IB Diploma Programme

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					IB Diploma Programme Spanish B, Standard Level Course Outline

Srta. K. Nelson & Sra. V. Cielewich Old Mill High School 410-969-9010 x225 Course Description:
Students of Spanish B, Standard Level acquire and apply the listening, speaking, reading, and writing skills necessary for correct and effective communication in the target language within a variety of contexts. Presented with a wide array of oral and written media of distinct styles and purposes, students develop not only a solid structural and linguistic base in Spanish, but also the ability to use the language spontaneously and appropriately with regard to the cultural characteristics of a given audience. Students experience the language in a primarily monolingual environment that utilizes as many authentic materials as possible so as to maximize exposure to the language. The course, which takes an interdisciplinary and international approach, promotes the awareness and appreciation of the culture and perspectives of people in the different countries where Spanish is spoken, and it explores the relationships that exist between those countries and the rest of the world. This course is taught over two years and classes are conducted in Spanish.

General Objectives:
    To strengthen the students’ ability to communicate correctly and effectively in speaking as well as in writing within a variety of contexts To strengthen their ability to comprehend and respond to the linguistic demands of various social situations and interactive encounters To provide students with a solid linguistic base so that they may continue their studies or carry out a task or recreational activity To help students better understand the culture of the countries where the language is spoken To offer the students opportunities for entertainment, creativity, and intellectual stimulation


Student Responsibilities
1. 2. 3. 4. Show up on time Be prepared and organized. Do your assignments. Respect your own and others’ space.


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Conversación y Repaso (set of three textbooks) will be provided Repaso: A Review Workbook for Grammar, Communication and Culture will be provided Three-ring binder 5 dividers Alphabetical dividers Spanish/English dictionary: To keep at home, Larousse is highly recommended Pens, pencils and highlighters Clear contact paper (Books will not be assigned until student brings in contact paper)

Personal Life and Society A. Health and Self Esteem B. Family C. Gender Roles 1. perceptions and attitudes regarding gender in Hispanic society

a. b. c.

in the community in business in the family





D. Education E. Social Life 1. age influenced roles in society 2. entertainment and leisure activities 3. travel and tourism 4. sports 5. cultural events F. Religion 1. varying religious beliefs 2. holidays and celebration G. The Media 1. images given of various peoples 2. impact on different areas and cultures History and Geography of Spain and the Americas A. Spain prior to the conquest of the Americas B. The conquest/the spread of the Spanish language and culture to the New World 1. changing identity a. race and ethnicity b. religious and cultural practices 2. changing landscape a. plant and animal products b. disease/mortality C. The independence movement in the New World D. Spain and the Americas in today’s global community The Arts A. Exploration of the various mediums of art B. The role of art as a living historical document C. The arts for social and political commentary D. The arts for personal enjoyment and enrichment The Environment A. Identification of local and global environmental concerns B. Available recourses for environmental problems C. The role of education and political policy in shaping the environmental conscience Politics and Human Rights A. Governmental systems in Spanish speaking countries 1. Popular opinion 2. Dissemination of information 3. Internal social welfare programs 4. International policies and relationships B. Internal conflict in Spanish speaking countries C. Economics 1. local 2. global D. Human rights policies in Spanish speaking countries 1. internal response 2. world response

Grades will be calculated using a total points system then calculated using a standard percentage scale: 100-90 A, 89-90 B, 79-70 C, 69-60 D, and 59-0 E. Points will be given for homework, classwork, tests, quizzes, projects and presentations. Homework will count for 15% of the final grade and will be given almost every night.

Makeup Work
Students have as many days as they were absent to make up any homework and/or classwork assignments. They have twice as many days to make up any tests or quizzes. It is their responsibility to come to me to pick up makeup work and/or to set up a time to make up any test or quiz.

Final Assessment:
The final assessment for Spanish B, Standard level, to be administered at the conclusion of the senior year, is comprised of an externally assessed written component and an internally assessed oral component. External Assessment-Written Component 70% Written assessments are scored on a set of IB rubrics that evaluate the students’ ability to use the language fluently and accurately, to choose appropriate language for his or her audience and/or the type of text presented, and to communicate a well developed and organized message.  Paper 1-Text Handling 40 % This task assesses the students’ abilities in reading and manipulating information from a range of text types. -Reading Comprehension 30 % Students respond to questions that follow a series of written texts of varying difficulty and communicative purposes. The questions may evaluate any number of comprehension skills such as understanding the general meaning of a text, locating specific details, interpreting the meaning of words or phrases from context, answering short answer questions, completing a table, etc. -Written Response 10% Students respond in at least 100 words to one of two writing prompts related to a specific text. The task requires that students integrate reading comprehension skills and written expression by manipulating the language and information that appears in an original text and integrating the two in a response that is communicated to appropriately to a determined audience.  Paper 2-Written Production 30% Students write at least 250 words on one of four topics, none of which are specifically related to a text or piece of literature. They may incorporate elements from various readings from the course, cultural themes, and personal experience when developing their compositions. Particular attention must be given to the communicative purpose of the assignment and the appropriateness of the language as such.

Internal Assessment-Oral Component 30% Oral assessments are scored on a set of IB rubrics that evaluate the students’ ability to use the language fluently and accurately, to participate in the conversation appropriately and successfully, and to communicate a message or set of ideas and maintain a coherent conversation.  Individual Oral 15% Students choose a topic to research and present to the teacher. The presentation is followed by a brief interview/debate with the teacher on the topic. Finally, the teacher engages the student in a general conversation. All individual oral assessments are recorded, and the IBO randomly requests a certain number of cassettes to ensure that the teacher is scoring the assessments in concordance with IB standards. Interactive Oral Activity 15% Students participate in a number of quality oral evaluations that incorporate listening as well as speaking skills throughout their IB career. A score from one of those evaluations, usually the best, is submitted for this portion of the assessment.


Examples of Formative Assessments:
       a debate about a determined subject related to the Spanish language or Hispanic culture an oral presentation on a determined theme followed by a class discussion a study of a video of a theatrical performance or scenes from a theatrical performance followed by a discussion of the argument or an interpretation of the actors a discussion about a certain aspect of an author’s work a role play activity in which it is necessary to make decisions or resolve problems an interpretation of video images seen without sound a discussion about possible outcomes of a movie or television program

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an exchange of information based on a series of visual stimuli (graphs, schedules, drawings, surveys, street maps, diary excerpts, advertisements, etc.) a simulation of an interview between a character from a novel and a student (acting as himself/herself or in the role of another, such as a psychiatrist, etc.) a written essay based on research or reading selections a brochure or pamphlet based on research a summary or outline of major details from reading selections a creative writing piece a letter written with a particular audience in mind a written quiz or test


_______________________________________ Student name/Please print _______________________________________ Parent name/Please print

____________________________________ Student signature/date ____________________________________ Parent signature/date