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Haz un Alebrije combinando 3+ animales. Describe los poderes de tu Alebrije en un párafo. Tu escultura debe tener ningún espacio blanco. Translators earn ZERO Grade.

Students create a story/board game that has at least 3 characters & a description of each. There are at least 10 pages with 2 complete sentences per page with images that best match the written ideas. There is a beginning, middle & end. The imperfect and preterite tenses are used correctly.

Students will write and videotape themselves comparing a cultural nuance in both the target country and their own community. and what qualities they want their future companion to possess.

Students will create a storyboard of 6 different scenes that depict the events in the beginning of Chapter 4 in El viaje de su vida. The scenes must include at least one sentence, with neat and detailed drawings. The purpose of this assignment is to make sure the students understand the scenery and events in the story.

Students will create a booklet using illustrations to go along with a sentence using possessive and demonstrative pronouns. For example: Javier drives that one (el tren) over there. Students would draw a picture of a man walking to a tren that is far away.

Each student will be responsible for writing an article on a current event within the last month in the Spanish-speaking world. All articles must then be compiled to create a class newspaper "El mundo hispanohablante."

Students will create a booklet using illustrations to go along with a sentence using indirect and direct object pronouns. For example: Javier serves it (the lobster) to her. Students would draw a picture of a man serving a lobster to a woman and then label the lobster as the direct object and the woman as the indirect object.

Students will create a scene of skeleton doing an everyday activity for cultural enrichment. Students will also write a paper in Spanish describing the scene, why they chose this scene, what materials they used to make the scene, and how they think making a skeleton scene could be used to honor the dead.

Students will create an ataúd to honor someone important to them. In addition, students will write a paper honoring the person and explaining the significance of the ataúd.

Students will work in groups of 3-4 to create and present a skit depicting a terrible experience at a restaurant. Students must incorporate vocabulary from 8-2 and use e-i stem changing verbs.

Students Create a photo storyboard, a powerpoint presentation or a video comparing the daily routine of a celebrity with that of their own routine. 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 design and label their own park. Included must be 6 sentences using prepositions and 4 sentences using comparisons and/or superlatives.

Students write 4 original poems in Spanish using the techniques taught in class.

Students will create a booklet using illustrations to go along with a command using indirect and direct object pronouns. For example: Change them for him. Students would draw a picture of a person exchanging change in a bank and then giving that change to another person.

Students will research, plan, and deliver a speech in which they demonstrate how to perform a specific task of their choice related to thier preferred carreer. Students will perform the task while giving Uds. commands to the class.

Objective: To create a semi-professional news segment on what's happening in sports worldwide and in our community. Sportscast will be 2-5 minutes in length. Students will include a commercial between 15-30 seconds advertising a sports-related product. Students will work in small groups no larger than 5 people to create an assigned portion of the newscast. Students will then help arrange the individual presentations to create a final group production. Students will be graded on individual work and the production of the newscast as a whole. Each group needs at least an anchor and an author. Other possible positions include: reporter, artist, co-anchor, actor(s) for commercial, athletes to be interviewed, etc. Students can play more than one part. These will be taped and watched in class!!

Students will create a presentation of 10 different scenes that depict the events in Una Carta a Dios. The scenes must include at least one sentence, with neat and detailed drawings. The purpose of this assignment is to make sure the students understand the events and details of the story.

Students will use vocabulary and grammar in Spanish to create and present their dream homes.

Students will present a lecture to the class in Spanish depicting one of the subjects of discussion involving Central America. Students need a visual aid and a handout.

Students will create a storyboard of the 12 different scenes depicting the events in La Celestina. Students may choose how to present their storyboards. For example, they may choose to do a powerpoint, a video, a booklet, or a poster. The scenes must include at least one sentence, with either neat and detailed drawings, or scenes complete with appropriate props and clothing. Students may choose to update the story with modern clothing and/or props. The purpose of this assignment is to make sure the students understand the sequence of events in the story.