IB French or IB Spanish *Juniors*City Honors School

Course Syllabus2018-2019

COURSE DESCRIPTION

This course is designed for students continuing their studies in Spanish or French and encourages them to discover the language both inside and outside of the classroom. Students will focus on the production and comprehension of the language by means of the four language skills (reading, writing, speaking, and listening). We will be using documents and websites made by native speakers for native speakers (authentic documents) in order to study several concepts significant not only in the target culture, but cultures around the entire world. This course is the first half of the IB Language SL course. This is the first year of the new curriculum and students will be the first group to take the new exams in 2020.

THE IBO MISSION STATEMENT

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

* It is also expected that students strive for excellence and as a part of the IB program aim to achieve the characteristics of the learner profile:

- Inquirers - Open-minded- Knowledgeable - Caring- Thinkers - Risk-takers- Communicators - Balanced- Principled - Reflective

COURSE OBJECTIVES

As in previous years, the work that we do this year builds on what the students have learned in previous years. Activities will be framed by meaningful context allowing students the opportunity to be fully prepared to succeed on each of their IB language assessments. Students will speak and write in the target language as we collaborate with partners and small groups. Spanish or French will be the language of communication in the classroom.

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CLASSROOM EXPECTATIONS - Students are expected to:- arrive on time and prepared with materials and assignments due- be respectful of everyone and responsible for their actions- participate appropriately and to the best of their ability- demonstrate characteristics of the IB Learner Profile everyday

TEXTBOOKS - IB Language B Course Companion; Mañana (IB Spanish); Le monde en français (French)

There are many resources from which teachers will pull materials to create cohesive units organized around our core topics and selected options of study. As we do not have enough hard copies for the all IB French Juniors and Seniors, students will use the text resources during class.

MATERIALS - Students must have and bring to class everyday:

▪ Three ring binder (for this class ONLY) 1 ½ or 2 INCH - 1 inch is too small!

▪ 8 Dividers

▪ Black and/or blue pens, pencils

▪ 2 red pens, pens of a different color

▪ 2 hi-liters of different colors

▪ Loose leaf paper

▪ CHS Student Planner

▪ $1 for a Kwik Wipe Off Page to keep in your language binder

CONTENT TO BE STUDIED

There are five new topics that we will study. Each topic has several subtopics that students need to master.

Theme Guiding principle Optional recommended topics

Possible questions

Identities Explore the nature of the self and what it is to be human.

• Lifestyles• Health and wellbeing• Beliefs and values• Subcultures• Language and identity

• What constitutes an identity?

• How do we express our identity?

• What ideas and images do we associate with a healthy lifestyle?

• How do language and culture contribute to form our identity?

Experiences Explore and tell the • Leisure activities • How does travel broaden our horizons?

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stories of the events, experiences and journeys that shape our lives.

• Holidays and travel• Life stories• Rites of passage• Customs and traditions• Migration

• How does our past shape our present and our future?

• How and why do different cultures mark important moments in life?

• How would living in another culture affect our worldview?

Human ingenuity

Explore the ways in which human creativity and innovation affect our world.

• Entertainment• Artistic expressions• Communication and media• Technology• Scientific innovation

• How do developments in science and technology influence our lives?

• How do the arts help us understand the world?

• What can we learn about a culture through its artistic expression?

• How do the media change the way we relate to each other?

Social Organization

Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests.

• Social relationships• Community• Social engagement• Education• The working world• Law and order

• What is the individual’s role in the community?

• What role do rules and regulations play in the formation of a society?

• What role does language play in a society?

• What opportunities and challenges does the 21st-century workplace bring?

Sharing the planet

Explore the challenges and opportunities faced by individuals and communities in the modern world.

• The environment• Human rights• Peace and conflict• Equality• Globalization• Ethics• Urban and rural environment

• What environmental and social issues present challenges to the world, and how can these challenges be overcome?

• What ethical issues arise from living in the modern world, and how do we resolve them?

• What challenges and benefits does globalization bring?

• What challenges and benefits result from changes in urban and rural environments?

IB EXAMS AND TIMELINE

IB Juniors will take exams that reflect the exams that they will formally take for the IB in their senior year. As Seniors, IB students will complete 3 exams. Details and rubrics will be shared with students prior to the exam date. Below is a list of the exams, skills that will be assessed, and approximate dates for the exams:

Paper 1 (Mid-Term) Writing January

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Paper 2 (Final Exam) Reading and Listening June

Oral Exam Speaking May

HOMEWORKStudents will have homework every night. If there is no written homework, students

are EXPECTED TO STUDY AND REVIEW (current vocabulary words, verbs, notes, visit practice and news sites posted on my teacher page). Though this is not a checked assignment for a daily grade, such practice is evident on tests/quizzes, in essays, and during class discussions.

Students will be told if written homework assignments are going to be collected/graded, or checked/reviewed. Late checked homework is only accepted for credit if a student was legally absent the day the assignment was given or collected. Late graded homework will be accepted for ½ credit until the end of the unit. It is the student’s responsibility to submit their homework when it is due. Graded assignments such as essays and projects will be assigned with several days’ notice to ensure quality work is submitted on the due date. If the essay or project is not submitted on the due date, students will lose 5 points for each day the assignment is late. There are several ways in which students will be notified of upcoming assignments. The assignments will be:

1) Written on the board

2) Announced in class (in both languages)

3) Posted on Schoology

4) Sent out through Remind101 (Students will sign up during the first week of school.)

ACADEMIC INTEGRITYAt any level of study, students are expected to do their own best work at all times. In

order to ensure students use resources appropriately, here is a list of some that are acceptable and others that are not:

Authorized resources include online DICTIONARIES:www.wordreference.com www.linguee.com

Unauthorized resources may include but are not limited to:- any online translator – unacceptable for written assignments

- wikipedia – can be used as a starting point for research, however all facts and information found must be cross-referenced with other resources

Consequences: - 1st offense – student is allowed to resubmit assignment the next day

- 2nd offense – student is allowed to resubmit assignment the next day for ½ credit with parent signature acknowledging reason for resubmission

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- 3rd offense – student is NOT allowed to re-submit work and will receive a zero; parent-teacher-student conference will be scheduled

GRADES AND GRADING POLICYStudents and parents will have access to grades on the Infinite Campus parent portal.

Please check this regularly to see the most up-to-date information about grades and assignments.

Speaking and Listening

40%

Reading and Writing

40%

In Class Activities and Participation

10%

IB Learner Profile

10%

- podcasts- formal / informal discussions- presentations- speaking points / oral quizzes

- written homework- essays- quizzes / tests- practice IB style questions

- engagement in activities- partner / group interactions- efficiency

* see attached rubric

EXTRA HELP

Teachers are always available to meet with students to review notes, homework assignments or writing samples. Students should make arrangements with their teacher for help and support whenever they feel it is necessary.

ABSENCES

Students are responsible for checking the appropriate folders or Schoology to obtain any work that they missed due to absence, unless they have requested it be sent to them via email. It is the student’s responsibility to submit assignments that were collected and make arrangements to take missed tests or quizzes. ANY missed work that has not been submitted in a timely fashion will result in the grade of zero.

COMMUNICATION

IB French: Nicole Rochennroche@buffaloschools.org

(716) 816-4230 ext. 1221

IB Spanish: Adriana Didasadidas@buffaloschools.org

(716)816-4230 ext. 1204

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* Please complete the following section acknowledging that you have read, understood, and agree to the terms of the syllabus.

* If any contact information changes throughout the year, please email me your updated contact information.

Please return the portion below and bring all materials to class by Monday, September 10 th .

________________________________ ___________________________________________

Student Name Signature Date

________________________________ ___________________________________________

Student Email Student Homeroom Teacher & Room

________________________________ ___________________________________________

Parent(s) Name(s) Signature Date

________________________________ ___________________________________________

Parent Home Phone Parent Email

________________________________ ___________________________________________

Parent Work or Cell Phone Additional Parent Email

_______________________________________________________________________________

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Additional Contact Information

IB Learner Profile

Student Name:     ________________________________________

CATEGORY Negative (-1) No Evidence (0) Somewhat (1) There! (2)

Inquirer

-Resists new learning.-Contributes to a climate that does not value learning.

-Accepts tasks but shows no sign of curiosity or enjoying learning.

-Occasionally shows curiosity.-Acquires research skills with guidance and encouragement.

-Is motivated by curiosity and the love of learning. -Actively acquires research skills.-Independent learner.

Knowledgeable

-Does not value knowledge in self or others.

-Little general knowledge.

-Works to acquire knowledge occasionally or in certain areas.

Values and pursues in-depth knowledge across a range of disciplines.-Uses knowledge to explore significant ideas and issues.

Thinker

-Avoids complex problems and critical thinking.-Makes poor ethical decisions.-Discourages classmates who show initiative in thinking.

-Undertakes complex problems and critical thinking only when assigned.-Does not work to develop critical thinking skills.

-Occasionally takes the initiative in thinking and problem-solving.-Interested in developing thinking skills.-Usually makes reasoned, ethical decisions.

-Always eager to address complex problems.-Works hard to improve thinking skills.

Communicator

-Inhibits or impedes others who wish to communicate.

-No effort to improve oral or written communication.-Does not attempt to communicate in a language other than English.-Does not work well in collaboration with others.

-Some effort to improve oral and written expression.-Willing to attempt communication in other languages and to work with others.

-Always seeking new modes of oral and written communication.-Enjoys the challenge of communicating in another language.-Works effectively with others in large and small groups.

Principled -Shows disrespect for individuals or groups.-Unwilling to take responsibility for

-No indication that actions are based on principles.

-Usually shows respect for individuals and groups.-Takes responsibility for

-Evidence of deep integrity.-Promotes respect for diverse people and groups.-Takes responsibility for

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his/her actions.-Is dishonest.

his/her actions. his/her actions.

Open-Minded

-Scornful or mocking toward personal or cultural differences.-Rejects other points or view and new experiences.

-No effort to understand other points of view.-Not open to the values and traditions of other people and cultures.- Does not seek new experiences.

-Considers the values and traditions of others when assigned.-Some effort to understand other points of view.-Accepts new experiences when assigned.

-Actively seeks to understand other values and traditions and their relationship to his/her own cultural and personal history.-Welcomes opportunities to grow through new experience.

Caring

-Disrespectful or cruel to others.-Careless of the environment, including personal trash.

-Indifferent to others.-No interest in the environment or service.

-Generally respectful and compassionate toward others.-Undertakes service when assigned.

-Evidence of deep respect and compassion for others.-Shows initiative in improving the environment and the lives of others through service.

Risk-Taker

-Makes others who take risks uncomfortable or fearful.

-Avoids uncertainty and unfamiliar situations.-Not open to new roles, ideas and strategies

-Approaches uncertainty and unfamiliar situations with guidance and encouragement.-Occasionally accepts new roles, ideas and strategies.

-Uncertainty and unfamiliar situations approached with courage.-Actively seeks to explore new roles, ideas and strategies.

Balanced

-Discourages others who seek to be balanced individuals.

-Only shows interest in one aspect of personal well-being such as social, sports, studies, etc.

-Some aspects of personal well-being are addressed only because of outside pressure.

-Actively seeks intellectual, physical and emotional balance.-Respects and encourages this in others.

Reflective

-Dishonest in self-assessments.-Disrupts others' attempts to grow through reflection.

-Unwilling to assess his/her own strengths and limitations in order to grow and improve.-Does not learn from experience.

-Assesses his/her own strengths and limitations with guidance and encouragement.-Sometimes reflects on experience.

-Independently assesses his/her own stengths and limitations as a means to personal growth.-Learns from experience through reflection.

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IB Path for Juniors What is changing?

2018 through 2020

5 prescribed themes(aligned with MYP global themes) + optional recommended topics

Theme Guiding principle Optional recommended topics

Possible questions

Identities Explore the nature of the self and what it is to be human.

• Lifestyles• Health and wellbeing• Beliefs and values• Subcultures• Language and identity

• What constitutes an identity?

• How do we express our identity?

• What ideas and images do we associate with a healthy lifestyle?

• How do language and culture contribute to form our identity?

Experiences Explore and tell the stories of the events, experiences and journeys that shape our lives.

• Leisure activities• Holidays and travel• Life stories• Rites of passage• Customs and traditions

• How does travel broaden our horizons?

• How does our past shape our present and our future?

• How and why do different cultures mark

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• Migration important moments in life?

• How would living in another culture affect our worldview?

Human ingenuity

Explore the ways in which human creativity and innovation affect our world.

• Entertainment• Artistic expressions• Communication and media• Technology• Scientific innovation

• How do developments in science and technology influence our lives?

• How do the arts help us understand the world?

• What can we learn about a culture through its artistic expression?

• How do the media change the way we relate to each other?

Social Organization

Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests.

• Social relationships• Community• Social engagement• Education• The working world• Law and order

• What is the individual’s role in the community?

• What role do rules and regulations play in the formation of a society?

• What role does language play in a society?

• What opportunities and challenges does the 21st-century workplace bring?

Sharing the planet

Explore the challenges and opportunities faced by individuals and communities in the modern world.

• The environment• Human rights• Peace and conflict• Equality• Globalization• Ethics• Urban and rural environment

• What environmental and social issues present challenges to the world, and how can these challenges be overcome?

• What ethical issues arise from living in the modern world, and how do we resolve them?

• What challenges and benefits does globalization bring?

• What challenges and benefits result from changes in urban and rural environments?

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2018 through 2020

Texts are broken up into 3 categories:Personal,

Professionaland Mass Media Texts

The focus is on conceptual understanding(purpose, audience, context, meaning, variation)

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2018 through 2020Communicative skills with a greater

emphasis on conceptual understandings (audience, context,

purpose, meaning & variation)

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2018 through 2020NO interactive oral.

NO written assignment.

Individual oral (25%) (Early March 2020)

Paper 1 (Productive writing skills, 25%) (May 2020)

Paper 2 (Receptive – reading and listening skills)- 50%* (May 2020)

Listening – 25 marks (25%)Reading – 40 marks (25%)

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