| Spanish B: Standard |
|---|
| The Language B-Standard course in the IB Middle Years Program in Grand Canyon Schools is Spanish. The purpose of this course is to provide students with an alternative method of communication, insights into various cultures, and encouragement to function effectively within those cultures. With an emphasis on skill development and international awareness, the focus will be a balance of grammatical structure, vocabulary, and cultural identity. Activities may include story-telling, TPR, role-play, discussions, interviews, presentations, a variety of writing tasks, reading an assortment of written material, listening to authentic spoken material, cultural readings that introduce perspectives on daily routines, culture-specific videos, map-work, long and short-range projects, etc. Throughout this coursework, students are provided the opportunity to become global citizens who possess the knowledge and ability to function efficiently in a variety of cultures within their chosen realm as an employee/volunteer, student, or traveler. |
Aims The study of MYP Spanish should enable students to:
Objectives At the end of the course students should be able to:
|
| Course Outline | |||||
|---|---|---|---|---|---|
| Level I | Level II | Level III | Level IV | Level V | |
| Greetings/Intros
Personal descriptions Food Clothing House Sports/Pastimes |
Greetings/Intros
Personal description Household Chores Leisure/Holiday Town and Country |
Pastimes
Professions/jobs Asking/giving directions Travel/schedules/money Restaurant/hotel/bank Measurement/distance |
Daily routines
Pets/Food Fitness/Health Making trips School Career/Work Communication |
Contemporary issues
Natural world Country profiles Short stories Art forms |
|
| Assessment Criteria | ||||
|---|---|---|---|---|
| Criteria A, Oral Communication-Message and Interaction To what extent can the student: Communicate information, ideas and opinions Respond and react to questions and ideas (familiar and spontaneous situations) Contribute to the conversation and engage |
Criteria B Application Planning and organizational skills as well as ability and creativity. Ability to show a range of skills and techniques connected to the topic. |
Criteria C Reflection and Evaluation Reflection and evaluation of development and process of learning. Analyzing the quality of the work and suggesting improvements. |
Criteria D Artistic Awareness and Personal Engagement Interest and personal engagement. The ability to show initiative, enthusiasm and commitment. |
|
| Criteria A Oral Communication-Message and Interaction To what extent can the student: Communicate information, ideas and opinions Respond and react to questions and ideas (familiar and spontaneous situations) Contribute to the conversation and engage actively Maintain a flow of ideas and a logical continuity in the conversation | Criteria B Oral Communication-Language To what extent can the student: Use clear pronunciation and/or intonation Correctly use a range of vocabulary Correctly use a ranch of grammatical structures |
Criteria C Writing-Message and Organization To what extent does the student show the ability to communicate, organize and support relevant ideas? To what extent can the student: Provide information and ideas Develop ideas Use a format and structure appropriate to the task to organize the work | Criteria D Writing-Language To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student: Correctly use a range of vocabulary Correctly use a range of grammatical structures Write with a particular audience in mind |
Criteria E
Reading Comprehension To what extent does the student show the ability to comprehend a piece of writing in the target language? To what extent can the student: Identify both stated and implied information Identify main ideas and supporting details Draw conclusions and recognize implied opinions and attitudes Identify aspects of format/style |
Language B: Spanish-Course Outline Name of the Course: Spanish 6 (Level 1)
Teacher and Contact Information:
Terry Tobin Email: terry@grandcanyonschool.org School phone: 928.638.2461 x 413
Course Description:
The Language B Standard-Course (Level 1) for 6th graders at Grand Canyon School is Spanish. The purpose of this course is to provide students with an alternative method of communication, insights into various cultures, and encouragement to function effectively within those cultures. Students will explore areas of communication common to their own lives, by investigating such topics as greetings and introductions, personal descriptions, food, clothing, house, sports and pastimes, and school. After investigation and discovery, students are expected to apply their knowledge to given situations in order to demonstrate their ability to communicate in the target language both orally and in written form.
Through their investigation, discovery, and application, students will focus on grammatical structure, vocabulary, and cultural identity. Understanding the process of and fostering a lifelong interest in language learning is one of the key aims of the Level I course. In addition, students will aim for practical communication skills as well as an awareness of various perspectives of people of the target culture. By the end of the course, students will be expected to demonstrate their knowledge and understanding of vocabulary and structure by engaging in oral and written communication that corresponds with the topics of investigation mentioned above. In addition, they will be expected to demonstrate comprehension of written text and oral language through both written and oral responses, conversation, and summaries.
The resources chosen for this course not only present the topics that will be taught, but also offer an opportunity for students to compare and contrast their culture and language with the target culture and language. The stories and readings highlight international-mindedness by offering unique insights into different world views and perspectives. Students will develop strategies through these resources and projects, to help them better understand and function effectively within different language environments and cultures.
Course resources along with a variety of teaching methods will provide a means of focusing the content through each area of interaction. Students will look through the lens of Approaches to Learning as they use different techniques to retain vocabulary and remember grammatical rules, adapt messages to meet their linguistic capabilities, take notes, use reference resources, listen for detail, structure their written work, develop critical judgment of different ways of living and thinking, and approach problem-solving from various perspectives. In addition, as students develop a deeper understanding of other cultures, their sense of belonging to their own community will strengthen, thus becoming better community citizens as content is focused through the lens of Community Service. Students will also be given the opportunity to compare health and social as well as environmental issues in the target cultures as they read newspaper articles, and view maps, statistics, and documentaries in the target language. The chance to produce projects and do oral presentations can be viewed as a vehicle for basic homo faber principles, such as aesthetics, change, adapting to change, etc. In all areas of production, students will be given the opportunity to develop their own creativity, as they express themselves in the target language (and artistically) through projects and presentations. Their appreciation for the creative abilities of others will also be enhanced as they encounter works of artists, actors, authors, and composers of the target culture.
Teaching and Assessment:
A variety of teaching methods will be used to facilitate student learning. Story-telling, TPR, role-play, discussions, interviews, presentations, a variety of writing tasks, reading an assortment of written material, listening to authentic spoken material, cultural readings that introduce perspectives on daily routines, culture-specific videos, map-work, short and long-range projects, etc. are some of activities that will be included. Through this wide range of activity-types, students will be given the opportunity to investigate, discover, and apply their knowledge and skills in all criteria areas, (reading, writing, listening, and speaking) needed to communicate efficiently and effectively within the target culture. Most assignments and projects will be assessed through the following criteria:
Summative assessments will include the prescribed assessment tasks for Language B. These include supervised writing assignments, supervised reading comprehension exercises and oral activities between three to five minutes in length, which will be videotaped.
Resources:
¿Quë tal? ¡Viva el Español! (National Textbook Company)
125 Oral Activities for First Year Spanish (Teacher's Discovery)
Chico Chile dice Vamos a Mexico, a Centroamërica, y al Caribe (Teacher's Discovery)
Activitron-First Year Vocabulary (Teacher's Discovery)
Teacher's Story File
Language B: Spanish-Course Outline
Name of the Course: Spanish 7 (Level II)
Teacher and Contact Information:
Terry Tobin Email: terry@grandcanyonschool.org School phone: 928.638.2461 x 413
Course Description and Topics:
The Language B Standard-Course (Level 2) for 7th graders at Grand Canyon School is Spanish. The purpose of this course is to provide students with an alternative method of communication, insights into various cultures, and encouragement to function effectively within those cultures. Students will explore areas of communication common to their own lives, by investigating such topics as greetings and introductions, personal descriptions, good health, illness, numbers, time, weather, calendar, house/daily routines, hobbies, shopping, travel/holidays, and town and country. After investigation and discovery, students are expected to apply their knowledge to given situations in order to demonstrate their ability to communicate in the target language both orally and in written form.
Through their investigation, discovery, and application, students will focus on grammatical structure, vocabulary, and cultural identity. Understanding the process of and fostering a lifelong interest in language learning is one of the key aims of the Level II course. In addition, students will aim for practical communication skills as well as an awareness of various perspectives of people of the target culture. By the end of the course, students will be expected to demonstrate their knowledge and understanding of vocabulary and structure by engaging in oral and written communication that corresponds with the topics of investigation mentioned above. In addition, they will be expected to demonstrate comprehension of written text and oral language through both written and oral responses, conversation, and summaries.
The resources chosen for this course not only present the topics that will be taught, but also offer an opportunity for students to compare and contrast their culture and language with the target culture and language. The stories and readings highlight international-mindedness by offering unique insights into different world views and perspectives. Students will develop strategies through these resources and projects, to help them better understand and function effectively within different language environments and cultures.
Course resources along with a variety of teaching methods will provide a means of focusing the content through each area of interaction. Students will look through the lens of Approaches to Learning as they use different techniques to retain vocabulary and remember grammatical rules, adapt messages to meet their linguistic capabilities, take notes, use reference resources, listen for detail, structure their written work, develop critical judgment of different ways of living and thinking, and approach problem-solving from various perspectives. In addition, as students develop a deeper understanding of other cultures, their sense of belonging to their own community will strengthen, thus becoming better community citizens as content is focused through the lens of Community Service. Students will also be given the opportunity to compare health and social as well as environmental issues in the target cultures as they read newspaper articles, and view maps, statistics, and documentaries in the target language.
The chance to produce projects and do oral presentations can be viewed as a vehicle for basic homo faber principles, such as aesthetics, change, adapting to change, etc. In all areas of production, students will be given the opportunity to develop their own creativity, as they express themselves in the target language (and artistically) through projects and presentations. Their appreciation for the creative abilities of others will also be enhanced as they encounter works of artists, actors, authors, and composers of the target culture. Teaching and Assessment:
A variety of teaching methods will be used to facilitate student learning. Story-telling, TPR, role-play, discussions, interviews, presentations, a variety of writing tasks, reading an assortment of written material, listening to authentic spoken material, cultural readings that introduce perspectives on daily routines, culture-specific videos, map-work, short and long-range projects, etc. are some of activities that will be included. Through this wide range of activity-types, students will be given the opportunity to investigate, discover, and apply their knowledge and skills in all criteria areas, (reading, writing, listening, and speaking) needed to communicate efficiently and effectively within the target culture. Most assignments and projects will be assessed through the following criteria:
Summative assessments will include the MYP prescribed assessment tasks for Language B. These included supervised writing assignments, supervised reading comprehension exercises and oral activities between three and five minutes in length, which will be audiotaped.
Resources:
¿Quë tal? ¡Viva el Español! (National Textbook Company)
¡Ven Conmigo! (Holt-Rinehart-Winston)
125 Oral Activities for First Year Spanish (Teacher's Discovery)
Chico Chile dice Vamos a Mexico, a Centroamërica, y al Caribe (Teacher's Discovery)
Teacher's story file
Language B: Spanish-Course Outline
Name of the Course: Spanish 8 (Level III)
Teacher and Contact Information:
Terry Tobin Email: terry@grandcanyonschool.org School phone: 928.638.2461 x 413
Course Description and Topics:
The Language B Standard-Course (Level 3) for 8th graders at Grand Canyon School is Spanish. The purpose of this course is to provide students with an alternative method of communication, insights into various cultures, and encouragement to function effectively within those cultures. Students will explore areas of communication common to their own lives, by investigating such topics as greetings and introductions, personal descriptions, pastimes, professions/jobs/ambitions, asking/giving directions, city, travel/schedule/money, restaurant/hotel/ban, and measurement/distance. After investigation and discovery, students are expected to apply their knowledge to given situations in order to demonstrate their ability to communicate in the target language both orally and in written form.
Through their investigation, discovery, and application, students will focus on grammatical structure, vocabulary, and cultural identity. Understanding the process of and fostering a lifelong interest in language learning is one of the key aims of this course. In addition, students will aim for practical communication skills as well as an awareness of various perspectives of people of the target culture. By the end of the course, students will be expected to demonstrate their knowledge and understanding of vocabulary and structure by engaging in oral and written communication that corresponds with the topics of investigation mentioned above. In addition, they will be expected to demonstrate comprehension of written text and oral language through both written and oral responses, conversation, and summaries.
The resources chosen for this course not only present the topics that will be taught, but also offer an opportunity for students to compare and contrast their culture and language with the target culture and language. The stories and readings highlight international-mindedness by offering unique insights into different world views and perspectives. Students will develop strategies through these resources and projects, to help them better understand and function effectively within different language environments and cultures.
Course resources along with a variety of teaching methods will provide a means of focusing the content through each area of interaction. Students will look through the lens of Approaches to Learning as they use different techniques to retain vocabulary and remember grammatical rules, adapt messages to meet their linguistic capabilities, take notes, use reference resources, listen for detail, structure their written work, develop critical judgment of different ways of living and thinking, and approach problem-solving from various perspectives. In addition, as students develop a deeper understanding of other cultures, their sense of belonging to their own community will strengthen, thus becoming better community citizens as content is focused through the lens of Community Service. Students will also be given the opportunity to compare health and social as well as environmental issues in the target cultures as they read newspaper articles, and view maps, statistics, and documentaries in the target language.
The chance to produce projects and do oral presentations can be viewed as a vehicle for basic homo faber principles, such as aesthetics, change, adapting to change, etc. In all areas of production, students will be given the opportunity to develop their own creativity, as they express themselves in the target language (and artistically) through projects and presentations. Their appreciation for the creative abilities of others will also be enhanced as they encounter works of artists, actors, authors, and composers of the target culture.
Teaching and Assessment:
A variety of teaching methods will be used to facilitate student learning. Story-telling, TPR, role-play, discussions, interviews, presentations, a variety of writing tasks, reading an assortment of written material, listening to authentic spoken material, cultural readings that introduce perspectives on daily routines, culture-specific videos, map-work, short and long-range projects, etc. are some of activities that will be included. Through this wide range of activity-types, students will be given the opportunity to investigate, discover, and apply their knowledge and skills in all criteria areas, (reading, writing, listening, and speaking) needed to communicate efficiently and effectively within the target culture. Most assignments and projects will be assessed through the following criteria:
Summative assessments will include the prescribed assessment tasks for Language B. These include supervised writing assignments, supervised reading comprehension exercises and oral activities between three and five minutes in length, which will be audiotaped.
Resources:
¡Adelante! (National Textbook Company)
¡Ven Conmigo! Level 2 (Holt-Rinehart-Winston)
Activitron-Adjective and Agreement (Teacher's Discovery)
Teacher's story file
Chico Chile (Teacher's Discovery)
Language B: Spanish-Course Outline
Name of the Course: Spanish Level IV (or V for students in grade 10)
Teacher and Contact Information:
Terry Tobin Email: terry@grandcanyonschool.org
School phone: 928.638.2461 x 413
Course Description and Topics:
The Language B Standard-Course (Levels IV-V) for high school students at Grand Canyon School is Spanish. The purpose of this course is to provide students with an alternative method of communication, insights into various cultures, and encouragement to function effectively within those cultures. Students will explore areas of communication common to their own lives, by investigating such topics as greetings/farewells/introductions, descriptions of self and others, people and places, daily routines, food and health, sports/injury, school, work experience and employment, adolescence, contemporary problems, natural world, ecology, nationalities, and making trips and exchanges. After investigation and discovery, students are expected to apply their knowledge to given situations in order to demonstrate their ability to communicate in the target language both orally and in written form.
Through their investigation, discovery, and application, students will focus on grammatical structure, vocabulary, and cultural identity. Understanding the process of and fostering a lifelong interest in language learning is one of the key aims of this course. In addition, students will aim for practical communication skills as well as an awareness of various perspectives of people of the target culture. By the end of the course, students will be expected to demonstrate their knowledge and understanding of vocabulary and structure by engaging in oral and written communication that corresponds with the topics of investigation mentioned above. In addition, they will be expected to demonstrate comprehension of written text and oral language through both written and oral responses, conversation, and summaries.
The resources chosen for this course not only present the topics that will be taught, but also offer an opportunity for students to compare and contrast their culture and language with the target culture and language. The Blaine Ray story books, stories, and readings highlight international-mindedness by offering unique insights into different world views and perspectives. Students will develop strategies through these resources and projects, to help them better understand and function effectively within different language environments and cultures.
Course resources along with a variety of teaching methods will provide a means of focusing the content through each area of interaction. Students will look through the lens of Approaches to Learning as they use different techniques to retain vocabulary and remember grammatical rules, adapt messages to meet their linguistic capabilities, take notes, use reference resources, listen for detail, structure their written work, develop critical judgment of different ways of living and thinking, and approach problem-solving from various perspectives. In addition, as students develop a deeper understanding of other cultures, their sense of belonging to their own community will strengthen, thus becoming better community citizens as content is focused through the lens of Community Service. Students will also be given the opportunity to compare health and social as well as environmental issues in the target cultures as they read newspaper articles, and view maps, statistics, and documentaries in the target language. The chance to produce projects and do oral presentations can be viewed as a vehicle for basic homo faber principles, such as aesthetics, change, adapting to change, etc. In all areas of production, students will be given the opportunity to develop their own creativity, as they express themselves in the target language (and artistically) through projects and presentations. Their appreciation for the creative abilities of others will also be enhanced as they encounter works of artists, actors, authors, and composers of the target culture.
Teaching and Assessment:
A variety of teaching methods will be used to facilitate student learning. Story-telling, TPR, role-play, discussions, interviews, presentations, a variety of writing tasks, reading an assortment of written material, listening to authentic spoken material, cultural readings that introduce perspectives on daily routines, culture-specific videos, map-work, short and long-range projects, etc. are some of activities that will be included. Through this wide range of activity-types, students will be given the opportunity to investigate, discover, and apply their knowledge and skills in all criteria areas, (reading, writing, listening, and speaking) needed to communicate efficiently and effectively within the target culture. Most assignments and projects will be assessed through the following criteria:
Summative assessments will include the prescribed assessment tasks for Language B. These include supervised writing assignments, supervised reading comprehension exercises, and oral activities between three and five minutes in length which will be audiotaped or videotaped.
Resources:
Activitron-Ser vs. Estar and Reflexive Verbs (Teacher’s Discovery)
Español a lo vivo (Hansen-Wilkins-Larson)
Look, I Can Talk! (Blaine Ray-Sky Oaks Productions, Inc. Publishing)
Pobre Ana (Blaine Ray-Blaine Ray Workshops and Command Performance Language Institute)
Patricia Va a California (Blaine Ray-Blaine Ray Workshops and Command Performance Language Institute)
Look, I Can Talk! Mini-Stories and Extended Readings (Blaine Ray-Sky Oaks Productions, Inc. Publishing)
El Viaje de Su Vida (Blaine Ray and Lisa Ray Turner-Blaine Ray Workshops and Command
Performance Language Institute)
brCasi Se Muere (Blaine Ray & Lisa Ray Turner-Blaine Ray Workshops and Command Performance Language Institute)
Language B: Spanish-Course Outline
Name of the Course: Spanish Level V
Teacher and Contact Information:
Terry Tobin Email: terry@grandcanyonschool.org School phone: 928.638.2461 x 413
Course Description and Topics:
The Language B Standard-Course (Level 5) for high school students at Grand Canyon School is Spanish. The purpose of this course is to provide students with an alternative method of communication, insights into various cultures, and encouragement to function effectively within those cultures. Students will explore areas of communication common to their own lives, by investigating such topics as descriptions people and places, nationalities, making trips and exchanges, school, work experience, employment, religion, adolescence, contemporary problems, natural world, and ecology. After investigation and discovery, students are expected to apply their knowledge to given situations in order to demonstrate their ability to communicate in the target language both orally and in written form.
Through their investigation, discovery, and application, students will focus on grammatical structure, vocabulary, and cultural identity. Understanding the process of and fostering a lifelong interest in language learning is one of the key aims of this course. In addition, students will aim for practical communication skills as well as an awareness of various perspectives of people of the target culture. By the end of the course, students will be expected to demonstrate their knowledge and understanding of vocabulary and structure by engaging in oral and written communication that corresponds with the topics of investigation mentioned above. In addition, they will be expected to demonstrate comprehension of written text and oral language through both written and oral responses, conversation, and summaries.
The resources chosen for this course not only present the topics that will be taught, but also offer an opportunity for students to compare and contrast their culture and language with the target culture and language. The Blaine Ray story books, stories, and readings highlight international-mindedness by offering unique insights into different world views and perspectives. Students will develop strategies through these resources and projects, to help them better understand and function effectively within different language environments and cultures.
Course resources along with a variety of teaching methods will provide a means of focusing the content through each area of interaction. Students will look through the lens of Approaches to Learning as they use different techniques to retain vocabulary and remember grammatical rules, adapt messages to meet their linguistic capabilities, take notes, use reference resources, listen for detail, structure their written work, develop critical judgment of different ways of living and thinking, and approach problem-solving from various perspectives. In addition, as students develop a deeper understanding of other cultures, their sense of belonging to their own community will strengthen, thus becoming better community citizens as content is focused through the lens of Community Service. Students will also be given the opportunity to compare health and social as well as environmental issues in the target cultures as they read newspaper articles, and view maps, statistics, and documentaries in the target language.
The chance to produce projects and do oral presentations can be viewed as a vehicle for basic homo faber principles, such as aesthetics, change, adapting to change, etc. In all areas of production, students will be given the opportunity to develop their own creativity, as they express themselves in the target language (and artistically) through projects and presentations. Their appreciation for the creative abilities of others will also be enhanced as they encounter works of artists, actors, authors, and composers of the target culture.
Teaching and Assessment:
A variety of teaching methods will be used to facilitate student learning. Story-telling, TPR, role-play, discussions, interviews, presentations, a variety of writing tasks, reading an assortment of written material, listening to authentic spoken material, cultural readings that introduce perspectives on daily routines, culture-specific videos, map-work, short and long-range projects, etc. are some of activities that will be included. Through this wide range of activity-types, students will be given the opportunity to investigate, discover, and apply their knowledge and skills in all criteria areas, (reading, writing, listening, and speaking) needed to communicate efficiently and effectively within the target culture. Most assignments and projects will be assessed through the following criteria:
Resources:
Español a lo vivo (Hansen-Wilkins-Larson)
Look, I Can Talk! Mini-Stories and Extended Readings (Blaine Ray-Sky Oaks Productions, Inc. Publishing)
El Viaje de Su Vida (Blaine Ray and Lisa Ray Turner-Blaine Ray Workshops and Command Performance Language Institute)
Casi Se Muere (Blaine Ray & Lisa Ray Turner-Blaine Ray Workshops and Command Performance Language Institute)