These past few weeks in Grado 4 we integrated our language skills with our artistic talent. We made very creative Marionet Puppets in Art class and decided to bring these wonderful Marionetas to life by writing dialogues and recorded them in Spanish, in Spanish class. Many of the personal interview questions that we’ve learned earlier we integrated into the dialogues along with describing their personalities and physical characteristics/parts of the body, special abilities and/or special powers. Many of the Marionetas were based on the Greek Mythological unit that we studied in our Unit of Inquiry. We hope you enjoy viewing them and por favor, feel free to leave unos comentarios!
En el Grado 5 students created LIBROS de LUGARES – Books of Places. The objective of this assignment was (1) to use the verb ‘ir’ ‘to go’ en español and know how the verb changes when using it with a variety of subjects (the people doing the ‘going’ somewhere); (2) to learn and practice vocabulary dealing with places around a city, and/or in a school and (3) to tell someone about where and when, they and their family/friends are going to, to do special activities. After completing their books, students were assessed on the following criteria:
-Contenido & Variedad (Content & Variety)
-El uso de Ir + a (Use of the verb Ir, to go + to)
Students also practiced asking and answering questions using ¿A dónde vas? Where are you going?
You can access the rubric here as a Google document.
We hope you enjoy the Grado 5 collages of their work! Go to Grado 5 for the rest of the LIBROS
En las Clases de Español (especialmente en los Grados 4 y 5) we are interviewing each other by asking and answering basic questions. We have reviewed/learned that we must raise the tone of our voices when asking questions and that when writing out questions we must use an upside down question mark (¿) in front of the question. You may wonder why this is so! ~ Not all questions in Spanish include a question word (interrogative word) nor is the word ‘do’ used when asking a question as is commonly used in English – this is why we must raise our voices when asking questions in Spanish.
For example: ¿Te gusta jugar al fútbol?
Direct translation is: You like to play soccer/football?
English equivalent is: Do you like to play soccer/football?
We also have been practicing answering questions, both verbally and written, using complete sentences – most answers in Spanish include words from the question in the answer.
For example: ¿Cuál es tu bebida favorita? (Which is your favorite drink?)
Mi bebida favorita es el agua mineral.
Most all of our questions have to do with personal preferences and information about ourselves that we would share when meeting someone for the first time. Other questions are for practicing basic vocabulary.
Our first 20 basic questions we have been practicing are: ¿Cómo se llama Ud.? ¿Dónde vives? ¿Cuántos años tienes? ¿Cómo estás? ¿Qué tal? ¿De dónde eres? ¿Qué te pasa calabaza? ¿Cómo se llama la maestra de español? ¿Qué fecha es hoy? ¿Qué es esto? (point to something you want to know the name of) ¿Cómo se llama el presidente de Tanzania? ¿Cómo se llama el presidente de EEUU? ¿Cuándo es tu cumpleaños? ¿Cuál es tu número de teléfono? ¿Cuál es tu color favorito? ¿Cuál es tu animal favorito? ¿Cuál es tu bebida favorita? ¿Cuál es tu clase favorita? ¿Qué te gusta hacer? ¿Qué te gusta comer? ¿Qué no te gusta hacer?
In order to improve pronunciation and listening comprehension of these questions, Sra. Tamara solicited the help of Sra. Maria Ferres to record interviews with 5 different native Spanish speakers living here in Dar es Salaam. Listen to the following interviews and see if you can understand their answers to the questions … you may use the google.document to fill in the answers as you listen; just click on each name below to listen to their interview.
For the past couple of weeks the fifth grade Spanish students have been working either individually or in pairs on video-story telling projects.
The objectives of this project for students were:
– to utilize prior Spanish vocabulary and skills to create a basic story
– to incorporate geography and mapping vocabulary
– to include story telling elements – an introduction, small dilemma and resolution, character description, and conclusion and …
– to use proper pronunciation while acting out the story
The criteria: Title and authors, written story-line, recording of story, at least 6 pictures/drawings, list of newly introduced vocabulary, and an ending.
Students worked very hard on these and now have a new appreciation for the hard work and effort that goes into creating a video story. The entire collection of video stories can be seen by clicking here. Look for student comments and feedback at the bottom of the videos.
This is an example of a story we are presently working on in Spanish in 4th grade. This is an EXEMPLAR, an example for the students to follow when creating their own stories. This project will be written, recorded and created by the students and is one that integrates the skills they just learned with Mr. Mikey in IT class. Coming soon will be stories made by students. Enjoy! Sra. Tamara