IB Spanish IV
2014-2015 School Year
Stephanie Knight, M.A.L.A.S.
http://hillsboroibdp.wordpress.com/
Temario:
Identidad
Intercambio global
Derechos universales
Responsabilidad social
Solidaridad y comunidad
Overview of the IB Spanish course: Students taking Spanish 5 at our school have taken a minimum of 3
previous years of Spanish. In those three years, the students are to have cultivated extensive grammar
knowledge, a considerable vocabulary base, and reading, writing, speaking, and listening skills. The class
meets every other day throughout the school year, and exclusive usage of the Spanish language is
expected. While participation is not required, students are encouraged to engage in various servicelearning opportunities, both in the local Hispanic community and abroad.
AP/IB Exam: As Hillsboro is an IB World School, our overwhelming focus will be on preparation for the IB
exam. Thus, all students are required to take said exam at the end of their senior year if they participate
in the course. Students may also take the AP exam at then of either year if they wish to do so. Any
students considering taking both exams need to notify me immediately.
Cultivating Competent Communicators
All four communication skills are practiced throughout the school year. However, special attention is
paid to refining said skills in the second semester. The following explanations outline how each skill is
presented and used throughout the course.
Listening: Students are given the opportunity to refine their listening skills through a variety of activities.
In the classroom, students listen to United Nations Radio, El Mundo from the BBC, watch Spanishlanguage movies, and listen to various level-appropriate CDs prepared for listening comprehension.
Students are asked to answer content questions, synthesize, summarize, and evaluate the pragmatic use
of authentic language as is appropriate given a specific text. Listening activities are also used as prompts
for in-depth speaking and writing activities. Furthermore, students are encouraged to take advantage of
local sources (e.g. AM radio stations) to continue refine their skills.
Speaking: Students are expected to use Spanish in the classroom and in their daily lives. Not only are
students encouraged to develop relationships with the various heritage learners throughout the school,
but they are also directed to seek out service-learning opportunities that require the usage of Spanish.
When speaking, students should be able to explain processes and situations in the past, present, and
future tenses, talk about their plans, and narrate a story in a variety of moods with complex structures.
In class, students are given the opportunity to speak either individually or in groups on a daily basis.
Usually, these opportunities arise from a listening or reading prompt. However, the students are also
expected to prepare debates or speeches from time to time. Self-evaluation and instructor-evaluation
(both are rubric-based) occurs after all prepared speeches and after selected instances of spontaneous
output.
Reading: Authentic texts including short stories, poetry, plays, blogs, and periodicals are the foundation
of reading activities. Additionally, students are expected to conduct all outside research in the target
language. The central aim of implementing such texts in the classroom is that students will learn how to
understand vocabulary in context and build their own vocabulary for speaking and writing activities.
Students demonstrate competency by answering content questions, writing, and discussing. Students
are instructed to both understand facts and the inferred messages of each text. Furthermore, students
are encouraged to expand the breadth of their respective vocabulary bases in each response. In this
light, special attention is paid to developing each student’s knowledge of common words in Spanish and
the less common synonyms of those words.
Writing: Students are expected to write both formally and informally. Informal opportunities generally
serve as reflective activities that take place before listening to or reading the selected text for the day.
Formal output may take place in or out of class in the form of informative, narrative, explanatory,
creative, and comparative essays. In these essays, students are direct to include advanced grammatical
structures. After the rough draft of each essay, students are given a rubric with which they make peer
evaluations. The instructor uses a rubric to evaluate final drafts of work, and the students are required
to turn in self-evaluations after they have received instructor in which they analyze their common errors
and develop a plan for fixing those errors. Finally, quizzes over grammatical structures are oftentimes in
a very open-ended format so that the students become more accustomed to writing. For example,
instead of filling in a blank with the appropriate form of an adjective in a quiz covering subjectdescriptor agreement, students are asked to describe a given quantity of pictures using a set number of
adjectives.
Grammar: Ostensibly, all students should have been exposed to all grammatical structures and tenses
before entering Spanish 5. These structures are reviewed rapidly throughout the first semester, while
those which are more complicated are revisited and refined during the second semester. Accuracy and
using Spanish structures that are both correct and pragmatic given the social constructs of the situation
in which the student is in is emphasized. Grammar is presented in the context of listening and reading
texts and is practiced in both written and oral forms of output.
Vocabulary: Vocabulary is context-based and is largely derived from reading and listening prompts.
Supplemental vocabulary is presented by the instructor. Students study vocabulary in thematic families
and are expected to learn the antonyms and synonyms for target words. The correct usage of advanced
vocabulary is expected in both written and oral output.
Evaluation: As is appropriate, both instructor and student evaluation is done via the use of rubrics. Peer
evaluation is carried out for both speaking and written activities, while self evaluation is ubiquitous and
can also be done with short answer opportunities in reaction to vocabulary acquisition, reading
comprehension activities, or listening comprehension activities.
Syllabus
Text: There is no textbook assigned to this course. However, it is supplemented by Triángulo: A
propósito, and Pasajes: Lengua, Pasajes: Literatura, Pasajes:Cultura, Spanish B and Español B: Libro del
alumno. Additional texts are assigned on a temporary basis throughout the school year. The sources of
these texts are listed under each unit. Also, we will be reading a novel, La casa en Mango Street by
Sandra Cisneros as the year progresses.
Unidad 1: El hogar
Unit question: What is home?
Focus and significant concepts: This unit draws students to consider the idea of home and both the
tangible and intangible characteristics of it.
Structures: Present-tense irregular verbs, commands, pronouns, begin preterit and imperfect
Vocabulary: Vocabulary in context, Capítulo 1 (Triángulo), Capítulo IX (Capítulo 1 (Triángulo)
Listening: “El regreso”
Actividades de Avancemos (una de poner todo en orden)
Reading: “¿Cuándo se irán de casa? (p. 10-12 Spanish B)
“Haciendo de tu casa un hogar” (http://www.proyectoana.org/2010/08/haciendo-de-tu-casaun-hogar.html)
Examenes de BI
Writing: City brochure
Description of an object of great importance
Tareas escritas 1 y 2a de Spanish B
Speaking: Blindfold races
Oral photo essay
“Lost” role plays
IB International Assessment: Paper 1, Written Work, Interactive Oral (1/3)
Unidad 2: La inmigración
Unit question: What merits goodbye?
Significant concepts and unit focus: This unit draws students to consider the history of immigration and
the dichotomy between refugees and immigrants.
Structures: Structures: End preterit and imperfect, conditional, future, introduce compound tenses.
Vocabulary: Triángulo Capítulo IV, p.47-54, 71-77, 183-190, 223-230 en Spanish B
Listening: “Bajo la misma luna”
“Sin nombre”
Reading: Selected readings from Spanish B
Capítulo 9 de Pasajes: Cultura
“ ¿Puede Centroamérica impedir la migración de sus niños?
http://www.bbc.co.uk/mundo/noticias/2014/07/140717_centroamerica_migracion_estados_un
idos_mexico_an.shtml
“Honduras pide a EE.UU. un plan para frenar crisis de niños migrantes”
http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140716_ultnot_honduras_plan_migra
ntes_ac.shtml
“La ONU quiere que migrantes centroamericanos sean considerados refugiados”
http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140708_ultnot_acnur_menores_indoc
umentados_refugiados_eeuu_jg.shtml
“Casa Blanca”:’mayoría de niños inmigrantes en EE.UU. serán deportados”
http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140707_ultnot_ninos_inmigrantes_de
portados_ac.shtml
“El infierno de los ninos migrantes en la frontera sur de México”
http://www.bbc.co.uk/mundo/noticias/2013/06/130610_infierno_ninos_migrantes_mexico_fro
ntera_sur_chiapas_an.shtml
“Centroamérica prepara una campaña contra migración infantil a los EE.UU”
http://www.bbc.co.uk/mundo/ultimas_noticias/2014/07/140705_ultnot_centroamerica_ninos_
migrantes_az.shtml
Speaking: Debate regarding the immigration of Central American children
Presentation of the story of an immigrant family
Writing: Movie review
Blog from the perspective of an immigrant family
IB Assessment: IB Assessment: Paper 1, Written Work, Interactive Oral (1/3)
Unidad 3: El racismo
Unit question: Why do we fear? Who comprises “the others”?
Significant concept and unit focus: Students are made to consider racism and stereotypes that arise
from immigration and to consider when a person stops being one of ‘us’ and starts being one of ‘them’.
Structures: Passive voice, present subjunctive
Vocabulary: p 39-46, 79-86 Spanish B; Additional review of Capítulo IX en Triángulo
Listening: “Rosas blancas para mi hermana negra”
Reading: “Blanco (persona)” http://es.wikipedia.org/wiki/Blanco_(persona)
http://www.scielo.org.co/scielo.php?pid=S1794-24892010000100003&script=sci_arttext
Selected texts from Spanish B
Writing: Speech regarding racism
Publicity campaign regarding African diaspora en Latin America
Speaking: Presentation of a website about an African community in Latin America or Spain
IB Assessment: Paper 2, 2/3 Internal Assessment
Unidad 4: El crisól
Unit question: To what extent is the sum of the parts greater than the whole?
Focus and significant concepts: In this unit, students will compare and contrast Culture (that which is
outwardly visible) with culture (that which is more nuanced) via the consideration of a mixing of cultures
due to immigration in places like Mexico and the United States. Additionally, students will consider how
various cultural artifacts serve to preserve the cultures of migrant communities.
Structures: Imperfect subjunctive, sequence of tenses
Vocabulary: Celebrations and identity vocabulary form Spanish B (p. 295-302, p. 311-318, p. 55-70)
Listening: An explanation of cultural diversity in Spain
Documentary regarding synchronism
Reading: “Chac Mool” by Carlos Fuentes
http://universidades-iberoamericanas.universia.net/mexico/vivir/cultura.html
Speaking: Role play interview between Juan Rulfo and the historical character of the students’ choice
regarding the issues of poverty revealed through “Es que somos muy pobres”
Debate regarding the legalization of euthanasia or debate regarding the treatment of cancer
Writing: Diary from the perspective of Chac Mool or Filiberto
Report of one’s own cultural influences
Unidad 5: Celebraciones
Unit question: What deserves attention?
Significant concept and focus: Students consider the origin and mutation of various celebrations in the
Spanish-speaking world, specifically Carnaval and Dia de los Muertos.
Structures: Se with unplanned events, all subjunctive
Vocabulary: Spanish B p.287-294, 303-310, and 319-326
Listening: BBC El Mundo
Parade coverage in Spanish
Reading: Various texts from Spanish B and Español B: El libro del alumno
Speaking: Despierta América coverage of a celebration that fuses more than one culture
Photo description
Party planning info gap activity
Tomatina RAFT
Writing: Letter to a friend about the amazing celebration one attended last night
Spanish B prompts
Carnaval pamphlet
IB Assessment: Paper 1, 1/3 Internal Assessment, Written Task
Grades
Keeping in mind the IB principles of assessment, grades in Spanish V at Hillsboro High School will be
broken down in the following manner:
Category
Vocabulary and Grammar
Portfolio work
Text handling
Expository writing and text-based writing
Listening/Speaking
Value
10%
10%
20%
30%
30%
Formative assessments will be given on a daily basis and will be in the format of grammar and
vocabulary exercises (which may be in-class learning checks) text-handling exercises, online video
analysis and listening practice, and various cultural readings. Expect to have one grammar or vocabulary
assignment at www.conjuguemos.com daily.
In addition, a classroom journal will be used. Only some students will be graded every day. At the end of
the nine weeks, each student will receive a grade for his or her average of the journal grades taken.
Portfolios and Skill Assessments:
Text handling (reading) assessments will take place every f our weeks and will be adapted after
the International Baccalaureate format. These assessments will allow students to prepare for
Paper 1 of the IB Exam. A copy should be included in the student’s portfolio.
Speaking and listening assessments will take place every two to four weeks and will be adapted
to the IB format. These will count towards a student’s internal assessment grade for Spanish. A
copy of a reflection should be included in the student’s portfolio.
Expository and text-based writing assessments will take place in class every two to four weeks.
These assessments will allow students to prepare for the Written Task (to be executed in
January) and Paper 2. All assessments will be included in the portfolio. A final copy of two of the
assessments should also be included.
Spanish in my life: In each four-week unit, the students are expected to write reflections
regarding three outside reading tasks, three listening tasks, and three vocabulary reflections.
These three grades will be averaged as one grade in the gradebook.
An overview of the IB Spanish Exam
Component
Topic(s) Covered
Internal assessment: Communication (Unit 3)
The Interactive Oral
Global issues (Units 1-4)
Presentation
Social relationships (Units 14)
Internal assessment: Customs and traditions (Unit
The Photo
4, 5)
Description and
Interview
Paper 1: Reading and Communication (Unit 3)
Text Handling
Global issues (Units 1-4)
Social relationships (Units 14)
Paper 2: Writing
Customs and traditions (Unit
4, 5)
Written task
Communication (Unit 3)
Global issues (Units 1-4)
Social relationships (Units 14)
Value
10 points
Assessor
Stephanie Knight
Date assessed
Throughout the
school year;
Highest score
counts
Late February of
senior year
20 points
Stephanie Knight
25 points
IB Assessor
May
20 points
IB Assessor
May
25 points
IB Assessor
December of
senior year;
Done in class
over the course
of a week
_____________________________________________________________________________
IB Conversion Scale for Hillsboro IB Diploma Program
7
96-100
A+
6
92-95
A/B+
5
85-91
B
4
77-84
C
3
74-76
C-/D+
2
70-73
D
1
0-69
F
_____________________________________________________________________________
I am extremely excited to get started down the fascinating path of language acquisition! My door is
always open if you need me. I know that this school year will be fascinating and exciting!
Sincerely,
Stephanie Knight
M.A. Latin American Studies
The following are used in class as a text or temporary text or as a reference.
Adey, Margaret, and Louis Albini. Galería de arte y vida. New York: Glencoe/McGrawHill, 1997.
Armen, Judy. Abriendo puertas: Lenguaje. Evanston, Illinois: McDougal Littell,
2007.
Bretz, Mary Lee, Trisha Dvorak, and Carl Kirschner. Pasajes:Cultura. 7th ed. New York:
2010.
McGraw-Hill,
Bretz, Mary Lee, Trisha Dvorak, and Carl Kirschner. Pasajes:Lengua. 7th ed. New York:
2010.
McGraw-Hill,
Bretz, Mary Lee, Trisha Dvorak, and Carl Kirschner. Pasajes:Literatura. 7th ed. New York: McGraw-Hill,
2010.
Cerna-Bazán, José Antonio, et. al. Nuevas Vistas, Curso Avanzada Uno. Atlanta: Holt,
Rinehart and Winston, 2003.
Cerna-Bazán, José Antonio, et. al. Nuevas Vistas, Curso Avanzada Dos. Atlanta: Holt,
Rinehart and Winston, 2003.
Díaz, José. AP Spanish: Preparing for the Language Exam: 3rd edition. Upper Saddle
River, NJ: Prentice Hall, 2007.
Díaz, José and Stephen J. Collins, Abriendo paso: Lectura. Upper Saddle River, New
Jersey: Prentice Hall, 2001.
Díaz, José, María F. Nadel and Stephen J. Collins, Abriendo paso: Gramática. Upper
Saddle River, New Jersey: Prentice Hall, 2000.
Friedman, Edward, L. Taeresa Valdivieso, and Carmelo Virgillo, Aproximaciones al
literatura hispánica. 5th ed. New York: McGraw-Hill, 2004.
estudio de la
Gatski, Barbara and John McMullan, Triángulo: A Propósito. 4th edition. Sandwich,
Massachusetts: Wayside Publishing, 2006.
Menton, Seymour, El cuento hispanoamericano. 9th Edition. México, D.F: Fonda de
económica, 2007.
National Spanish Examinations (AATSP). 2051 Mount Zion Road, Golden, CO. 80401.
Nuevos Horizontes. Urbana, Illinois: University of Illinois Extension, 2006-2007.
Repaso: A complete Review Workbook for Grammar, Communication, and Culture.
Lincolnwood, Ill.: National Textbook Company, 1995.
Samaniego, Fabián, Nelson Rojas, Maricarmen Ohara, and Fransico Alarcón. El mundo
21 hispano. Boston, MA: Houghton Mifflin Company, 2005.
Springer, Alice. G. How to Prepare for the Advanced Placement Examination: Spanish.
Hauppauge, N.Y.: Barron’s Educational Series, 2006.
Valette, Rebecca M. and Joy Renjilian-Burgy. Album. 2nd edition. Lexington:
Massachusetts, 1993.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce. M. García. Conexiones:
Comunicación y Cultura, 2nd ed. Upper Saddle River, New Jersey: Prentice Hall,
2002.
cultura
Web sites
Recommended and/or required listening, reading, and research resources:
Spanish periodicals on the internet at http://libraries.mit.edu/guides/types/flnews or
www.paperboy.com
Local Spanish newspapers, radio and television
The Fact Book about all world countries on the internet at www.cia.gov/publications/factbook/
Spanish museums on the internet such as www.spanisharts.com and www.museoprado.es
Chat rooms for language learners such as www.livemocha.com
Famous literature at http://www.literatura.us/ and http://www.los-poetas.com
Other internet sites included but not limited to:
www.abc.es
www.bbc.co.uk/languages.org
www.conjuguemos.com
www.elcorteingles.es
www.elnuevohearld.com
www.espanole.org
www.jornada.unam.mx
www.lonelyplanet.com/destinations
http://radio.un.org/es/
www.rtve.es/ree
www.sgci.mes.es/uk/pub/tecla.html
www.sgci.mec.es/usa/publicacions.html
www.sispain.com
www.univision.com
www.bbc.co.uk/spanish/
www.un.org/spanish/news/audiovis/radio/radioarc.htm
www.colby.edu/~bknelson/SLC/
_____________________________________________________________________________________
Please sign and return the bottom portion only. The rest of this syllabus is for your benefit!
I have read and understood the Spanish IB Syllabus. I know that my student will need to register for the
IB Spanish test and may also register for the AP Spanish test.
_______________________________________
Student name
______________________________________
Student signature
_______________________________________
Parent name
______________________________________
Parent signature