Guillen-Diaz, Guadalupe C / World Languages Syllabus

MYP Syllabus

Course: Spanish

MYP Level: Year 1 (6th grade)

I. Course Description:

The language acquisition course should:

engage a student in the study of many aspects of the language and culture of a community

develop students’ language; specifically their reading, writing, listening, speaking and critical literacy skills

provide a linguistic and academic challenge for students in order to give them the best possible educational experience and develop their language skills to their full potential

offer a study of a wide range of text types, writing styles and techniques.

II. IB Aims and Objectives:

The aims of the teaching and learning of MYP language acquisition are to:

gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage

develop a respect for, and understanding of, diverse linguistic and cultural heritages

develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes

enable the student to develop multi-literacy 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, 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 in, and enjoyment of, language learning.

The objectives are as follow:

A Comprehending spoken and visual text

B Comprehending written and visual text

C Communicating in response to spoken and/or written and/or visual text

D Using language in spoken and/or written form

In order to meet these objectives, we will concentrate on each of the macro-skills of language: listening, speaking, reading, writing, viewing and interpreting.

Key concepts

The key concepts contributed by the study of language acquisition are communication, connections, creativity and culture.

Other key concepts can also be important in language acquisition, including identity, perspective, form, time, place and space.

Related concepts

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts used in Phase 1-2 are accent, meaning, audience, message, context, conventions, form, purpose, structure and word choice.

III. Topics:

1st Quarter

Nos conocemos- Descubre Nicaragua

¿Cómo vivimos?- Descubre Paraguay

2nd Quarter

Vamos a aprender- Descubre México

Nuestras celebraciones- Descubre España

3rd Quarter

Nos cuidamos- Descubre Cuba

Nuestro ambiente- Descubre Chile

  4th Quarter

¿Cómo funciona?- Descubre Venezuela

Nuestras celebraciones- Descubre España

IV. Service Learning:

At KMS, MYP year 1 students will engage in a Community Project. Students will choose a community in need, research the needs and how to possibly help, write a project plan, take action on the plan and complete the service, and then create a presentation of all of their work. They will demonstrate Learner Profile attributes and will reflect on the Approaches to Learning skills they are strengthening. This is a semester-long project where the students use a self-paced guide and process journal and the teacher is a facilitator rather than a direct instructor. The Community Project will be KMS year 1 students’ C day project.

V. Internationalism

Throughout the year in MYP 1 Spanish students will be learning about their global communities and work towards being independent and shared inquiry into our common humanity. Students will develop an appreciation that this course requires open-mindedness and freedom of thought, cultural norms, values, and beliefs, and learn about regional variations in areas where it is spoken/used.

Students may be presented with individual, community, or global challenges that require diverse understanding.

VI. Teaching Methods

Teaching methods include Inquiry, Investigation, and Collaboration.

Much instruction will be directly lead by the teacher, but will also be inquiry-based and student led as much as possible.

Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding. Inquiry involves speculating, exploring, questioning and connecting. The MYP structures sustain inquiry in individuals and societies by developing conceptual understanding in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore various cultures. Through their inquiry, students develop specific interdisciplinary and disciplinary approaches to learning skills.

Learning through investigation. Students construct meaning by designing, conducting and reflecting on historical investigations.

Collaboration - Students are provided opportunities to work individually and with their peers to learn about individuals and societies within and beyond the classroom.

VII. Assessment

Assessment tasks for MYP individuals and societies courses often involve tests or examinations, investigations or research that leads to an extended piece of writing, and a variety of other oral, written and multimedia assignments.

Informal assessment may include bell work, “ticket out the door”, student self-reflection and/or teacher observations.

Criterion for assessment:

At the end of year 1, students should be able to:

use vocabulary in context

demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples

explain the choice of a research question

follow an action plan to explore a research question

collect and record relevant information consistent with the research question

reflect on the process and results of the investigation.

communicate information and ideas with clarity

organize information and ideas effectively for the task

list sources of information in a way that follows the task instructions

identify the main points of ideas, events, visual representation or arguments

use information to justify an opinion

identify and analyze a range of sources/data in terms of origin and purpose

identify different views and their implications.

VII. Resources

    “Language acquisition guide” Edited by IBO, International Baccalaureate, International Baccalaureate, 2014, IBO.org.

Descubre el español, Santillana

Demonstrating proficiency: In order to receive the Tempe Union High School Spanish 1-2 credit for this course, you need to earn at least a 70% on their final exam. To help keep you on that track, you need to regularly complete homework, including O.L.E.’s (Outside Learning Experiences), and continually practice vocabulary and grammar skills. If you earn less than a 70% on any assessment, you are expected to attend after school Spanish tutoring. Students should prepare for assessments by creating study aids to practice vocabulary and Spanish sentence structures on a daily basis.

Standard Grading: Your grades are weighted and will be based on the following:

80% = Assessments & Projects (you must earn at least a 70% to be successful in this course)

10% = Class Participation (Participation Rubric is explained in class)

10% = Homework (including at least 20 minutes/week of “Outside Learning Experiences”-“O.L.E’s”)

Expectations:

1) Demostrar respeto (Show respect for yourself, others, & materials)

2) Participar (Participate in all activities & speak Spanish much more than English.)

3) Practicar (Complete all practice activities and assignments in and out of class.)

4) Celebrar (Celebrate success of self & others.)

5) No chicle (Refer to Sr. Wooley’s video if you are unclear on this one!)

Consequences (on a daily basis):

It is important that ALL students have the best learning environment possible. Failure to follow class expectations may disrupt other students. If your behavior is disruptive, you will receive:

1st time: Refocus completed in another teacher’s classroom (8 minutes maximum)

2nd time: Report to the In-School Intervention room (Time Out) for the remainder of the period

Materials: You minimally need a SPANISH-ONLY notebook, folder, loose leaf paper, sharpened pencils, white board marker, and a red ballpoint pen. Spanish-2 students are expected to have/use their Spanish-1 materials.

Free Tutoring: I offer extra help with Spanish after school one day a week. As soon as I know my duty schedule and the after school activity bus schedule, I will establish a regular day for this. I encourage and welcome you to take advantage of this assistance!

Absences: If you are absent, it is your responsibility to e-mail me, check my on-line homework calendar, call me and/or ask someone in your class for information about what you missed. If we are taking a test on the day that you return, you will also take the test unless you have already made arrangements with me to take it during tutoring. If you are absent the day of a test, you will need to make it up during my tutoring session.

Thank you for your support! I’m looking forward to working with you and your child!

Sincerely,

Sra. Guadalupe Diaz

gguillendiaz@kyrene.org

(480) 541-6770

_____________________________________________________________________________________________________________________________

La clase de español 1-2

Syllabus, Procedures and Expectations

Sra. Diaz

“The limits of my language are the limits of my world.”

Ludwig Wittgenstein

¡Bienvenidos a la clase de español!! I extend a big welcome to the rigors/continued rigors (for you 8^th graders!) of this Tempe Union High School Spanish 1-2 equivalency course! Throughout your seventh and eighth grade years, you will learn communication skills, vocabulary, grammatical structures, and aspects of culture that meet Arizona’s World and Native Language Standards. These standards are organized into nine skill strands (Interpersonal Communication, Interpretive Reading, Interpretive Listening, Presentational Writing, Presentational Speaking, Cultures, Cultural Comparisons, Cultural Connections, & Community Usage). The nine strands are not intended to be taught separately, so they, along with our internationally-minded focus, will be interconnected during instruction.  WITH PRACTICE, they can be functionally applied at “Novice High” to “Intermediate Low” levels in the following Spanish language/cultural situations:

Interpersonally communicate & exchange information about names, how to spell them, colors, numbers, weather, seasons and dates.

Interpersonally communicate and exchange introductions with others.

Interpersonally communicate and exchange information about wants and needs (to do).

Interpersonally communicate and exchange information about time, classes, people, and things that are liked

Interpret & analyze short readings and listening opportunities

Write and present messages related to everyday life (e.g. describing family, eating experiences, and making plans)

Carry out a simple phone conversation to extend an invitation, to make plans, and to accept or turn down the invitation with an explanation.

Carry out a short social interaction in talking about meals and politely ordering and paying for food.

Carry out a short social interaction required to find and purchase gifts and clothing.

Carry out short social interactions about one’s mood & physical well-being, about what one does in general, what one is doing right now and will do in the future, and about activities that one did in the past.

Recognize basic practices, products, & perspectives of cultures where Spanish is spoken

Reinforce prior knowledge & make connections to new knowledge in other content areas (e.g. English, History)

Demonstrating proficiency: In order to receive the Tempe Union High School Spanish 1-2 credit for this course, you need to earn at least a 70% on their final exam. To help keep you on that track, you need to regularly complete homework, including O.L.E.’s (Outside Learning Experiences), and continually practice vocabulary and grammar skills. If you earn less than a 70% on any assessment, you are expected to attend after school Spanish tutoring. Students should prepare for assessments by creating study aids to practice vocabulary and Spanish sentence structures on a daily basis.

Standard Grading: Your grades are weighted and will be based on the following:

80% = Assessments & Projects (you must earn at least a 70% to be successful in this course)

10% = Class Participation (Participation Rubric is explained in class)

10% = Homework (including at least 20 minutes/week of “Outside Learning Experiences”-“O.L.E’s”)

Please note: As an IB candidacy school, IB MYP progress reports will also be generated

Expectations:

1) Demostrar respeto (Show respect for yourself, others, & materials)

2) Participar (Participate in all activities & speak Spanish much more than English.)

3) Practicar (Complete all practice activities and assignments in and out of class.)

4) Celebrar (Celebrate success of self & others.)

5) No chicle (Refer to Sr. Wooley’s video if you are unclear on this one!)

Consequences (on a daily basis):

It is important that ALL students have the best learning environment possible. Failure to follow class expectations may disrupt other students. If your behavior is disruptive, you will receive:

1st time: Refocus completed in another teacher’s classroom (8 minutes maximum)

2nd time: Report to the In-School Intervention room (Time Out) for the remainder of the period.

Materials: You minimally need a SPANISH-ONLY notebook, folder, loose leaf paper, sharpened pencils, white board marker, and a red ballpoint pen. Spanish-2 students are expected to have/use their Spanish-1 materials. You will also be responsible for your Spanish-2 HOLT Spanish textbook and workbook.

Homework: We will complete cooperative learning activities in class almost every day. It is your homework after every class to take home whatever skill/paperwork was to be completed, turn the material into a study aid, and to memorize and/or practice the skill in order to be prepared for an assessment of the material. Learning another language takes A LOT of practice and reinforcement. Since we are covering a high school curriculum, you are expected to study daily. One of your assignments will be an O.L.É. (Outside Learning Experience). This assignment will be done weekly and involves using Spanish outside of the classroom (for 20 minutes each week). As part of the OLÉ, you will reflect on how the activity is helping you to achieve your learning goals. Your OLÉ must be signed by your parent/guardian to receive credit. O.L.E.s will be further explained in class.

Free Tutoring: I offer extra help with Spanish after school one day a week. As soon as I know my duty schedule and the after school activity bus schedule, I will establish a regular day for this. I encourage and welcome you to take advantage of this assistance!

Absences: If you are absent, it is your responsibility to e-mail me, check my on-line homework calendar, call me and/or ask someone in your class for information about what you missed. If we are taking a test on the day that you return, you will also take the test unless you have already made arrangements with me to take it during tutoring. If you are absent the day of a test, you will need to make it up during my tutoring session.

Thank you for your support! I’m looking forward to working with you and your child!

Sincerely,

Sra. Guadalupe Diaz

gguillendiaz@kyrene.org

(480) 541-6770