WADE HAMPTON HIGH SCHOOL by FB80043

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									                             BECK ACADEMY International Baccalaureate Middle Years Program
                                                2012-2013 Syllabus

BECK VISION STATEMENT: Our vision statement is to provide a consistent and focused faculty, teaching an aligned IBMYP
curriculum to a motivated student body to prepare them to be productive citizens of our global community.

Instructor: Jennifer Ciszewski
Room: 103
Planning Times: 11:34 – 12:16
Available Conference Times: 11:34 – 12:16 or before or after school
E-Mail: jciszewski@greenville.k12.sc.us
Web Address: www.greenville.k12.sc.us/websites/beck/jciszewski/index.html
School Telephone: (864) 355-2698




COURSE TITLE: Spanish

COURSE DESCRIPTION (Focus and Purpose):

The sixth and seventh grade Beginning/Exploratory Spanish courses are designed to introduce and develop students’ acquisition of the
foreign language through the different domains: reading, writing, listening and speaking. The seventh and eighth grade high school
credit class (Spanish 1) also encourages development in the four domains, but at a much more advanced level, exposing students to
complex grammatical and lexical tasks. All of these courses are designed with the goals of the International Baccalaureate Middle
Years Program in mind.

LEARNING LEVELS:
 There are three different Spanish classes, as mentioned above. Seventh and eighth grade students eligible for Spanish 1 are those
who have consistently demonstrated high academic achievement in sixth and/or seventh grade Spanish.

GOALS:

    As a foreign language educator, my purpose is to help my students achieve the following goals while participating in the Beck
Academy Spanish program:

    1. To know that other cultures successfully exist without the English language.
    2. To communicate at basic, intermediate, and advanced levels in the four domains of speaking, listening, reading and writing.
    3. To be comfortable and open-minded about the Spanish language and its respective cultures, thus drawing comparisons
    between this language and cultures and the English language and American culture.
    4. To actively seek opportunities to use Spanish language and cultural skills in the community.
    5. To connect Spanish learning to other academic disciplines.


Instruction will be based on the Greenville County Schools curriculum guide and the South Carolina Foreign Language Curriculum
Standards. These standards can be accessed on the SC Department of Education web site: www.state.sc.us/sde/educators/standards.




COURSE OUTLINE/ INSTRUCTIONAL UNITS for the Year:


 Spanish I for High School Credit (Eighth Grade)

 REQUIRED TEXTS: None

      I.       Introductory Unit: Survival in the Modern Language Classroom (approximately 10 hours)
      II.      My Friends and I (30 hours)
      III.     My School Life (30 hours)
      IV.      My Free Time (30 hours)
      V.       My Community (30 hours)
 Seventh Grade Exploratory/Beginning Spanish

 REQUIRED TEXTS: None

      I.       Introductory Unit: Survival in the Modern Language Classroom (3 weeks)
      II.      All About Me (3 weeks)
      III.     Let’s Travel! (12 weeks)



 Sixth Grade Exploratory/Beginning Spanish

 REQUIRED TEXTS: None

      I.       Introductory Unit: Survival in the Modern Language Classroom (3 weeks)
      II.      All About Me (3 weeks)
      III.     Healthy Me (12 weeks)



TEACHING METHODS and STRATEGIES:
  I provide my students with foreign language instruction comprised of varied mini-lessons within a single class period to increase
and maintain student interest. In the classroom, I use Guided and Pause-Procedure Lecture, Collaborative Pairs, guided and
independent practice, mnemonic devices, Jigsaw Reading Strategy, selective and random questioning, graphic organizers, and Ticket
out the Door, all with IB guidelines in mind. Authentic projects are assigned throughout the year to assess learning. Instructional
activities are designed based on the district curriculum guide and state standards.
www.state.sc.us/sde/educators/standards.


ASSESSMENTS and GRADING/ IB MYP RUBRIC ASSESSMENTS for LANGUAGE B:

PROCEDURES for RECORDING STUDENT PROGRESS:

Students are assessed using both formative and summative assessments. Daily class assignments, tests, projects, group work, and
quizzes will be included in these assessments. Students are also asked to complete interpretive, interpersonal and presentational tasks.
These are assessed with rubrics. The district-wide grading scale is as follows:

100-93 A
92-85 B
84-77 C
76-70 D
69-0 F


Grading Policy for LANGUAGE B:
Class work and homework: 20%
Quizzes and minor projects: 40%
Major projects: 40%

Students receive interim progress reports and quarterly report cards.

SUPPLEMENTAL MATERIALS & SUPPLIES:
    Students will need:
                         SWOOSH notebook
                     DIVIDERS
                          Loose-leaf notebook paper
                         #2 pencils
WORKING LUNCH:
Students are assigned working lunch for not completing homework or class work. This gives the students a chance to make up the
work without receiving a zero. After being assigned 3 times for the same assignment, students will receive a zero and be assigned an
after-school detention. Students are allowed to eat a regular lunch during the working lunch period. Beck Academy Student
Handbook 2012-2013

MAKEUP WORK/ ABSENCE POLICY:
Students must make up missed work within 5 days of returning to school. Students are responsible for making arrangements with
teachers to make up work. Teachers should be contacted before or immediately after the excused absence. Students must complete and
turn in the work on time to receive credit. Parents may also request assignments through Guidance for an extended absence.
(Beck Academy Student Handbook 2012-2013)

CLASSROOM EXPECTATIONS AND PROCEDURES:

 Students are expected to be respectful of each other at all times. There are several required expectations:
ALL students must wear an ID badge.
ALL students must carry their planners.
ALL students must abide by the dress code.
ALL students must practice the 3 R's: Rights of others, Respect for others, Responsibility for learning

SCHOOL-WIDE DISCIPLINE PLAN- TIME TO TEACH:
Specific rules and policies regarding discipline can be found on the school district website and in our student planner. Our school wide
discipline plan with regards to minor rule violations consists of a step plan designed to give parents the opportunity to assist with
discipline whenever possible. The steps are:
     1.    Warning
     2.    Parent phone call
     3.    After-school detention
     4.    After-school detention
     5.    Office referral
Beck Academy Student Handbook 2012-2013

Additional student behavior guidelines may be found in the student handbook.
PROCEDURES for NON-INSTRUCTIONAL ROUTINES:
Students are expected to be on time and to have all assignments and materials needed for the class. Attendance is taken at the
beginning of the class period.
As students enter the room, they should get their materials needed for the day, sharpen their pencils, be seated, and begin completing
the assigned bell work. Roll is taken at the beginning of the day and tardies are noted. Students are asked not to go to the restroom
unless it is an emergency. Instructional time is very important.

HONOR CODE POLICY AND PLAGIARISM:
   I adhere to our school honor code and plagiarism policy.
Cheating or the copying of work belonging to another person is a violation of school rules as well as personal ethics. Both the lender
and borrower will receive zeros on the work, and parents will be notified.
 Plagiarism is cheating. Examples of plagiarism include:
      Copying and pasting from the Internet or copying directly from books or magazines without properly citing the source.
      Copying another student’s work, turning in another student’s work, or having another student do the work.
      Buying papers on the Internet. Beck Academy Student Handbook 2010-2011

PARENT COMMUNICATION:
          Parents, teachers, and students work together to promote learning. It is important to me to communicate with you on a regular
basis concerning your child’s progress in learning required concepts and standards. Please feel free to call me at any time. Calls during
the instructional day are directed directly to my voicemail. I will always respond within 12 hours. You can also reach me by email.
Specific numbers and addresses are listed in the contact section of my syllabus.
          I am always available for a conference. Please contact me for conferences.
          You will receive interim progress reports, and quarterly report cards about your child’s grades.

								
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