Spanish at St. George's: January 2014

Wednesday, January 29, 2014

6th and 7th Grade Vocabulary

Still shivering after Snowpocalypse? No worries! Here's a link to a set of flashcards to 7th Grade's list of clothing and color vocabulary.

The cold never bothered me anyway.

And 6th grade can warm their hands in the pleasant glow of these flashcards on food!

I would make a snow angel, but my dogs use the yard. A lot.

We're still quizzing on Thursday for 7th grade and Friday for 6th!

Friday, January 24, 2014

5th Grade Spelling Terms

Hola mis quintos!

Here is a link to your spelling terms in flash card form. Study for your spelling quiz next Friday the 31st!

Wa-pow-pow-pow-pow-pow-pa-pow!

Thursday, January 16, 2014

Extra Credit Opportunities for 3rd and 4th Quarter

Here’s a chance to earn 10 points on a test grade this semester. Do any of the following things (1 time only!)

Go to a Hispanic food market and examine the labels; write down at least ten new terms you learned.
Write a short summary (500 words) of a news article that features a Spanish speaking country. (Nothing too terribly violent!) And present it to the class (bring in a copy of the article as well)
Make a short PowerPoint of ten slides of words that are both English and Spanish. Be able to explain the etymology (how the words came to be used in both languages). Include pictures. (This cannot include any food items – e.g., taco, burrito, etc.) Present it to the class.
For this project, students will need access to actual travel information. The student will plan a trip, based on accurate information, for at least three days to a city in the Hispanic world. The information should be written up as if the student were writing up an itinerary for the teacher to actually take the trip. The information should include airfare, hotel prices, tourist attractions, etc. The most important part of this project is a highlight of culturally significant places to visit. The itinerary must be typed.
Write a short report (500 words) on a famous Spanish poet, painter, or historical figure. Include a sample of his or her work. Present in front of the class.
Make a Hispanic craft (besides the Ojos de Dios). Research the origins and cultural significance behind it and share with the class.
Perform an authentic Spanish song or dance for the class. Be able to describe its origins and historical background. Students can work together on this in groups of 2, 3, or 4.