Teacher: teacher name



Teacher: Srta. Gerhold Phone: 410-266-5240

E-mail: sgerhold@ Planning periods: 4A, 4B

Welcome to the IB Middle Years Programme (MYP)! This exciting program provides a framework of academic challenge that is based on MYP’s three fundamental concepts of holistic learning, communication, and intercultural awareness. Throughout your academic career, you will develop the traits of the IB learner profile: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and reflective.

Course Overview

The Aims of teaching and learning of MYP languages are to:

• Develop the student’s communication skills necessary for study, work and leisure in a range of different, authentic contexts and for a range of audiences and purposes

• Enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

• Enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning

• Enable the student to recognize and use language as a vehicle of thought, reflection and self-expression and learning in other subjects, and as a tool for enhancing literacy

• Enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

• Offer insight into the cultural characteristics of the communities where the language is spoken

• Encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities

• Foster curiosity, inquiry and a lifelong interest and enjoyment in language learning

Course objectives are designed to enable the student to become multiliterate by developing their oral, visual and written literacy. This course expands and refines the students’ linguistic accuracy and increases their ability to function appropriately within the target culture. Emphasis is on developing the students’ language skills to make decisions, solve problems, investigate topics and create new products.

|Unit Title | | |

|Area of Interaction | | |

|Unit Question | | |

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|Florida - | | |

|Mis amigos y yo | | |

|Environments | | |

|How cool am I? | | |

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|Costa Rica – | | |

|¡Vamos de viaje! | | |

|¡Cuéntame de tus vacaciones! | | |

|Health and Social Interaction | | |

|Have you been where I’ve been? | | |

| | | |

|Argentina – | | |

|La copa mundial ¿Que vamos a hacer? | | |

|Health and Social Interaction | | |

|Why should I get off my couch? | | |

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|Puerto Rico - ¿Cómo me queda? | | |

|¿Filmamos en el mercado? | | |

|Human Ingenuity | | |

|How do I make my shopping choices? | | |

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|México – Una leyenda mexicana | | |

|México antiguo y moderno | | |

|Environments | | |

|Why do I choose my past times? | | |

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|España – | | |

|¡Qué rico! ¡Buen provecho! | | |

|Health and Social Interaction | | |

|How does my culture affect my food choices? | | |

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|Intercultural Understanding | | |

|A “communicator” is someone who can understand and express ideas and information confidently and creatively in more than one language. Students should be able | | |

|to use language with clarity, precision and effect to communicate their ideas and understanding. Language is integral to exploring and sustaining: | | |

|• personal development | | |

|• cultural identity, and | | |

|• intercultural understanding | | |

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|Required materials / Textbook | | |

|Students must be prepared every day with pen, pencil, student workbook and paper, and a 3” binder (to be used all year). | | |

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|Primary Text - ¡Avancemos! 2- textbook | | |

|*Student will receive activation codes for online textbook, or may request a textbook to sign out and bring home. | | |

|Secondary Texts - ¡Avancemos! Cuaderno: práctica por niveles- student workbook | | |

|*All students receive a student workbook of their own. Replacement cost is $10. | | |

|¡Avancemos! Lectura para Todos- student reading workbook | | |

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|Online Student Help - | | |

| – featuring Cultura Interactiva (Interactive Culture), Animated Grammar, | | |

|and At Home Tutor | | |

| – Spanish grammar practice | | |

| - homework and course documents, links, and information will | | |

|be posted on the class page. | | |

|Grading policy | | |

|Students will receive grade sheets every two weeks to monitor their progress. | | |

|Per the county’s policy, semester averages are calculated via percentages not letter grades. | | |

|A student may receive a zero (0%) if he or she refuses to do an assignment or attempts to abuse the redo opportunity. When a student turns in assignments that | | |

|do not meet the standard, he or she will receive a grade no lower than 50%. | | |

|Homework will count no more than 10% of the marking period. | | |

|Grades will be calculated according to the following: | | |

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|1st Marking Period | | |

|Homework: 10% | | |

|Summative Assessments: 80% (tests/quizzes/projects/presentations/graded assignments) | | |

|1st and MP Assessments 10% | | |

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|2nd Marking Period | | |

|Homework: 10% | | |

|Summative Assessments: 90% (tests/quizzes/projects/presentations/graded assignments) | | |

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|Assignments that can be made up will be indicated in PowerTeacher by an “m” for missing. Those assignments that cannot be made up will be indicated by a zero | | |

|(0%). | | |

|All work should be completed and handed in on time.  If an assignment is turned in late, 10% will be penalized for each day it is late. Work will not receive | | |

|credit after 5 days late. | | |

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|*Grades will not be discussed during instructional time. Schedule an appointment or come to help day.* | | |

|Make up work “Re-do” Policy | | |

|Students shall have one additional opportunity to improve their score on a qualifying assessment, activity, or assignment which demonstrates knowledge of course| | |

|content, skills, and standards. To qualify, students must have completed and submitted the original assessment, activity, or assignment by the deadline and must| | |

|have participated in the teacher-facilitated re-teaching (before, during, or after school) within five school days following the return of the original graded | | |

|work. Within ten school days of receiving the returned original graded work, students must complete and submit (directly to teacher’s hand, or electronically by| | |

|email) the new assessment, activity, or assignment. The higher grade shall be the grade of record. Work that may not be reassessed includes marking period or | | |

|final benchmark exams. | | |

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|Homework policy | | |

|Homework will be assigned 2-3 times per week and may consist of assignments which: | | |

|promote attainment of positive work habits and study skills | | |

|practice material / skills already taught | | |

|prepare for upcoming lessons | | |

|study for upcoming assessments | | |

|extend student understanding of concepts | | |

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|Assessments | | |

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|The following are examples of the 4 types of graded ( summative) assignments: | | |

|• Criterion A-Oral: Interactive oral tasks conducted under supervision in class. | | |

|These can be recorded on an audio cassette, compact disc (CD) or digital video disc (DVD). | | |

|• Criterion B-Visual Interpretation: Visual interpretation tasks completed under supervision in class | | |

|• Criterion C-Reading: Reading comprehension tasks completed under supervision in class | | |

|• Criterion D-Writing: Writing tasks produced under supervision in class | | |

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|The following are examples of practice (a.k.a. formative) assignments/activities that will receive feedback so student can accomplish success in above projects:| | |

| | | |

|• Criterion A-Oral: partner dialogs, vocabulary/grammar games | | |

|• Criterion B-Visual Interpretation: creating thinking maps | | |

|• Criterion C-Reading: warm ups and reading assignments | | |

|• Criterion D-Writing: practice sheets | | |

| | | |

|Criterion Rubrics (top marks are shown but each is on an 8 point scale) | | |

| | | |

|Oral | | |

|• interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations | | |

|• communicates substantial information containing relevant ideas and some details in familiar and some unfamiliar situations | | |

|• makes excellent use of a range of vocabulary and grammatical structures, generally accurately | | |

| | | |

|Visual interpretation | | |

|• shows understanding of information, main ideas and supporting details, and draws conclusions in visual texts dealing with familiar and some unfamiliar | | |

|situations | | |

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|Reading | | |

|• engages with the text by identifying ideas, opinions and attitudes in the text and making substantial connections with own experiences, attitudes and points | | |

|of view | | |

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|Writing | | |

|• makes excellent use of a range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with communication | | |

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|Academic Integrity | | |

|In order to promote the pursuit of academic excellence and learning, Anne Arundel County Public Schools expects its students to conform to specific standards of| | |

|academic integrity. Academic integrity is an integral part of promoting self-respect, trust, student achievement, and positive relationships among all | | |

|stakeholders in our school community. Academic integrity means exhibiting honesty in all academic exercises and assignments. Academic dishonesty refers to any| | |

|form of misconduct that occurs in relation to all formal academic exercises. | | |

| | | |

|Behavioral Expectations | | |

|Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission. “All students will show respect for | | |

|self, others, learning, and property.” | | |

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|Classroom Expectations | | |

|A student’s most important responsibility in class is to speak Spanish as much as possible with the group, classmates and the teacher. Students will get | | |

|vocabulary reviews and frameworks to follow until they are more comfortable and more fluent in speaking the language. Students are expected to participate | | |

|actively in all class work activities. Please come prepared to participate fully every time we meet. We have a limited time together; therefore students need to| | |

|use the time productively. Finally, students are not supposed to write notes to friends, do work for other classes, apply make-up, use electronic devices, etc. | | |

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|Daily attendance is crucial. | | |

|Students are expected to arrive ON TIME to all class periods, including after lunch. | | |

|If a student is absent, he/she is responsible for getting the work missed during class/classes missed within a week of the absences (see make-up work folder). | | |

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|Teacher signature: ____________________________________________________________________ | | |

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|Please sign below to indicate that you have read and understood the course syllabus for Spanish 2. | | |

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|Student (print name): __________________________________________________________ | | |

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|Student signature: __________________________________________________________ | | |

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|Student email: ___________________________________________________________________ | | |

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|Parent/guardian (print name): __________________________________________________________ | | |

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|Parent/guardian signature: __________________________________________________________ | | |

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|Parent/guardian daytime phone number: ________________________________________________ | | |

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|Parent/guardian e-mail: _____________________________________________________________ | | |

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