Unidad 1. Lección Preliminar. Preliminary Lesson for Beginner Spanish (MYP 1)

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1 Unidad 1 Lección Preliminar Preliminary Lesson for Beginner Spanish (MYP 1) Sources: goo.gl/imtwes, goo.gl/xix7k1, goo.gl/bbzlw2 Statement of Inquiry: Communicating in Spanish requires an awareness of the purpose for interacting with others because making meaningful first impressions is important when we want our community to be a great place to live. Key concept: community related concepts: meaning, purpose global context: Orientation in Space and Time (where we are in place and time--the meaning of where and when) Inquiry questions: Factual What makes a good first conversation in Spanish? Conceptual How and why would someone make a good impression on a stranger who speaks Spanish? Debatable Is a first impression important? In this unit, Students will Interact in Spanish to learn how to have a successful first conversation in Spanish. Understand a different perspective on interaction Use Spanish in and beyond the classroom

2 Students will show they can Comprehend spoken and visual text. (IB Criteria A) Identify basic facts, messages, main ideas and supporting details (strand i.) -- can you understand spoken Spanish in a given situation? Recognize basic conventions (strand ii.) -- can you tell what is a question in Spanish? Can you tell the difference between formal and informal address? Can you match what you hear with how it looks on paper? Communicate in response to spoken, written and visual text. (IB Criteria C) Respond appropriately to simple short phrases (strand i) -- can you respond with appropriate answers to basic questions? Use basic phrases to information on a variety of aspects of everyday topics (strand iii) -- Can you express basic information in Spanish about everyday topics? To be successful, Students must Practice self-management skills - Organizational skills (How will you keep an organized notebook?) - Affective skills (How will you practice mindfulness by training your brain to memorize and retain new information?) Practice communication skills - Make an effective summary of notes for studying (How can you summarize your notes to help you study?) - Use a variety of media and social networks to communicate (How will you use Google Classroom and Drive?) - Use nonverbal communication (Can you understand what goes into cultural interaction aside from simply words?)

3 How will students be graded? Important note: I will assess you in two ways. Formative assessment tasks: Classwork, class activities and interaction, homework, and some quizzes Formative = practice to keep you on the right track to help you do well in the summative assessment task (many are recorded in Powerschool using a 0-8 IB scale but do not factor into final grade) Summative assessment tasks: a written or spoken task that applies and demonstrates your knowledge of the unit through an actual grade. Summative assessment tasks have rubrics you receive ahead of time so goals can be made to meet or exceed expectations for what will be assessed. Summative = you show me what you can do and earn an official percentage grade (60-100%) in Powerschool for each assessed strand based on your achievement. Fewer grades in the gradebook means that if you do not put forth your best effort in all your work, including daily review and study, your lack of preparation will show in these graded assessments. However, if you are doing all you can to participate and practice the skills needed to be successful, there is no need to worry because there are no surprises! You will know exactly what you need to do to earn the grade you want. Grades will be organized by the Criterion and strand I am assessing (see above). students show their learning with these graded tasks: Lección Preliminar (Avancemos pgs.7) Exam -Written assessment (A:i, ii) (C: iii): Students will complete an exam that covers listening comprehension and written responses to the Spanish vocab and phrases we are learning. Due date: (see Google Classroom for updates) Teacher Check -Spoken assessment (C:i): Students will demonstrate ability to communicate in Spanish in response to basic questions asked by Mrs. Green. Due date: (see Google Classroom for updates) See Rubrics below for specific expectations Resources: Google Classroom: Check often for updates, announcements, assignments and additional resources Textbook: Avancemos (username is tacces12, password is p7b7d) Use for book pages, Grammar tutor, flashcards Quizlet: Use for vocab practice

4 Exam - Written Assessment Rubrics Criterion A: Comprehending spoken and visual text (Maximum: 8) i. identify basic facts, messages, main ideas and supporting details. descriptors 0 The student does not reach a standard described by any of the descriptors below. 7-8 i. Identifies minimal basic facts, messages, main ideas and supporting details. i. Identifies some basic facts, messages, main ideas and supporting details. i. Identifies most basic facts, messages, main ideas and supporting details. i. Clearly identifies basic facts, messages, main ideas and supporting details. i. Identifies minimal basic facts about numbers, letters, i. Identifies some basic facts about numbers, letters, i. Identifies most basic facts about numbers, letters, i. Clearly identifies basic facts about numbers, letters, Criterion A: Comprehending spoken and visual text (Maximum: 8) ii. recognize basic conventions. descriptors 0 The student does not reach a standard described by any of the descriptors below. ii. Has limited awareness of basic conventions. ii. Has some awareness of basic conventions. ii. Has considerable awareness of basic conventions. ii. Has limited awareness of: ii. Has some awareness of: ii. Has considerable awareness of:

5 7-8 ii. Has excellent awareness of basic conventions. ii. Has excellent awareness of: Criterion C: Communicating in response to spoken, written and visual text (Maximum: 8) iii. Use basic phrases to information on a variety of aspects of everyday topics. descriptors 0 The student does not reach a standard described by any of the descriptors below. 7-8 iii. Uses minimal basic phrases to information on a limited range of aspects of everyday topics. iii. Uses some basic phrases to information on a limited range of aspects of everyday topics. iii. Uses basic phrases to information on some aspects of everyday topics. iii. Uses basic phrases effectively to information on a variety of aspects of everyday topics. iii. Uses very few basic written phrases to communicate a small range of the following topics: well-being, names and origin, phone numbers, weekdays and weather, greetings and farewells. Accents and key punctuation (like upside-down question mark) were left out or very inaccurate. iii. Uses some basic written phrases to communicate a small range of the following topics: well-being, names and origin, phone numbers, weekdays and weather, greetings and farewells. Accents and key punctuation (like upside-down question mark) were left out or inaccurate. iii. Uses basic written phrases to communicate some of the following topics: well-being, names and origin, phone numbers, weekdays and weather, greetings and farewells. Accents and punctuation were generally accurate. iii. Uses basic written phrases effectively to communicate well-being, names and origin, phone numbers, weekdays and weather, greetings and farewells. This includes accurate accents and punctuation.

6 Teacher Check - Spoken Assessment Rubric Criterion C: Communicating in response to spoken, written and visual text (Maximum: 8) i. Respond appropriately to simple, short phrases. descriptors 0 The student does not reach a standard described by any of the descriptors below. 7-8 i. Makes limited attempt to respond to simple short phrases and basic information in spoken, written and visual text; responses are often i. Responds to simple short phrases and basic information in spoken, written and visual text, though some responses may be i. Responds appropriately to simple short phrases and basic information in spoken, written and visual text. i. Responds in detail and appropriately to simple short phrases and basic information in spoken, written and visual text. i. Makes limited attempt to respond to a greeting, questions typical of an introductory conversation, and/or questions on weather and date. Responses were often i. Responds to a greeting, questions typical of an introductory conversation, and/or questions on weather and date, though some responses may be i. Responds appropriately to a greeting, questions typical of an introductory conversation, and/or questions on weather and date. i. Responds in detail and appropriately to a greeting, questions typical of an introductory conversation, and/or questions on weather and date. Mastery of the assigned vocabulary is obvious.

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