rubric gallery

Students will work cooperatively in a group to write and perform a skit designed to demonstrate their knowledge of vocabulary used for working in the classroom, class rules, talking about problems, and getting to know one another. They will also create questions for the audience.

You and a partner will create a Spanish game that covers what we've seen and done this semester! It must include 50 questions and answers in Spanish that range from easy to complex, and you MUST be able to answer them all for your game. ALL games are due the class day BEFORE finals so we can play them during finals and do 2 quick writing assignments (1 Spanish, 1 English). Do your 50 q/a FIRST and show them to me. Get creative with the rest and have fun!

You have a heufante! You must care for your huefante for a week. It will go w/ you wherever you go *unless an extreme hazard* & you must take at least 1 picture/day w/your huefante. It must have a name, face, birthday, & a min. 0f 5 sentences written CORRECTLY about what it does daily w/ as much detail possible. If your huefante breaks or cracks, you automatically lose 50 pts, more if it is your fault. You MUST include for every day at least 1 reflexive verb in the present, 1 stem-changing verb in the present, 1 verb in the past, & 2 verbs of your own choosing, either present or preterite. Garbled/Googletranslated verbs are unacceptable. Use verbs from your textbook & verb lists. Use adjectives often! Use attached sheet to help write about each day. Late work is a maximum of 50. You will present about your huefante to the class. Extra credit is possible w/ descriptions of your huefante's personality, family, likes/dislikes, etc. You must have your huefante every class day.

Students will create a storyboard of 10 different scenes that depict their daily routines. Each scene must include at least one sentence with details and a neat detailed drawing, photo, or clip art depicting the student's daily routine. A minimum of 7 frames must contain the use of different reflexive verbs. The purpose of the assignment is to demonstrate the student's understanding of the use of reflexive verbs, when to and how to use them correctly.

Students in partners create a storyboard and video/Powerpoint comparing the daily routine of a celebrity with that of their own routine. They have 9 or more scenes with at least 7 having reflexive verbs in the present and details. They must show a storyboard before finishing the video/Powerpoint. The purpose of the assignment is to demonstrate the student's understanding of the use of reflexive verbs, when to and how to use them correctly.

Students will create a missing, lost or wanted poster on a Christmas character in Spanish.

Students are required to engage in a conversation by performing a Spanish skit and put into practice the vocabulary learned in class and the Unit.

Design a webpage that the Spanish teacher will select to use as his/her website. Your webpage must include: all information in Spanish, the classes that are taught, the school logo, and additional links related to the Spanish language and culture. Remember that the teacher is your client, and you want your website to be selected as the actual teacher's webpage. Try to be as creative and detailed as possible. You will be evaluated on to what extent you provide information and ideas, develop ideas, and use a format and structure appropriate to the task to organize the work.

Students will create a 3 page web page in Spanish. The project should be turned in as: an actual web page, a 3 slide power point presentation or as a 3 page paper web page. The title or topic of the web page must be related to one of the chapters in the book. The first page will be the home page. It must contain a web address and a title (in Spanish), at least 2 main links in Spanish w/pictures/graphics), at least 2 technology words or phrases, and at least ten vocab words related to your topic. The second and third pages are the pages one finds when they click onto one of your home page links. They must include a title, at least 3 links or subheadings, at least 8 vocab words or phrases (not including links) and 1 technology word or phrase. All vocabulary is to be in Spanish. (unless English is used to translate an unclear term) Each page of the presentation is to include color, pictures and design or background graphics. Projects are to be presented in Spanish (1.5-2 min)

Research and presentation about a Spanish speaking artist

Spanish III, Final Exam Take Home Essay

An introductory Oral Presentation in Spanish. Use of the reflexive and non-reflexive verbs

Students will create a comic strip using words that they have learned in Spanish Class

Spanish 3B Honors Spring Project- Writing and Performing a Telenovela.

Objective: To create a semi-professional newscast that includes topics that have been previously studied in conjunction with topics currently being studied in Spanish II. The topics include weather, sports, leisure activities, parties/celebrations, current events in the Spanish-speaking world, current events within the local Spanish community, clothing, fashion, food, and music. Students will work in small groups to create an assigned portion of the newscast. Students will then help arrange the individual presentations to create a final whole-class production. Students will be graded on an individual work, group work, and the outcome of the production as a whole class.

Students write a one-page letter in French or Spanish including the following: name, age, describing yourself, family, school, sports and hobbies.

Students write about a shopping spree in spanish that they took and use preterite form.

Students are to create a children's book or write and illustrate a story in Spanish.

Students will create a teaching video or skit of vocabulary words given in Spanish class.

Teach Me a Rule: Students will work together as a team to create a teaching video of a grammatical rule selected in the Spanish class.