World Languages
Week of April 6, 2026
Spanish Language and Culture (Mr. Fontalvo, Ms. Gonzalez)
Last week, students began Unit 4 by learning and practicing vocabulary related to extracurricular activities, helping them communicate about their interests and daily lives in Spanish. They engaged with the new vocabulary through interactive activities, videos, and speaking practice.
Looking ahead, students will deepen their understanding by learning about infinitive verbs (-ar, -er, -ir) and how to conjugate verbs in the present tense. This will allow them to move from using isolated words to forming complete sentences about what they do and enjoy doing. Through guided practice and interactive activities, students will continue building their confidence in communicating in Spanish.
Spanish I (Mr. Donaldson, Ms. Cuffee)
In this first week of Term 4, students will explore new vocabulary related to food and beverages, focusing on expressing likes and preferences. On the first day, students will set up their Unit 4 title page and begin learning vocabulary related to breakfast foods. As the week progresses, students will also expand their knowledge of fruits, vegetables, and the food pyramid, all while practicing expressing their tastes and food preferences. The practice activities will involve listening and speaking practice related to the vocabulary learned throughout the week, focusing on breakfast foods and food preferences.
Homework assignments (Assigned April 7, Due April 10): 4HW1 - La cena y la salud (Vocabulary Open Input), 4HW2 - Las comidas del desayuno (Vocabulary Open Input).
Spanish II (Ms. Wooten, Ms. Henderson, Mr. Almanza)
This week we started our new unit "la busqueda por la identidad" in which we will be reading the book La Calaca Alegre and learning about how we express our own identities, how identity changes over time, Mexican-Americans/ Chicano communities in the United States, and the use of art to express identity. Ask your students the questions below to see if they can answer with our new vocab! We finished reading the first chapter this week. After spring break, students not traveling to Costa Rica will get to engage in some fun vocab games and group activities, and once the travelers rejoin us we will review the main events and vocab of chapter 1 before reading chapter. The only required assignment for Costa Rica travelers (for the days they miss) - will be a canvas written reflection on the trip in Spanish.
- De niño/a, ¿tenías pesadillas? Descríbelas.
- ¿Con qué sueñas para tu futuro?
- ¿Con quién puedes hablar cuando tu no sabes que hacer en una situación?
- De niño, ¿tú odiabas a unas comidas? ¿actividades? ¿personas? Desafío:¿Son diferentes las cosas que odias hoy en día?
- En tu opinión, ¿cuál es la peor pesadilla posible? ¿Por qué es tan mala?
- Describe un momento difícil cuando tú tenías que hacer una decisión difícil y no sabías que hacer.
Spanish Humanities, grade 6 (Ms. Balestra)
6th: Students made some wonderful creations out of clay. Stay tuned for an email with pictures and the accompanying myths!
Unit 4 focuses on Poetry.
French Language & Culture (Ms. Bullock, Mr. Almanza)
We hope you got the chance to rest and recharge during the break! This week we will be continuing unit 4: Mes activités. This week students will learn how to talk about what they like to do and don't like to do. We'll also be exploring concepts of language (such as what is an infinitive?) Unit 4 will focus on writing and listening. This term will go much better for students if they start reviewing vocabulary right from the beginning of the term! Want some digital flashcards to make learning easier? Voilà
What can we do at home?
Vocabulary is KEY to language learning. Students should be reviewing their vocabulary for at least 5 minutes every night. They are welcome to use this resource to support their learning. It is updated every time we learn something new! Students have been commenting about how much they've learned so far. It's great to see their confidence grow.
French I (Ms. Balestra, Mr. Osei)
French II (Dr. Mbayu & Mr. Osei)
This week, students begin Unit 4 by learning vocabulary about travel, transportation, and destinations. Students are practicing how to talk about basic travel plans and using complete sentences in French.
✅ Student Goal: I can name places and ways to travel in French.
Chinese (Ms. Liang)
G6
Last Friday, students successfully completed their summative assessment, demonstrating their learning and growth. Students continue working on our exciting new unit on sports, where students began exploring vocabulary and expressions related to different physical activities.
Students worked on textbook assignments (Lessons 7.1 – 7.8), focusing on:
Sports preferences – learning how to express which sports they like or dislike.
Explaining why – using key sentence structures to articulate their reasons for enjoying a particular sport.
Through engaging classroom discussions, written exercises, and interactive activities, students will practice expressing opinions and preferences in Chinese.
G7
Last week, we continue our exciting new unit on Chinese food. Students:
🍜 Learned essential vocabulary for common dishes, ingredients, and dining experiences.
🥢 Practiced ordering food and expressing preferences in Chinese.
📝 Explored Chinese cuisine and cultural traditions.
This unit will provide a fun and meaningful way for students to expand their language skills while deepening their cultural understanding. Next week we will have written and speaking summative assessments on food.
G8
This week, our Grade 8 students focused on reviewing high-frequency vocabulary and key grammar structures to strengthen their overall language proficiency. In class, students actively practiced all four language skills — listening, speaking, reading, and writing — through a variety of interactive activities.
To build oral fluency, students used Vocaroo.com to record their speaking practice and reflect on their pronunciation and fluency. In addition, we completed focused writing exercises to help students apply their knowledge in real-time contexts.
These activities are part of our preparation for upcoming assessments, and we’re proud of the effort students are putting into their language learning journey!