Alumni News... College Trip to Italy

Two Weeks in Rome and Pompeii

By: Richard Catherina
GWCS Graduate - Class of 2014

Each winter, George Mason University runs two-week study abroad trips where students can earn up to three credits in the discipline of their choosing. As a student of history at George Mason University, and someone who has a great interest in travel, I signed up for a trip called “From Fire, Stone, and Water: The Rise of Roman Civilization.” An interdisciplinary course in geoarchaeology, the trip focused on how the Romans used the territory and climate to their advantage to create one of the most powerful civilizations of all time.

On January 2nd, 2017, I finished my first transatlantic flight and landed at Capodichino airport in Naples, Italy. I had my first culture shock when I saw uniformed men standing outside the airport holding assault rifles. For the duration of my trip, I saw a military presence throughout the country at nearly every airport, train station, and high-traffic area.  My second culture shock came when a driver came to pick us up and take us to our hotel near the excavations of Pompeii. It was then I learned that in Italy rules of the road are more like guidelines, speed limits are suggestions, and aggressive driving is both expected and required.

picture 1

Our first day was dedicated to exploring the site of what used to be the city of Pompeii. Within the ancient city we saw the remains of restaurants, resort villas, temples, forums, etc. What stood out was the quality of the preservation. Some of the buildings were still structurally sound; some of the buildings still had their original artwork. One of the best examples of this preservation that I encountered was an ancient brothel complete with pornographic paintings that had been impeccably preserved since the eruption of Mount Vesuvius in 79 A.D. The most haunting of the sights in Pompeii was that of a man who had been caught in the pyroclastic flow. (see picture 1).

picture 2

The following day, we hiked to the top of Mt. Vesuvius. Mt. Vesuvius is an active volcano; steam and volcanic gases emanate from the crater now, carrying with them the smell of sulfur (see picture 2). The height of the volcano and the clarity of the day provided for an unparalleled view of the bay of Naples (see picture 3).

We visited other places during our time around Pompeii, including the city of Herculaneum (another city destroyed in the eruption of 79 A.D.), the Piscina Mirabilis (where the Roman navy stored drinking water), and the city of Naples. After three days-worth of adventures near Pompeii, it was time to move to the second place we would be staying: Trinity University’s Roman Campus housing, managed by the Camaldolesi Nuns.

We got to walk through Circus Maximus, which was less than half a mile away from our housing. Once the track where the Romans would host their greatest chariot races, the Circus Maximus is now a public park used by runners, cyclists, and dog owners looking for somewhere to play fetch (and according to our professor, it is also sometimes used as a venue for concerts).

picture 3

For two days in Rome we were free to explore as we wished. The first day, I went along with a few friends to St. Peter’s Square, where Pope Francis gave an address to a crowd of hundreds. That was an experience unlike any other. Even though I couldn’t understand a word he said (the address was in Italian), Pope Francis commanded my attention for the duration of his speech. The second free day we decided to see the Vatican Museums. Stepping into the Sistine Chapel, I marveled at the height and size of the ceiling and the detail with which it had been painted. They don’t let you take pictures inside, so you’ll have to just take my word that it is one of the most amazing things you can ever see. This theme of enormous size and flawless detail pervaded the rest of the sites we visited.

During our stay in Rome, we visited multiple historic sites including the Colosseum, the Diocletian Baths, and the Imperial Forums. Seeing Trajan’s column, a pillar roughly 100 feet tall covered in an artistic depiction of the Roman wars with the Dacians and their eventual conquest by the emperor Trajan, all I could think about was the massive amount of time and the colossal effort that must have gone into building it. Standing on the outer rim of the Colosseum, looking in toward the center, I could envision how amazing it must have been to be a Roman watching the games (see picture 4). At each site we visited, the size and intricacy consistently captured my attention.

picture 4

As students, we had the benefit of visiting places most tourists dare not tread. One of the first places we visited after arriving in Rome was the underground tunnels around a small volcanic lake called Nemi. Exploring these caves was on one hand thrilling and on the other hand painful. Making my way through the hills with nothing but my headlamp to light the way, covering it at times to avoid waking up the bats hanging from the ceiling, and crawling through tunnels on my stomach were some of the most unique and unusual experiences I had over the entire two weeks. The only downside to this experience was that the height of the tunnel was often considerably shorter than my own. I spent much of my time in the cave walking doubled over, which provided for effective, yet unpleasant, lower back and glute exercise. I now understand why there are few 6’3” speleologists in the world. Later we went to the catacombs of St. Sebastian. We saw long bones, digit bones, skull shards, and teeth of people who were buried there thousands of years ago. For most of us, it was a thrilling and intellectually stimulating experience. Others in our group found it creepy and uncomfortable.

After experiencing 16 days of unbelievably good food, beautiful scenery, and fascinating history, it was time to come home. There were many other experiences I had on the trip, such as seeing the city of Ostia and hiking through an aqueduct, but those I have described were the ones that stood out most of all. Going to Italy was one of the best decisions I have ever made. I had an amazing time and became close friends with some awesome people. I miss Italy now, and I hope I can see it again.


Coyote Cornucopia Blog

Coyote Cornucopia Blog

At GWCS, we are sincerely thankful for our amazing community which includes all of our magnificent students, teachers, parents, siblings, grandparents, and alumni who makeup our great school.

GWCS often receives emails or cards with overflowing expressions of gratitude but this year we thought it would be fun, and rewarding for all, to post community comments on a "Coyote Cornucopia Blog" page on the GWCS website for all to enjoy.   

MELISSA MORGAN - PARENT (11.22.16)

What a blessing it is for GWCS students to have a place they can go where wonderful, dedicated teachers recognize and celebrate their strengths and potential in all areas of life - not just academics. Definitely a recipe for well being and future success!

 

ANONYMOUS - PARENT (11.21.16)

My heart is full! I am so thankful for GWCS - that there is a warm, special place like GWCS. I am thankful for the kind, patient staff. I am thankful for caring, understanding teachers, students, counselors, and directors. I am grateful for extensions. I am grateful for workaround. I am grateful for advisory. GWCS does so many things right!

 

 

ANONYMOUS - PARENT (11.18.16)

We are grateful for Mr. Pereira. He challenges his students with his high expectations, has thought provoking assignments, and makes writers out of the most reluctant students.

FLAG FOOTBALLCOACHES' RECAP

Noah, Chris and Ben

Coach Connelly and I want to say thanks to this year's GWCS coed flag football team and highlight a few moments of the season for our fan base. Our record may have been 0-3 but it does not do justice to the hard work our players put in, be it practice, games or the long ride in traffic on the way home.

We started and ended our season playing  Chelsea School, Maryland. We began each meeting behind at the half but outscored them the 2nd half in both games. Josh was a pivotal catching machine and Noah played through a sprained ankle in our first trip to Hyattesville, Maryland. The return trip was a demonstration in perseverance. The first half was challenging, giving up 3 TDs and missing out on a first and goal on our first drive. We made some adjustments, both the coaches and players, which led to two TDs and lock-down defense. Our sandwich game was versus Kingsbury Day School. After a few postponements, we finally played on a field shoehorned into a park in NW DC. The Coyotes fought hard, led by Kylan's two interceptions, but alas, came up short.

I hope to coach many of you in softball this spring with Ms. Shu. But for now: We wish all the basketball players much success this upcoming season.

Coach Fedinatz 

 

2016 GWCS Coyote Coed Flag Football Team & Coaches


HALLOWEEN HOOPLA

The GWCS SGA planned and executed an exhilarating afternoon of Halloween Hoopla!  Long before the afternoon events began, the SGA arrived at school early and hung decorations to get everyone in a festive mood.  (Many thanks to ALL students who lent a hand, there were some non-SGAers who helped out.)  Students arrived at school in full costumed glory.  What a treat to look into classrooms full of studious superheroes and villains (fortunately, no clowns).  Once classes were over, the afternoon activities started with the well-established GWCS tradition:  The Dangling Donut competition. Each advisory selects a distinguished student who will represent their advisory with honor and glory as they attempt to eat a donut that is dangling from a tree by a string, while blindfolded, and without the use of their hands.  Photos depict the audaciousness of this competition much better than words (click image to enlarge)...

Following the Dangling Donut competition, the SGA staged a runway for the costume contest.  Speaking of costumes... 95% of the students came to school in costume (and in character).  It was an awesome exhibition of coyote pride! Congratulations to Kylo Ren (1st place), Batman (2nd place) and Robin (3rd place).  Note - first place was actually a tie but they broke the tie with a civilized superhero vs. villain game of rock-paper-scissors. 

Following the costume contest, the SGA announced the winner of the pumpkin carving contest from an event they sponsored a few days prior.  Congratulations Xavier ~ the alien!

After all of these festivities, students stayed after school for the annual Scary Movie Marathon.  Those who were brave enough to stay enjoyed American Werewolf in London and The Mothman Prophecies (a.k.a. The scariest movie ever!  One that Ms. Shu can't look away from even though she knows she won't be able to sleep for a month!)


EAT YOUR NUMMIES

SGA LETTUCE DAY

Of the many time-honored traditions observed by the GWCS students and staff, none is more beloved than Lettuce Day.  We honor lettuce

Oh, wait... 

What can you say about lettuce that has not already been said?  It’s green.  It’s leafy.  It’s about the size of a human head.  It’s devoid of nutritional value and is comprised almost entirely of water.  It is a boring, boring, boring vegetable.  Until now!  Welcome to lettuce day 2016.  In the crunch heard ‘round the world, Lettuce Day became a thing on October 17, 2016.  How did that happen, you might be afraid to ask?  That’s easy.  Nine GWCS students sat at a long table with nine heads of lettuce on plates sitting in front of them.  As Josh counted down to the blast-off, the tension was palpable!  Nine people sitting in nine chairs, eating nine heads of lettuce as fast as they possibly could.  Just to make it more sporty, Ben tried to eat his without using his hands.  Jack seemed to get out to an early lead, but front runners often fade in competitions of endurance.  Among the spectators, many thought that Zach might go for the gold.  Suddenly, almost as it began, lettuce day, except for thirty minutes of picking up thrown, dropped and regurgitated lettuce, was over.  With two fists pumped victoriously into the fecund air, a champion arose.  Good for you Delia.  Good for you Lettuce Lord.  All comers had been humbled.  Delia reigns supreme.  Pass the ranch dressing please.  Mmmmm.  


GETTYSBURG TRIP

Yes, the freshmen and sophomores get to go camping.  Yes, the seniors get to sleep in cabins on the writing retreat.  But nobody lives higher-on-the-hog than the juniors during the Gettysburg Trip.

Every fall, theGWCS junior class heads north to Gettysburg.  It is not truly analogous to Lee’s march on Gettysburg in 1863, but we mention it.  Of course we ride on highways through rolling hills and arrive in good condition and good spirits in less than three hours, and Lee’s troops arrived after a forty day March, but still, the similarities are undeniable.  

The Battle of Gettysburg is a seminal moment in the history of the Unite States.  Some argue that there might not even be a United States today had the outcome of this battle gone differently.  Many soldiers from many states arrived and participated in the three day battle.  From a safe distance (like the twenty-first century) it is a spectacle to behold.  From Culps Hill to the North to Little Round Top in the south, the Union and Confederate sides fought in the largest, bloodiest battle on North American soil.

Together we spent the first day visiting the Memorial Graveyard, where Abraham Lincoln deliver the Gettysburg Address.  Then we spent several hours investigating the battlefield museum followed by the awe-inspiring Cyclorama of the Battle of Gettysburg painted by Paul Phillipoteaux.  In the evening we gathered together at conference room of the luxury hotel (Motel 6) and watched the movie, “Gettysburg,” which lasted about four and a half hours.  With the basics covered, we were ready for day two.

Although the soldiers at the battle of Gettysburg fought on July 1-3 in hundred degree heat, we went out to the battlefield at dawn, with frost on the ground.  We started at McPherson’s Ridge, went to the Eternal Flame, walked along Seminary Ridge, Pickett’s Charge, The Wheat Field, Little Round Top, and more.  We stood where they stood.  We looked out where they looked out, and we charged where they charged (albeit without guns, backpacks, heavy jackets, ammunition, and in the absence of hostile fire continuously raining-down on us) and wondered what it must have been like to have been there.

Morality?  Philosophy?  Loyalty?  Duty?  There are so many ways to consider a soldier’s life, and a soldier’s role in the grand scheme of things.  More than 50,000 men (and one woman) were killed, wounded, or captured during this battle.  The Tide of the war was turned in the favor of the union, once and for all.  As Lincoln so aptly said, “The world…can never forget what they did here,” the results of their efforts so permanently ingrained in the DNA of the country that stands today.    

Hiking Sky Meadows

Friday, October 7th

Although the clouds were low, spirits were high as nine students, three teachers, three parents, one faculty spouse, and a loyal canine completed a just-challenging-enough 5 mile hike in Sky Meadows State Park on October 7th.  All who went enjoyed the outing and returned safely.  This was the inaugural outing of the newly formed GWCS Hiking Club. Don't worry if you missed this hike; there will be more opportunities.


International Talk Like a Pirate Day

Special thanks to our amazing Student Government Association (SGA) for organizing the annual Pirate event at GWCS!  To set the mood... the SGA decorated the school in an attractive pirate motif and piped pirate music into the cafe. Many students and staff came to school dressed as pirates but, for those who forgot, the SGA had pirate hats, eye patches and jewels available.  There was even a pirate costume contest:  First place went to Delia , second place went to Noah, and third place went to Sabrina.  There was a special pirate drink on sale at the School Store, and the day ended with the viewing of Pirates of the Caribbean.  (Click image to enlarge.)


Coyotes Camp!

Freshmen, Sophomore & SGA Camping Trip

Friday, September 16, 2016 marked the annual Freshmen - Sophomore - SGA Camping Trip at Burke Lake Park, and it was one of the best ever!  Coyotes quickly bonded over tent assembly and campsite coordination and then it was off to the big field for some ridiculous team-building games.  Everyone took part and the hilarity was high.  (Do you know what noise a jellyfish makes?  What about the mountain chicken?)  Two hours in Coyotes were transformed, and it felt as if we had known even the newest of our community members for years.  Thanks to the SGA for a phenomenal first event!

(click on images below to enlarge)

Tent Setup

Animal Sounds

Train Wreck

Telephone

Kickball

Mafia

Pretzel

NIGHT Lake Walk

Campfire & S'mores

Breakfast

SMILES


Robot Reveal

Saturday, September 9, 2016

The 2016-2017 Robotic season is officially underway!  With Mr. Lindner bravely leading another team of eager, robot builders into robot battle, the first party was a huge success!

F.I.R.S.T., the robotics competition organizing body keeps the new season a secret until noon on the first Saturday of the school year!  This year eighteen students and an impressive collection of parents all convened in the LGIR (movie room) at GWCS to watch the “reveal” together in real time.  This year the robots that are created in Dr. Linderstein’s laboratory will have to possess a great number of skills.  They will have to move objects, lift objects, push buttons, place objects in goals, and (for extra points) throw a giant rubber ball onto a platform six feet over their ‘heads!’

It promises to be a challenging and exciting season!  If you missed the reveal party, it is not too late to join robotics.  See Mr. Lindner for details.  We’ll see everybody else at the upcoming tournaments!


Chincoteague Bay Field Station Adventure

HORSESHOE CRABS, PONIES, AND... COYOTES!

The GW Community School Chincoteague Bay Field Station Adventure.

We may have been off for the summer but science does not take a vacation!  On August 12, 2016, 12 students agreed to a three-hour van ride to attend a specialized Environmental Science program on the beautiful Chesapeake Bay.  

The Chincoteague Field Station features several labs, classrooms, dorm facilities, a cafeteria, and recreation areas. Once getting situated in our spacious dorm facilities, the students (and adults) prepared for the upcoming day with a lesson on boat safety. Here, the students were able to volunteer for specific roles on the boat, including dragging in the trawling nets full of the bay’s creatures.  Afterwards, the center graciously packed up a cooler of burgers, dogs, salads, and all the fixins’ and we were off to barbecue on Asateague Island. Here, we were treated to beautiful sunsets, s’mores, and a pristine beach. Students buried each other in the sand, played ball, and generally had a relaxing time with fellow classmates they had not seen all summer. The evening was capped off with a trip to the iconic island ice cream hangout, Mr. Whippy’s for frozen treats. It was the perfect start to our three-day get away on the Island.
 
Day two found us all up bright and early and ready for boating! A Chincoteague local took us out on the Mollusk, for trawling up and down the channels of the bay.  Students pulled up trawling nets filled with blue crabs, shrimp, clams, small fish, snails, and other creatures. Some were collected in special containers to bring back to the lab for further investigation. The latter half of the day involved us putting on our best “game faces” as we squared off against the intense heat and battled horseflies in the intertidal zone. Despite these obstacles, students still had a great time learning how to sample using quadrants and kick nets in the different zones present on the coast line. Once back to the lab, the students used dichotomous keys, field guides, and illustrations to figure out the scientific classification of all the creatures we had caught earlier in the day. Quite a full day of science! Ice cream was again on the menu after all that hard work. 

The following day was equally jammed-packed with a morning spent on Wallops Island, home of NASA. We obtained special permits to be allowed access to the vacant beach where we participated in a dune building exercise followed by more beach time. The beach was full of horseshoe crabs, vegetation, and crustaceans and we all took advantage by doing some shelling. After enjoying the cool ocean water and beautiful morning sun, it was time to head home.  

The trip not only provided a way to get in some valuable science experiences but also a great opportunity for everyone to get to hang out after a long summer apart. Plans are already being made for another trip in 2017, this time with the ability to earn a quarter credit of science. Be on the lookout for updates!

Special thanks to our parent chaperones:  Steve Ginsberg, Linda Campbell and Julia O'Grady!

~Ms. Newton


GWCS Academic Reflections 2015-2016

We had a great year at GWCS - a year filled with incredible trips, exciting events, and awesome outside the box enrichment activities.  But, as we wound up the year, teachers took a moment to reflect on their teaching experiences that took place inside the classroom.  Below are snippets of our teacher's academic reflections from the 2015-2016 school year...

academics_joey_megan_ryan.jpg

Mr. Andrews Bashan

English Teacher and Music Club Teacher

I know a project has landed with the students when students start approaching me outside of class with questions and ideas about the project. There were several that met that criteria this year: the Writing on the Walls project, reading Frankenstein, our Modernism unit, creating Historical Comic Books. But perhaps the highlight for me was our "Weakest Argument" contest. We discussed elements of weak arguments, then students scoured the web for articles they thought were weakly argued. We then compiled the arguments into a survey, voted on which was weakest, then discussed common features of those articles that won the most votes. 

MR. CONNELLY

History Teacher, Yearbook Teacher and Basketball Coach

In Government and AP Government we take a deep look into the American political system and culture. Not only do we study the Constitution and branches of Government, but we dive into topics like Political Socialization and the effects our system has on the very politicians that run for office. An outside the box project we complete every year is the Propaganda Project. Students identify and analyze all of the different forms of propaganda and then create a commercial or political speech of their own to deliver to the class. We look at how propaganda is used not only in politics but also in mainstream advertising making our students more critical and educated citizens and consumers.   Example Video

Dr. Cox

Astrophysics, Honors Physics and Environmental Science Teacher

One of the organizing principles of my Astronomy & Astrophysics class is using observations to distinguish between competing models of the universe.   The killer observation for distinguishing between the geocentric and heliocentric views of the solar system is observing the phases of Venus.   To help them understand this, we use a white Styrofoam ball to represent Venus and a single bright light source to represent the Sun.  We turn off all the other light sources and physically model the appearance of Venus in both views of the solar system.  We follow this with an activity that uses the planetarium software Stellarium, which allows students to step through time while viewing both the heliocentric solar system from the top down, and Venus as seen from Earth viewed first as a naked eye object and then zoomed in as if using a telescope.  Then they draw the appearance of Venus as seen from Earth with a telescope at different points in its orbit.  This allows them to integrate their knowledge and create a consistent model in their minds.   They can see why the invention of the telescope was essential for determining the structure of the solar system.

Mr. Fedinatz

History Teacher, Personal Fitness, Softball and Flag Football Coach

One of my philosophies of teaching history is students should read primary documents from varying viewpoints to gain a deeper understanding of the time period and specific events in history. This allows students to identify with individual perspectives and use critical thinking skills identifying biases, contextualizing the time period and corroborating documents on their validity of the individual’s position.
One activity I use for U.S. History is a round-table discussion on the issues of the day in 1850. The setting is an ASA (Anti-Slavery Association) meeting. Each student created a back story of why they became members of this organization. A few examples were, an escaped slave, a child of a slave owner, and member of a Quaker family who had a proud tradition of being abolitionists. Each of these back stories gave the round-table an air of authenticity and a point of reference the student could refer back to.  The topics discussed were should the ASA support the American Colonization Society? What was our stance on women’s rights including suffrage, and the most hotly contested topic, should we arm and participate with John Brown?  Activities such as these allow students to become part of history not just memorize dates and events.

Mr. Lindner

Math Teacher and Robotics Coach

Today as we began the study of limits in Calculus Loea got really excited about a very challenging discussion concept.  She asked questions that were exactly the next question to be addressed in the lecture.  She was disappointed when the period ended because she still had questions and wanted to learn more.  She was relieved when I reminded her that she could reread about it and re-watch the videos at home and even read ahead if she wanted to. 

GWCS/Coyote Robotics Team 3749 "Even More Coyotes" went undefeated in Qualification rounds of the FTC Southwest Virginia Qualifying Tournament to finish ranked #1.  Leading the Top Seed Alliance they selected the next best team and then their other Coyote Robotics Team 965 "More Coyotes" for the Elimination Rounds.  They won two straight in both the Semi-Finals and then in the Finals to Win the Tournament!  Way to go Coyote Robotics!

MS. NEWTON

Science Teacher & Reptile Caretaker

Science in Real Life: Limiting Reagents in Baking.
Chemistry is by no means an easy class. For most students, the content covered is not comparable to much of what they learned earlier in Middle School and freshman year of high school. For the first time, the science subject matter is not simply building on itself year to year and students are forced to enhance their skills in interpreting and implementing new material. Probably the bane of everyone’s existence in a general chemistry course is Stoichiometry (seriously, have you ever met anyone who claims to love it? Didn’t think so.  Applying math and science to real life scenarios (because let’s be honest-those long winded word problems are not the real world for a teenager) makes things much more digestible. It also helps when what you have to digest happens to be a whole pan of brownies.
When I polled my class at the end of the year, hands down their favorite lab was the Brownie Lab, which was surprising given the amount of math involved AND the fact students had to work together outside of school to complete the project. Teams were given a recipe for brownies where some of the ingredients were more limiting than others. In any given recipe, it doesn’t matter how many sacks of flour you have, once your run out of eggs, you can’t make any more decent brownies -- and that is essentially what a limiting reagent is in a chemical reaction- a needed “ingredient” that is required to make a product. After baking at home, the groups brought in their brownies and everyone had an opportunity to try other groups. Let’s just say part of the fun was seeing how awful some of them turned out when lacking the needed components! This experiment got the kids doing math and science outside of school, it is what made me interested in teaching Food Chemistry as an elective next year. Apparently, the way to get teenagers to learn science is through their stomachs. 

MR. PEREIRA

English Teacher and Personal Fitness Coach

After a long year of grammar, reading comprehension, and public speaking, what's an English class to do? Kick back and enjoy some good tunes. In my High School English class, students wrote papers that analyzed their favorite songs from both a lyrical and musical perspective. Then, they took those papers and turned them into multimedia presentations so they could share their knowledge, and their musical passions -- from Beyoncé and Taylor Swift to MF Doom and Minecraft-inspired chiptunes -- with the whole class. 

MS. SHUMARD

French Teacher, Math Teacher, Girls Basketball and Softball Coach

French comes in handy in my everyday life, in the way I communicate with parts of my world, but this isn’t always relevant for students of French. Many students have not yet discovered the doors a second language can open for them. This is why I strive to find authentic communication experiences in French usage. Our trip to Bistrot du Coin in December is on of the most genuine and talked about experiences our students can have in the DC area. Bistrot du Coin could be located in the center of Paris. The waiters will speak French if asked, so of course, I do! French students may order what they would like (but they have to ask for it, en français!)
Because France loves its gastronomie, and the culture is so closely tied to food, we explore a lot of food related activities. French 1 receives a shopping list in French 2 teams compete to find their groceries first. French 2 follows a recipe recipe to make crèpes in the classroom. French 3 & 4 come to my personal kitchen and cook more complex dishes: ratatouille and coq au vin. But the class favorite is when all of the classes get together at Bistrot du Coin to enjoy a traditional French meal in a traditional French bistro.
 

Senor Torres

Spanish Teacher and Soccer Coach

I use different tools to teach Spanish vocabulary. One of the tools I use are games. Bachillerato is the name of one of these—it is a game about words. The students have to write a word starting with a specific letter as soon as possible. It’s fun, it’s competitive, and the students are very engaged. We came up with an “expanded version 2.0”for this year, because I wanted to try to enrich the whole experience and help the students learn more new vocabulary.
 There are three main methods of teaching Spanish vocabulary: visual, interactive and creative. We use all of them in this activity (for that reason I called it “2.0”). Visually, students learn more when they use their senses. Being able to observe the Spanish words in addition to hearing them adds layers to their acquisition skills.  Pronouncing the new word and showing an image to go with it helps even more. Another way to successfully acquire Spanish vocabulary, is to allow students to socialize and interact with the new words. I ask them during the game to use the words in many different situations. New Spanish vocabulary sticks in their memory when students have a chance to make it their own. Building on personal discovery and meaning allows kids to be creative with the words. When students use their personal ideas and expressions to make sense of new Spanish vocabulary, they make a new place in the brain for the words to be stored. Way better that just translation! For that reason, I think this activity is a keeper.

See you next year!