Spanish I students in 5th period made piñatas as a final project.  They planned, designed, and created a piñata using traditional methods.  After listening to the Piñata song, they broke piñatas outside.  5th period was so energetic, they broke 2 sticks.  ¡Maravilloso!

6th period Spanish I students studied, designed, and created a piñata.  They learned vocabulary and listened to the traditional Piñata Song before breaking their piñatas.  This group was particularly energetic; they broke 3 sticks!  ¡Excelente!

Spanish II made traditional piñatas.  These are brightly colored and usually have seven cones with tassels.  Students designed a piñata (some had fewer than 7 cones), crafted and filled them, then broke them.  ¡Dale, dale, dale!

Spanish II students are reading a novel set in the Dominican Republic.  To connect to the culture, students learned recipe vocabulary and made a popular Dominican drink by following the recipe in Spanish.  (Link in English:  http://www.dominicancooking.com/976-morir-sonando-milk-and-orange-juice.html )

Athletes advancing to Regionals get a big Bulldog sendoff.  Congratulations, Bulldogs!

Girls´softball is first in district and is almost assured a place at state!

Several track and field athletes move on to Regionals and will compete for a place at state at EWU on May 27-28.

Two tennis athletes are headed to Regionals.  Way to go, Bulldogs!

Spanish II students practice their baseball skills using guantes y una pelota de cartón (cardboard gloves and a ball) that they made after reading about Dominican children who can´t afford baseball gloves or a ball.  Baseball is even more popular than soccer in the Dominican Republic and children get creative in order to play.  Spanish II students are reading a novel about Felipe Alou, a baseball player from Dominican Republic, and are making cultural connections.

Spanish II students are reading a novel about Felipe Alou, a baseball player from the Dominican Republic.  To connect to the culture, they made guantes de cartón (cardboard gloves) after reading and watching this video: https://www.youtube.com/watch?v=kTJnkFjFBNE

They used cardboard, scissors, six inches of tape, and their imaginations to create a glove like children use in the Domincan Republic and other Spanish-speaking countries.  Soon, they will make a pelota de cartón (cardboard ball) and practice their baseball skills.

Spanish I students are reading a novel (in Spanish!) that is set in Spain.  To connect to the culture, they learned to play "Las Chapas", a traditional Spanish children's game played with bottle caps.  To select the player who gets to go first, they learned the Spanish equivalent of, "eeny meeny miny moe".

Spanish I students ask each other what they like and don't like about Valentine's Day.  

Spanish students read, discuss, and answer questions about the Super Bowl.  Each class voted on who they wanted to win, selected their favorite food to eat while watching the Super Bowl, and decided if the commercials were better than the game.  All in Spanish!

4th period Spanish II students were split on who they wanted to win - half for the Panthers, and half for the Broncos. 5th period Spanish I students wanted the Panthers to win, and 6th period Spanish I students wanted the Broncos.  All three classes liked Pizza the best (Spanish II students had a tie between Pizza and chicken wings), and two out of the three classes admitted they like the commercials better than the game.