Siempre traes _______________ a la clase de ____________. (use direct object pronouns)
  5. ¿Cuántas horas duermes cada noche?
  6. ¿Dónde pondrás tu(s) ______________ después de las clases?(use direct object pronouns)
  7. ¿Le comprarás a tu amigo(a) mejor un regalo para su cumpleaños?(use direct and indirect object pronouns)
  8. ¿A qué hora usualmente te levantas por la mañana?
  9. ¿Quién es tu mejor amigo(a)?  ¿Por qué?
  10. Si ganaras la lotería, ¿qué harías con el dinero?
  11. En el futuro, ¿qué harás con tu vida?
  12. ¿Cuáles son algunas influencias en el idioma español?  Explica.
  13. ¿Te importa mucho la religión?  ¿Es una fuerza positiva o negativa en tu vida/el mundo?
  14. Describe un concepto de la gramática que te era muy difícil. ¿Por qué?
  15. Describe un concepto de la gramática que te era muy fácil. ¿Por qué?
  16. ¿Qué tipo de estudiante eras en el pasado?
  17. ¿Cómo estás cuando sacas buenas notas en una clase difícil?
  18. ¿Qué tipo de persona eres?
  19. ¿Les mentirías a tus padres si no hubiera ningún posibilidad de ser atrapado?
  20. ¿Qué es un préstamo?  Da un ejemplo de un préstamo y describe su origin.

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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?