T. L Hanna High School
International Baccalaureate Spanish B SL 2
Teacher:
Conference:
Contact information:
Sandra Camacho-Naundorf
th
4 Block
sandracamacho@anderson5.net
864-260-5110
Course Description:
Year 1: 90 minute class
The IB Spanish B SL 2 Course is a foreign language class for those students who have 2 to
5 years of experience of the target language and who might not intend to continue further
study of it beyond the Diploma Programme.
General Objectives:
The purpose of this course is to foster the language acquisition process necessary for
students to become proficient in the target language by improving the four languages skills:
listening, speaking, reading and writing. Students will be able to use the language effectively
and respond spontaneously according to the cultural context of a situation. They will also be
able to analyze and respond critically in the target language to the topics developed in class.
Students will also develop an objective appreciation of the different views of people from
other cultures and their cultural legacy. The course will help students become citizens of the
world.
The topics of the course are organized as follows:
The core—is divided into three areas and is a required area of study.
• Communication and media,
• Global issues
• Social relationships
In addition, at both SL and HL, teachers select two from the following five options.
• Cultural diversity
• Customs and traditions
• Health
• Leisure
• Science and technology
Specific Objectives
At the end of this course the students are expected to be able:
1. Communicate clearly in regular daily-life situations.
2. Obtain information from different sources in the target language.
3. Evaluate and process the information acquired.
4. Comprehend and use formal and informal language.
5. Respond to literary pieces in the target language.
6. Express their opinions about general matters with some fluency.
7. Participate in discussions.
8. Use effectively a register that fits the context of the given situation.
9. Identify the different accents.
10. Develop an understanding and appreciation of the Hispanic and Latin-American Cultures.
Resources:
We will use mainly authentic material.
1. Excerpts from textbooks: De Paseo, Heinle & Heinle, 2nd Edition; Buen Viaje 3
Glencoe-McGraw Hill, Español11 Editorial Norma; Abriendo Puertas Tomo I
McDougal Littell/Houghton Mifflin
2. Handouts
3. Newspaper and Magazine articles.
4. Audiovisuals: Video clips, movies, documentaries.
5. Online articles.
6. Music: Traditional Latin American and Spanish music, pop music, salsa, merengue,
among other rhythms.
7. Literary works: Poems, Short stories, Narrations.
Assessment:
 Grading policy: The grades are recorded in the gradebook and Power Teacher
System. The students will have daily (class work, homework and quizzes) and major
grades (tests and projects).

The percentages for each category are:
 Class work- Quizzes =20% - Quizzes may or may not be announced. Always be prepared.
 Projects / Homework = 20%
 Test (At the end of each chapter, usually biweekly)= 40%
 Exam = 20%

The State Grading Scale:
A – 100-93 |

B – 92- 85 |
C – 84 -77 |
D – 76- 70 | F – 69 - 0
Rubrics and criteria provided by the International Baccalaureate Organization will be
used to assess writing and speaking proficiency.
IB Examinations
These examinations will be scheduled during the second year
Behavioral Expectations
1.
Students are expected to respect everyone in the class.
2.
Students are expected to bring all necessary materials to class.
3.
Students should participate in class activities.
4.
Students are expected to follow the standards of integrity govern all IB
coursework. Any cheating or plagiarism is grounds for being removed from the
program.
Consequences
First Offense - Warning (recorded by the teacher)
Second Offense – 30 minute detention. Call parents
Third Offense – REFERRAL **
**A REFERRAL MAY BE WRITTEN AT ANYTIME WITHOUT PREVIOUS WARNING FOR ANY MAJOR
INFRACTION.
Important Information.
Test day: A test is designed to assess a student’s understanding of the material. The
student will know beforehand what to expect on the test. Before giving the test, the teacher
will clearly explain what to do on the test and will answer any questions; however, after
passing out the test, the teacher will not answer any questions. If a student is caught talking
or cheating in any way, for example using electronic devices such as cell phones, MP3
player/IPOD, or others while taking a test, the student will receive a grade of 0 for that test.
Parents will be contacted as well.
Substitutes: All work done with a substitute will count.
Translators: It is important that students understand how the target language works;
therefore students should learn it by practicing it, which means that students must do their
own work, and that any unauthorized work done using any kind of translator will have a
grade of 0.
Cell phones, MP3 player/IPOD or similar: it is not allowed the use of any of these devices
in class unless it is used for an educational purpose and authorized by the teacher. In case
of any violation regarding the use of any of the above-mentioned devices, the procedure set
up by the school will be followed.
Any form of cheating or plagiarism is grounds for being removed from the program.
Late work
Assignments are due at the beginning of the class. Homework will not be accepted late.
To earn a 100 for homework it must be completely done. Partial homework is not
accepted since it is graded based on completion. Late projects and papers will be
penalized twenty points per day.
Make-up work
Students should check the website / handout folder and/or homework board when returning
from an absence. Students have a week to make-up work missed from excused
absences. Tests should be made up within a week. If a student returns the day a
prescheduled test is given, only students with excused absences can elect to makeup the quiz/test within a week. Students with unexcused absences will take the quiz / test
as scheduled with the class.
Tutoring:
Tutoring is available after school in the classroom if previously scheduled with the teacher.
Tentative Course Outline
Duration Unit
First nine weeks
4 weeks La America
Precolombina
Description
Assessment
Cultural Awareness
Language:
Review: Present and past tenses. Usage. Idioms.
Grammar evaluations
Latin American PreHispanic cultural legacy.
Text:
Civilización 6. Ciencias Sociales Integradas. Chapter 3.
Videos: La construcción de un imperio: Los Aztecas;
Los Mayas. (The History Channel, in Spanish)
Movie:
Apocalypto.
Reading comprehension
activities.
Written composition:
Responses to the texts.
Listening and Speaking
activities.
Main civilizations:
Maya
Azteca
Inca
Muisca
Introduction to the History
of Spain.
Role play.
5 weeks
El encuentro
de Dos
Mundos:
España y el
continente
Americano.
Language:
Present and past tenses. Ser & Estar.
True reflexive verbs. Impersonal Se. Idioms.
Essay: structure, language and vocabulary.
Text:
Internet articles:
12 de Octubre, El encuentro de Dos Mundos, nace un
continente mestizo.(Aldea Educativa)
El grito de Independencia, Colombia 1810
http://www.tareaescolar.net/materias/historia%20colomb
ia/EL%20GRITO%20DE%20INDEPENDENCIA.htm?zo
om_highlight=borbon
Diccionario De Filosofía Latinoamericana, Encuentro De
Dos Mundos. (Biblioteca Virtual Latinoamericana)
Short story:
Chac Mool by Carlos Fuentes.
Grammar evaluations
The explorers.
Reading comprehension
activities.
Written compositionSpeech:
Reflexiones sobre la
complejidad del ser
mestizo o criollo en la
America Colonial.
Listening and Speaking
activities.
Role play.
The mestizo and criollo
people.
Ethnicity and Race in
Latin America.
The Afro-Latin Diaspora.
Indigenous problematic in
Colombia.
Second nine weeks
5 weeks La
Gastronomía
Hispana
Language:
Imperative, perfect tenses, object pronouns with
commands, conditional perfect, the future perfect,
subjunctive with indefinite ideas and in relative clauses.
Usage of diminutive and augmentative.
Grammar evaluations
Reading comprehension
activities.
Written responses.
Texts:
Como agua para chocolate, Laura Esquivel
Cultural and family
traditions transmitted
through culinary customs.
History of tomato, corn,
chocolate, and potatos.
Listening and Speaking
activities.
Websites:
http://www.cortland.edu/flteach/usafa/gastro-2.html
Video production:
Cocinando con…
http://www.elgourmet.com/Recetas.aspx
http://www.comidakraft.com/sp/CookingSchool/MondoLa
tino/CountriesRegions/HispanicHeritageMonth.aspx
Movie:
Tortilla Soup
4 weeks
La literatura en
Hispanoamerica
Language:
Por and para. Hacer expressions (time).
Passive voice
Infinitive forms.
Relative Clauses.
Text:
Essay: La literatura es fuego, Mario Vargas Llosa.
Short story: El hijo, Horacio Quiroga
No oyes ladrar los perros, Juan Rulfo
Balada de los dos abuelos, Nicolás Guillen.
Grammar evaluations
Reading comprehension
activities.
Written composition and
verbal presentation :
Comparison of the literary
styles of the studied
writers.
Explore the images of the
family and society in the
Hispanic American short
story.
Poetry: Redondillas. Arguye de inconsequente el gusto,
y la censura de los hombres, que en las mugeres
acusan lo que causan, Sor Juana Inés de la Cruz
Listening and Speaking
activities.
Declamation.
Third Nine Weeks
3 weeks
Festivales y
tradiciones
Language:
Negative expressions. Relative clauses. Passive voice.
Superlatives. Adverbs. Prepositions.
Listening and Speaking
activities.
Discussions
http://www.apoyolingua.com/LASPREPOSICIONES.htm
Texts :
Enlaces a Fiestas y Celebraciones en el Mundo
Hispano.
http://webpages.marshall.edu/~vanzandt/spn204/webqu
ests/links_fiestas.htm
Written composition:
El festival/la celebración
que más me gustó fue ….
Many Hispanic festivals
are linked to the Catholic
religion due to the cultural
syncretism developed in
the Hispanic world.
Religion in the Hispanic
world.
How different are our own
festivals and celebrations
from the Hispanic ones?
Resiliencia en Adolescentes,
http://www.humanas.unal.edu.co/img/Nuevo/Colombian
a%20de%20psicolog%C3%ADa/resilencia_vina(139146).pdf
3 weeks
La Música
Latina
Language:
Present tense, progressive tenses, past tenses. Relative
pronouns.
Expressing likes and dislikes. Idioms. Affixes
Videoclips: Interviews:
Alejandro Sanz
Listening and Speaking
activities.
Discussions
Analysis of the lyrics.
The richness and
diversity of the Hispanic
music is a complex as its
peoples.
Juanes
Movies / documentaries:
Buena Vista Social Club
Lo Mejor de MTV Unplugged (2008)
3 weeks
Las bellas
artes
Different samples of Hispanic music:
Merengue, bolero, tango, balada, mariachi
Language:
Expressing necessity and possibility with the
subjunctive.
Expressing wishes, preferences, and demands with the
subjuctive.
Grammar evaluations
Visionary identity of the
Hispanic artists.
Reading comprehension
activities.
Written composition
Texts:
Biography of:
Diego de Silva Velásquez, Goya, Pablo Picasso,
Salvador Dalí, Fernando Botero, Diego Rivera, Frida
Kahlo, Remedios Varo.
Listening and Speaking
activities.
Fourth Nine Weeks
Review
All language aspects studied during the course will be
reviewed. Students will practice for their examinations.
Analysis of past IB exams
Mock IB exam
Mock individual orals
Grammar evaluations
Reading comprehension
activities.
Written composition
Listening and Speaking
activities.
Additional vocabulary will be learned/review passively with grammatical lessons (daily routine, descriptive adjectives, etc.)
Additional culture will be taught through poetry, reading selections, listening selections, etc.