Diploma Programme subject outline—Group 2: language acquisition
School name
Meridian School
Name of the DP
subject
Spanish B
School
code
923080
(indicate the
language)
Level
(indicate with X)
Higher
(not applicable for
languages ab initio)
Name of the
teacher who
completed this
outline
Date when
outline was
completed
X Standard completed in X
two years
Standard completed in
one year *
(not applicable for
languages ab initio)
Hubert W. Bays
February 22, 2013
Date of IB training
June 2012
Name of workshop
Language B Category 1
(indicate name of subject and
workshop category)
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one
year, according to conditions established in the Handbook of procedures for the Diploma Programme.
1. If you will be teaching language B higher level, identify the two works of literature to be studied
El delantal blanco by Sergio Vodanovic
La bolsa by Fernán Caballero (Cecilia Böhl de Fáber)
2. Course outline
Topic
Contents
Allocated time
One class
is
Assessment instruments to be used Resources
90 minutes.
In one
week there 2.33 classes.
are
1
Application for authorization: Diploma Programme
Year Semester 1, Term Family and family
1, Unit 1.
relationships (with
1
Topic: Social
Relationships
Unit 2. Topic:
Science and
Technology
(In one week, there are Formative assessments:
two 90-minute classes Homework assignments: reading
focus on the impact of and one 30-minute class. comprehension activities, essays, and
technology and the
A 90-minute period is
written responses to images or videos.
Internet)
considered a full class
Class activities: class discussions, small
Entertainment: movies, period. a 30-minute class group discussions, small group role plays,
music, TV, games, and is .33 of a full class.)
interviews between students, student
sport.
Unit 1. Eleven class
responses to written, oral, and visual
periods, 16.5 hours.
prompts and materials, debates,
Literature (various
presentations followed by discussion,
works related to the Unit 2. Nine class
direct questioning to assess both
topics will be studied periods, 13.5 hours.
receptive and productive skills.
to give HL students
opportunities for
practice for the
Written Assignment):
Enero: Tortas de
navidad from Como
agua para chocolate
by Laura Esquivel
La gallina degollada by
Horacio Quiroga
M-111 by Jacobo
Morales
Grammar topics: ser
and estar; direct and
indirect objects;
pronominal verbs;
reflexive pronouns;
verbs with
prepositions.
Spanish B Course Companion (published by
Oxford University Press) (this is the primary IB
text for language acquisition)
Avancemos 4 (published by McDougal Littel)
print textbook and online book at
http://my.hrw.com. (This text includes grammar
topics, non-fiction readings appropriate for both
SL and HL students, and literary readings
appropriate for HL students. This text also
includes one of the literature pieces that will be
part of the written assignment for HL students.)
En contacto: Lecturas intermedias (Published
by Harcourt Brace Jovanovich) (This text
includes grammar topics, non-fiction readings
Publisher prepared quizzes and tests.
appropriate for both SL and HL students, and
literary readings appropriate for HL students.
Teacher prepared quizzes and tests.
This text also includes one of the literature
Individual oral presentations based on
pieces that will be part of the written
visual prompts. This assessment provides assignment for HL students.)
students an opportunity to practice skills
they will need for the individual oral. (For Nuevas vistas: Curso de introducción
(published by Holt, Rinehart & Winston) (This
both SL and HL students.) The
requirements for the Individual Oral will be text includes grammar topics, non-fiction
introduced in the first semester of year 1. readings appropriate for both SL and HL
students, and literary readings appropriate for
Interactive oral presentations. This
HL students.)
assessment provides students an
Contemporary Latin American Literature:
opportunity to practices skills they will
need for the interactive oral activity of the Original Selections from the Literary Giants for
internal assessment. This assessment is Intermediate and Advanced Students
(published by McGraw Hill), ed. Gladys M.
related to the core topics. At least one
practice activity will be a listening activity. Varona-Lacey (This text includes literary
The criteria for the Interactive Oral Activity selections appropriate for HL students.)
will be introduced in the second semester Literatura Hispanoamericana: Antología Crítica,
Summative assessments:
2
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Semester 1, Term
2, Unit 1.
Topic: Social
Relationships
Unit 2. Topic:
Communication
and media
Political structures:
(democratic
governments,
authoritarian,
governments, and
limits placed on
freedom by both).
Unit 1. Eleven class
periods, 16.5 hours.
Unit 2. Nine class
periods, 13.5 hours.
Censorship (official
and unofficial).
Literature:
Dictamen by Luis T.
Martínez de la Cruz
Juan López y John
Ward by Jorge Luis
Borges
Un día de estos by
Gabriel García
Márquez
Grammar topics:
preterite and imperfect;
comparatives;
progressive tenses
of year 1.
Tomo II, Orlando Gómez-Gil, ed. Holt Rinehart
& Winston. (This text includes literature
selections appropriate for HL students.)
Reading comprehension (text handling)
activities. This assessment provides
students the opportunity to practice skills
Borderlands / La Frontera: The New Mestiza
they will need for Paper 1. SL students will
(published by Spinsters / Aunt Lute, 1987) by
work with four texts related to core topics.
Gloria Anzaldúa. (This text includes literature
HL students will work with five texts
selections appropriate for HL students.)
related to core topics. The requirements of
this assessment will be introduced in the
Internet Resources (Internet resources include
first semester of year 1.
text, audio, video, and interactive resources.)
Written productive activities. Students will www.spanishdict.com
write articles, blogs, essays, interviews,
www.dictionary.com
news reports, brochures, official reports,
instructions, written correspondence, and www.conjuguemos.com
reviews. This assessment will provide
@Home Tutor (online practice accompanying
students with the opportunity to practice
Avancemos4)
skills they will need for Paper 2. SL
students will write essays in response to a http://www.rae.es/rae.html
stimulus text that is related to the options.
HL students will write multiple essays in http://cnnespanol.cnn.com/
response to stimulus texts, some related http://www.univision.com/
to the options and some related to the
core topics. The requirements and criteria http://elpais.com/
for Paper 2 will be introduced in the first http://www.elcuento.com
semester of year 1.
http://www.elcuento.com/Textos/Num016/brune
SL students will also write any of the types lli1016.php
of pieces that would be acceptable for
http://www.elcuento.com/Textos/Num003/marti
Paper 2 based upon at least three
nezl1003.php
different written sources. Students will
also write a rationale for these pieces.
Video resources (the following are feature
This assessment will provide SL students length movies related to the topics studied
the opportunity to practice skills needed in Year 1 including family relationships,
for the Written Assignment. The
migration, poverty, and authoritarian
requirements and criteria for the Written governments):
Assignment will be introduced in the
Volver;
second semester of year 1.
La mujer del anarquista;
Creative writing assignments. HL students Azuloscurocasinegro;
El Norte;
will write creative pieces in response to
La historia oficial
literary works studied in class. This
assessment will provide HL students with
the opportunity to develop skills needed
for the HL Written Assignment.
Application for authorization: Diploma Programme
3
Semester 2, Term
1,
Unit 1. Topic:
Science and
technology
Unit 1. Nine class
periods, 13.5 hours.
Ethics, technology, and
the right to privacy
Unit 2. Eleven class
periods, 16.5 hours.
Unit 2. Topic:
Drug abuse and drug
Health and Global trafficking: a symbiotic
issues
relationship.
Literature:
Apocalípsis by Marco
Denevi
Las abejas de bronce
by Marco Denevi
Maite by Ismael
Brunelli
Grammar topics:
Present perfect; past
perfect; future;
conditional.
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Semester 2, Term Poverty, famine and
2, Unit 1. Topic:
their causes
Global issues
Unit 2. Part. 1.
Topic: Global
issues
Unit 1. Eight class
periods, 12 hours.
International migration Unit 2. Part 1. Six class
periods, 9 hours.
and its causes
Human trafficking: 21st Unit 2. Part 2. Six class
Unit 2. Part 2.
century serfs and
periods, 9 hours.
Topic: Social
Relationships and slaves
Global Issues
Literature:
Dos niños by Nicolás
Guillén
sobre piedras con
lagartijos by Gloria
Anzaldúa
Es que somos muy
pobres by Juan Rulfo
Autobiografía de un
esclavo by Juan
Francisco Manzano
Grammar topics:
present, present
perfect, and imperfect
subjunctive.
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Year Semester 1, Term Energy reserves
1, Unit 1. Global
2
Unit 1. Nine class
periods, 13.5 hours.
Issues
Unit 2, Science
and technology
Alternative / renewable Unit 2. Eleven class
energy sources
periods, 16.5 hours.
Literature:
La Standard Oil Co. by
Pablo Neruda
Grammar topics:
future perfect;
conditional perfect;
relative pronouns;
passive with se:
impersonal se; se for
unintentional events
Semester 1, Term The environment and
2, Unit 1. Topics: sustainability
Global issues
Bias in the media
(radio, TV, print,
Unit 2. Topics:
Internet)
Communication
and media
Literature:
La guerra de los
Yacarés by Horacio
Quiroga
Unit 1. Eleven class
periods, 16.5 hours.
Unit 2. Nine class
periods, 13.5 hours.
Grammar Topics:
imperfect subjunctive
in adverb clauses and
for hypothetical
situations; past perfect
subjunctive; sequence
of tenses
Formative assessments:
Homework assignments: reading
comprehension activities, essays, and
written responses to images or videos.
Spanish B Course Companion (published by
Oxford University Press). (This is the primary IB
text for language acquisition.)
En contacto: Lecturas intermedias (This text
includes grammar topics, non-fiction readings
Class activities: class discussions, small appropriate for both SL and HL students, and
group discussions, small group role plays, literary readings appropriate for HL students.
This text also includes one of the literature
interviews between students, student
pieces that will be part of the written
responses to written, oral, and visual
prompts and materials, direct questioning assignment for HL students.)
to assess both receptive and productive
Nuevas vistas: Curso de introducción
skills.
(published by Holt, Rinehart & Winston) (This
text includes grammar topics, non-fiction
Summative assessments:
readings appropriate for both SL and HL
Publisher prepared tests and quizzes.
students, and literary readings appropriate for
HL students.)
Teacher prepared quizzes and tests.
Individual oral presentations based on
visual prompts. This assessment provides
students an opportunity to practice skills
they will need for the individual oral. (For
both SL and HL students.)
Nuevas vistas: Curso uno (published by Holt,
Rinehart & Winston) (This text includes
grammar topics, non-fiction readings
appropriate for both SL and HL students, and
literary readings appropriate for HL students.)
Interactive oral presentations. This
assessment provides students an
opportunity to practices skills they will
need for the interactive oral activity of the
internal assessment. This assessment is
related to the core topics. At least one
practice activity will be a listening activity.
Contemporary Latin American Literature:
Original Selections from the Literary Giants for
Intermediate and Advanced Students
(published by McGraw Hill), ed. Gladys M.
Varona-Lacey (This text includes literary works
appropriate for HL students.)
Cuentos españoles, edited by Angel Flores,
Reading comprehension (text handling)
published by Dover Publications (This text
activities. This assessment provides
includes literary works appropriate for HL
students the opportunity to practice skills students.)
they will need for Paper 1. SL students will
work with four texts related to core topics. Internet Resources: (Internet resources
include text, audio, video, and interactive
HL students will work with five texts
resources.)
related to core topics.
www.spanishdict.com
Written productive activities. Students will
write articles, blogs, essays, interviews, http://www.rae.es/rae.html
news reports, brochures, official reports,
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Semester 2, Term Propaganda: political, Unit 1. Ten class
1, Unit 1. Topics: governmental, NGO, periods, 15 hours.
Health
and corporate
Unit 2. Topics:
Health
Health care systems
and life expectancy
Literature:
Dos palabras by Isabel
Allende
Unit 2. Ten class
periods, 15 hours.
instructions, written correspondence, and
reviews. This assessment will provide
students with the opportunity to practice
skills they will need for Paper 2. SL
students will write essays in response to a
stimulus text that is related to the options.
HL students will write multiple essays in
response to stimulus texts, some related
to the options and some related to the
core topics.
http://cnnespanol.cnn.com/
http://mexico.cnn.com/?hpt=ed_Mexico
http://www.univision.com/
http://elpais.com/
http://www.lanacion.com.ar/
http://www.la-prensa.com.mx
http://erenovable.com/
SL students will also write any of the types
of pieces that would be acceptable for
Video resources (full length movie related to
Paper 2 based upon at least three
the environment, sustainability, and energy
different written sources. Students will
resources):
also write a rationale for these pieces.
This assessment will provide SL students Gigantes de Valdés
the opportunity to practice skills needed
for the Written Assignment.
Ay, papi, no seas
coca-colero by Luis
Fernández Caubí
La muñeca menor by
Rosario Ferré
Grammar topics:
review previous topics
as needed.
Creative writing assignments. HL students
will write creative pieces in response to
Semester 2, Term Diet, nutrition, and
Unit 1. (Standard Level) literary works studied in class. This
2 Unit 1. (Standard physical exercise: long Eight class periods, 12 assessment will provide HL students with
Level)
term impact on health hours.
the opportunity to develop skills needed
Topic: Health
and longevity
for the HL Written Assignment.
Term 2 Unit 1.
(High Level)
Topic: Literary
work 1 and
Literary work 2
Unit 2. Mock
exams
Literature (Unit 1):
Noble campaña by
Gregorio López y
Fuentes
Unit 1. (High Level) Eight
class periods, 12 hours.
Unit 2. Ten class
Grammar topics:
review previous topics periods, 15 hours.
as needed
HL literature pieces
to be tested in the
Written Assignment:
El delantal blanco by
Sergio Vodanovic
La bolsa by Fernán
Caballero (Cecilia Böhl
de Fáber)
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1.
IB Internal and external assessment requirements to be completed during the course
Briefly explain how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be
due and how students will be prepared to complete them.
External Assessment
Paper 1. The requirements for Paper 1 will be introduced in the first semester of the first year of the DP programme. In each unit presented in the course outline, students will have
opportunities to demonstrate receptive skills. Students will read a variety of texts related to the core topics, such as articles, news stories, advertisements, emails, interviews, and
essays of various types. Students will practice and demonstrate their ability to comprehend and handle texts through classroom activities and formative assessments including:
identifying specific information, identifying the person who provides information, providing short answers, matching summaries with a text, finding evidence for statements within a
text, answering multiple-choice questions, and identifying statements that are true or false according to a text. Students will complete Paper 1 in May of Year 2.
Paper 2. The requirements and assessment criteria for Paper 2 will be introduced in the first semester of the first year of the DP programme. Assessment criteria for Paper 2
include Criterion A: Language, Criterion B: Message, and Criterion C: Format for both SL and HL. SL and HL students will have an opportunity to become familiar with the criteria at
their respective levels. In each unit of the course beginning with the second semester of Year 1, students will have opportunities to practice and demonstrate productive skills in
classroom activities, formative assessments, and summative assessments by producing articles, blogs, news reports, speeches, interviews, role plays, reviews, and other written
products. Students will complete Paper 2 in May of Year 2.
Written Assignment. The requirements and assessment criteria for the Written Assignment will be introduced in the second semester of the first year of the DP programme. The
criteria for SL students include Criterion A: Language, Criterion B: Content, Criterion C: Format, and Criterion D: Rationale. SL students will have opportunities to practice and
demonstrate receptive and written productive skills by reading several texts related to a core topic and then producing original writing based upon those texts. The criteria for
Section A (creative writing) of the Written Assignment for HL students include Criterion A: Language, Criterion B: Message, and Criterion C: Format. The criteria for Section B
(rationale) of the Written Assignment for HL students include Criterion A: Language and Criterion B: Argument. HL students will have opportunities to demonstrate receptive and
productive skills by producing creative writing in response to literary works read in class. Students will complete the Written Assignment in Spring of Year 2.
Internal Assessment
Individual oral. The criteria and requirements for the Individual Oral will be introduced in the first semester of the first year of the DP programme. Assessment criteria for the
Individual Oral include Criterion A: Productive Skills and Criterion B: Interactive and receptive skills. SL and HL students will have an opportunity to become familiar with the criteria
at their respective levels. Students will have opportunities to practice and demonstrate oral language skills through classroom activities such as oral presentations followed by
questions from the class or the teacher, group discussions, responses to media (photos, audio recordings, videos), and individual discussion with the teacher linked to the optional
topics studied in the course. Students will also participate in formative assessments to monitor their oral language development. Students will complete the Individual Oral in April
of the second year.
Interactive oral activity. The criteria and requirements for the Interactive Oral will be introduced in the second semester of the first year of the DP programme. Assessment criteria
for the Interactive Oral include Criterion A: Productive Skills and Criterion B: Interactive and receptive skills. SL and HL students will have an opportunity to become familiar with the
criteria at their respective levels. Students will have opportunities to practice and demonstrate oral language skills through classroom activities such as group presentations, group
discussions, interviews, and debates linked to the core topics studied in the course. Students will also participate in formative assessments to monitor their oral language
development. Students will complete the Interactive Oral in April of the second year.
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2.
Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that
would allow your students to make links with TOK. Describe how you would plan the lesson.
Topic
Link with TOK (including description of lesson plan)
Social
Relationships
Unit: Social Relationships: Family and Family relationships
Lesson: The meaning of the word familia
Objective: Explore both literal and cultural meaning of the word family / familia. Connections to TOK: 1) what happens to words as cultures
change and progress? (2) Do words define culture or does culture give meaning to words?
Engage: Teacher asks students to make informal notes about what the word familia means to them.
Explore: (practicing interactive language skills): Students discuss their different definitions of the word familia. Teacher raises the question:
Can the word familia accurately represent all the different things that students have presented in their definitions? Other questions to raise: Are
some of the definitions complementary? Are some of the definitions mutually exclusive?
Language input (practicing receptive skills): Students watch a video (choices include: Volver, La mujer del anarquista, or Azuloscurocasinegro)
and read short stories, articles, and a poem about the about the meaning of familia (readings from En contacto, Capítlo 2, Vejez y juventud) in
the Spanish-speaking world. As students watch the video and read the article they should be trying to answer the question: Can the word
familia accurately and adequately describe all the different understandings presented in the video and the readings?
Explain: (practicing productive language skills): Based on the video and the readings, students work in small groups to determine whether the
word familia is adequate to encompass all the different types of relationships referred to by that one word. Groups present their conclusions to
the class.
Elaborate: (practicing interactive and productive language skills): Students return to small groups to discuss “chicken-and-the-egg” problem of
language. What comes first, the thing or the word? If a thing changes, does the meaning of the word also change? Are there some cases
where something changes so much that new words must be used to describe it, e.g., single-parent family, nuclear family, multi-generational
family. Based on their discussion, students write a definition of familia that accurately and adequately defines all the things that are conveyed
by that word. Groups present their definitions to the class.
Evaluate: (practicing receptive and interactive language skills): Based upon the small group discussions, the video and the readings, teacher
asks students to resolve the “chicken-and-the-egg” problem of language. What comes first, the thing or the word? If a thing changes, does the
meaning of the word also change? Are there some cases where something changes so much that new words must describe it? Does Spanish
need a new word or a new set of words to explain what is meant by familia? Students will return to the informal notes they made at the
beginning of the unit about the meaning of familia. Students will compare their notes with any new understanding or perspectives they have
gained about the meaning of the word familia
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3.
International mindedness
Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your
outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to
achieve this goal.
Topic
Contribution to the development of international mindedness (including resources you will use)
Global Issues:
International
migration and its
causes
In the course outline, one topic that lends itself well to developing international mindedness is the topic of migration. Migration has very different impacts on
different countries in the Spanish-speaking world. In recent years, many people have migrated from Latin America to Spain. Many Mexicans migrate from
Mexico to the United States. What are the perspectives of Mexicans, Spaniards, and Latin American immigrants to Spain regarding migration? How does this
compare with the perspectives of citizens of the United States regarding migration? Students can develop international mindedness by exploring the varying
attitudes and perspectives of people from the United States, Spain, Mexico, and other Spanish-speaking countries regarding migration by reading newspaper
articles, listening to interviews, and watching documentaries about migration. This topic would be relevant and engaging to students in Texas since many
immigrants live and work in their communities. The topic would also provide a valuable source of discussion because as students are exposed to different
perspectives, hopefully, they would begin to see that within their own country as well as within other countries there exists a wide variety of perspectives
regarding migration. This exposure to a variety of perspectives on the issue of migration would also contribute to the development of the learner profile
characteristic, “open mindedness.”
4.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from
your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.
Topic
Contribution to the development of the attribute(s) of the IB learner profile
Global Issues:
Poverty, famine
and their causes
The unit “Global Issues: Poverty, famine and their causes” would provide an ideal context for students to develop the learner profile characteristic
“inquirers.” To stimulate inquiry, the unit would open with a controversial statement such as, “Most people who are poor suffer poverty because they
don’t really want to work.” Students would have an opportunity to engage in whole group and small group discussions about this statement. Each
individual and each group would then write a preliminary assessment of the validity of the opening statement. (This also provides connections to TOK
because students must explain how they can demonstrate a statement to be true or false.) Much of the remainder of the unit would require students to
investigate the validity of their original perspective and to inquire into other possible causes of poverty. Students would be provided with some sources
of information such as interviews, documentaries, articles, and blogs, but students would also be required to locate sources of information on their own
to discover the causes of poverty. The unit would conclude with individual students or small groups making a presentation that would address the
opening statement, their initial response to the opening statement, and how their perspectives on the causes of poverty have changed based upon
additional sources of information that they have found as a result of their inquiries.
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Application for authorization: Diploma Programme
5.
Resources
Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses?
Briefly describe what plans are in place if changes are needed.
Not all resources listed in the resources column are currently available in sufficient quantities. However, additional resources will be purchased based on student needs
and enrolment.
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