SPANISH 10 MYP SPANISH 10-6Y IB-MYP LANGUAGE B STANDARD SEMESTER TWO G.Noce Saporito

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1 SPANISH 10-6Y IB-MYP LANGUAGE B STANDARD SEMESTER TWO G.Noce Saporito Gina.NoceSaporito@ecsd.net A. COURSE OBJECTIVES The aim of Alberta Learning s 2006 Spanish Language and Culture 10, 20, 30 Program of Studies is the development of communicative competence in Spanish. For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components: Applications Students will use Spanish in a variety of situations and for a variety of purposes. A 1 to receive and impart information A 2 to express emotions and personal perspectives A 3 to get things done A 4 to extend their knowledge of the world A 5 for imaginative purposes and personal enjoyment A 6 to form, maintain and change interpersonal relationships Language Competence Students will use Spanish effectively and competently. LC 1 attend to form LC 2 interpret and produce oral texts LC 3 interpret and produce written texts LC 4 apply knowledge of the socio-cultural context LC 5 apply knowledge of how text is organized Global Citizenship Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish speaking world. GC 1 historical and contemporary elements of Spanish-speaking cultures GC 2 affirming diversity GC 3 personal and career opportunities 1 P a g e

2 Strategies Students will know and use various strategies to maximize the effectiveness of learning and communication. S 1 language learning S 2 language use S 3 general learning General Learner Expectations: - knowledge, skills and attitudes for this level - overall communicative, linguistic, and strategic abilities, and cultural knowledge. Specific Learner Expectations: - knowledge, skills and attitudes in more specific terms for this level. i.e.: what students are able to demonstrate as learning outcomes in communication, language, socio-cultural reality, and language learning components. B. CLASS EXPECTATIONS All students are expected to: 1. Cooperate with one another and with the teacher; 2. Be punctual; 3. Attend all classes unless there is a reason to be away; 4. A note, and/or phone-call from your parent(s) / guardian(s) is required to explain all absences. If the absence should occur on an examination day, or when a major assignment is due, notification directly to Student Services is required.) 5. If a student has an excused absence for an exam or assignment, it is the student s responsibility to contact the teacher to make alternative arrangements. C. ASSIGNMENTS 1. Usually, some class time will be devoted to assignments. Any work not completed in class is expected to be completed for homework. 2. Whether or not homework has been assigned, students should get into the habit of reviewing the new concepts taught in class daily. 2 P a g e

3 D. ASSESSMENT 1. Tests will be given throughout the course on comprehension, oral skills, writing, new verbs and/or verb tenses, grammatical structures, and vocabulary. 2. Oral presentations, individual and group, as well as written work will be given throughout the course. 3. A final multiple choice exam, aural, oral and written, will be given. If a student misses an exam due to illness, his/her parent should phone the school ( ) to notify Student Services before the exam is written that day. 4. MYP summative assessments: Each Criterion will be evaluated twice during the course. E. EVALUATION Evaluation in Spanish is based on the five abilities basic to language learning (aural comprehension, oral production, reading and writing, and cultural understanding). Based on the suggested allotment of time for skill development of the Spanish Program of Studies, marks for each report card will be allocated as follows in a cumulative format: 5% Course Work -tests -projects and/or assignments (some research may be involved) -grammar and writing exercises -reading comprehension -listening comprehension -oral presentations 15% Final Exam MYP Assessment Each of the following MYP Criterion is assessed twice throughout the course: Criterion A Criterion B Criterion C Criterion D 3 P a g e

4 F. THE POWER SCHOOL GRADE BOOK CODES Only the following may appear for a student on an assignment in a course. 1. a numeric value 2. [Green check mark ] This indicates an assignment has been received 3. Late L (Red L ) this indicates that the assignment is has not been turned in on time. No change to the course grade will result. 4. Exempt EX (Grey EX ) this is used for all items that are not to be included in that student s grade calculation. (see disclaimer) No change to the course grade will result. 5. Missing M (Tan M ) The student has missed an assessment but has the opportunity to complete the required work. The work will be evaluated when submitted according to a timeline set up in consultation between the student and the teacher. This code will calculate as a zero until the code has been replaced with a numeric value. Please Note: A range of assessment information is used to determine a student s final grade. At Archbishop MacDonald High School, individualized assessments provide specific information regarding student progress and overall performance in the course. Student assessment may vary from student to student to adapt to differences in student needs, learning styles, preferences, and paces. Due to special circumstances assessment criteria may vary from student to student in the same course. It should also be noted that not all assignments are used to determine the final grade. If a student has an excused absence for an exam or assignment, it is the student s responsibility to contact the teacher to make alternative arrangements. ASSESSMENT PRACTICES: Late Assignments and Missed Exams: Assignment extensions and rescheduling of quizzes, tests, and exams are granted only on excused absences. In this case, the student will be allowed to complete their evaluation within one week of their return only if they provide documentation to support their absence. In the case of an unexcused absence a mark of zero will be applied. Academic Honesty and Integrity: A student cheating on a quiz, tests, or an exam will automatically receive a mark of zero. 4 P a g e

5 G. COURSE CONTENT Spanish 10 MYP is a continuation of Spanish from the three year junior high school level. The text to be used for the course will be Navegando. In addition, other texts and online resources will be used. Topics Of Discussion Will Include: arts and entertainment - music relationships - friends, clubs, activities, sports, hobbies celebrations - cultural fashions and fads driving folk tales/fables daily routines any other areas that meet the needs and interests of the students Grammatical Concepts To Be Studied Include: possessive pronouns: mío, tuyo, suyo, míos, tuyos, suyos indirect object pronouns double object pronouns impersonal verb form with se preterite (irregular verbs) preterite vs. imperfect comparative, superlative and diminutive commands negative forms commands irregular verbs (tú form) stem changing verbs in the present tense irregular verbs: dar, poner, traer preterite (regular verbs) perfect tense direct object pronouns reflexive verbs nos/les (os) gusta/an possessive adjectives and pronouns: nuestro/a/os/as, vuestro/a/os/as irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir commands regular verbs (tú form) commands for commonly used verbs (usted, ustedes) present progressive (estar + gerund) H. MATERIALS NEEDED One 2 binder (3-ring) One Spanish-English dictionary N.B. Anyone requiring extra help should not hesitate to make an appointment to see me. BUENA SUERTE! 5 P a g e

6 What is the MYP? The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world. The MYP is a five-year programme, which can be implemented in a partnership between schools, or in several abbreviated (two, three or four year) formats. Students who complete the MYP are well-prepared to undertake the IB Diploma Programme (DP) or Career-related Programme (CP). MYP at Archbishop MacDonald The Honors/IB Program entails an enriched Alberta Education Curriculum with a focus on preparing the student for success in both the IB Diploma/or Honors program in Grade 11 or 12. All grade 10 students will be exposed to IB/MYP assessment rubrics that are designed for Critical thinking, metacognition, and reflection. These assessments will be administered to promote success in the student s overall grade. The Middle Years Programme (MYP) helps students develop both subject-specific and interdisciplinary understanding. The MYP curriculum framework includes: Approaches to learning (ATL), helping students learn how to learn by developing skills for research, critical and creative thinking, communication, collaboration, and self-management Key and related concepts, helping students explore big ideas that matter Global contexts, (identities and relationships, personal and cultural identity, orientations in space and time, scientific and technical innovation, fairness and development globalization and sustainability)helping students understand the relevance and importance of their study for understanding their common humanity and shared guardianship of the planet. 6 P a g e

7 Criteria Criterion A Comprehending spoken and Criterion B Comprehending written and Criterion C Communicating in response to spoken and/or written and/or Criterion D Using Language in Spoken and/or Written Form SPANISH 10 MYP MYP Assessment in Language Acquisition Explanation of each Criterion At the end of year 5, students should be able to: i.show understanding of information, main ideas and supporting details, and draw conclusions ii.understand conventions iii.engage with the spoken and by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions. i.show understanding of information, main ideas and supporting details, and draw conclusions ii.understand basic conventions including aspects of format and style, and author s purpose for writing iii.engage with the written and by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions i.respond appropriately to spoken and/or written and/or ii.interact in rehearsed and unrehearsed exchanges iii.express ideas and feelings, and communicate information in familiar and some unfamiliar situations iv.communicate with a sense of audience and purpose. i.write and/or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation ii.organize information and ideas and use a range of basic cohesive devices iii.use language to suit the context. Max score Each criterion will be evaluated twice during the course. The IB learner profile The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them. Each of the IB's programmes is committed to the development of students according to the IB learner profile. The profile aims to develop learners who are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective. 7 P a g e