Adaptive School

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INTERNATIONAL BACCALAUREATE

WORLD SCHOOL

Welcome!

Adaptive School

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2 El Sereno Middle School

An International

Baccalaureate School

Dual Language-Spanish

Year: 2015-2016

Course: English 6th and 7th Grade Teacher: Mrs. E. Cisneros-Villa

I.COURSE DESCRIPTION

The major purpose of this course is to develop student focus and active engagement with text.

Students are requires to analyze, identify, explain, critic with an increased emphasis on

advanced forms of evaluation in expository critic and literary criticism and advance presentations on problems and solutions.

The curriculum is organized in four instructional components: Narrative, Expository, Response

to literature/text, and Persuasion/Argumentation. Students will focus on topics such as:

narrative and expository writing, grammar, research skills, poetry, novel studies, and the

writing process. Through our course of study, we will address California Content Core State Standards and IEP goals will be follow as indicated with the necessary personalize

accommodations and differentiations in the areas of reading and writing.

II. AIMS:

Students will

use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction

Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts

develop critical, creative and personal approaches to studying and analyzing literary and non-literary works

engage in literature from a variety of cultures and representing different historical periods

explore and analyze aspects of personal, host and other cultures through literary and non-literary works

engage with information and communication technology in order to explore language

develop a lifelong interest in reading widely

apply language A skills and knowledge in a variety of real-life contexts.

III. OBJECTIVES:

A. Content (receptive and productive)

At the end of the course, students should be able to:

• understand and analyze the language, content, structure, meaning and significance of both

familiar and previously unseen oral, written and visual texts • understand and apply language A terminology in context

• analyze the effects of the author’s choices on an audience

• compose pieces that apply appropriate literary and/or non-literary features to serve the

context and intention

• compare and contrast works, and connect themes across and within genres

• express an informed and independent response to literary and non-literary texts.

B. Organization

At the end of the course, students should be able to:

• create work that employs organizational structures and language-specific conventions

throughout a variety of text types • organize ideas and arguments in a sustained, coherent and logical manner

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3 • employ appropriate critical apparatus.

C. Style and language mechanics

At the end of the course, students should be able to:

• use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings

• use language accurately

• use appropriate and varied register, vocabulary and idiom

• use correct grammar and syntax

• use appropriate and varied sentence structure

• use correct spelling (alphabetic languages) or writing (character languages).

IV. AREAS OF INTERACTION

A. Approaches to learning

B. Community and service

C. Health and social education D. Environments

E. Human Ingenuity

V. TEXTS AND RESOURCES

* Prentice Hall Literature Series

* Teacher made materials

* Supplemental district approved standards-based instructional materials and resources such

as novels

VI. MATERIALS

Writer’s Notebook. This notebook will be used for in-class work as well as writing

homework. Homework will consist of nightly 10 minute writing assignments, as well as other

major projects that are not finished in class. Good writers need to write everyday in order to

improve; therefore you will be expected to complete your writing homework every night.

**Everyday students will be required to come to class with the following:

Pencil/pen

Writer’s Notebook

Completed homework from the previous night

Agenda

VII. METHODOLOGY

The objective of this course is to provide sixth to seven grade students with an education that

will foster their writing and reading abilities. Furthermore, this being an education not solely

guided through the accountability system that is mandated by the California Content Core Standards and benchmarks for student achievement, but an education that will also foster a

healthy routine of reading and writing as well as, a love for these two very important tools. The

students will not only show a mastery of their Grade Level California Content Core Standards

within each quarterly assessment, they will also develop an ability to analyze works of

literature and develop several works of their own using different techniques and genres.

The students will engage in different activities that are conducive to learning such as, but not

limited to: cooperative grouping, literary analysis, research, group and individual

presentations, essay writing both literary and expositive, recitations, participation in

discussions and debates, taking notes, vocabulary tests, district and state assessments, and

homework.

VIII. METHODS OF ASSESSMENT

1) The students are required to begin working on the warm up assigned to them each day

as soon as they come in to class. They are to have their Writer’s notebooks with them

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4 and complete the assignment that is written on the board each day. The student must

complete a full response equal to one page in their notebook unless specified otherwise.

2) If they do not finish during class time, they may finish at home since the journals are

collected every Friday. Review activities may include, but are not limited to: writing a response to a prompt or topic, taking notes, or completing a grammar or vocabulary

exercise.

3) The California Content Core State Standards mandate that every sixth to eighth grade

student must read at least one million words during the school year. Therefore, the students must read every night for at least 10 minutes daily and must take accelerated

reader tests. They must accumulate 12.5 points every school quarter (or every two and

a half months). Students all read at different speeds and therefore, should read for a

longer period of time if necessary so that they may accumulate the accelerated reader

points required for a satisfactory grade.

4) The students will receive at least two written homework assignments a week.

Plus, the daily required reading that is also to be completed at home. Homework is

due on the date established by the teacher. Assignments must be turned in on the date

they are due in order to receive full credit plus extra credit. Late work is only accepted the following day and will still receive full credit for accommodation and modification

5) The students will also be required to learn and study any vocabulary or literary

terms the class is working on, since tests will be given.

6) The students are also responsible for completing and turning in all other work such as: rough drafts, essays, reports, and culminating projects assigned by the teacher.

IX. GRADING SCALE:

Class Standing – test, quizzes, classwork, agenda, Reading Log, class participation …………………………50%

Homework …………………………………………>…………25%

Project…………………………………………………..………25%

Total……………………………………………….……………100%

Grade Minimum Score

A 90-100

B 80-89

C 70-79

D 60-69

F Anything below

X. CLASSROOM DISCIPLINE POLICY---

OUR CLASS PROMOTES NORMS OF COLLABORATION FROM ADAPTIVE SCHOOLS

In our classroom we use…

1. Pausing before responding or asking any questions

2. Paraphrasing to demonstrate understanding with one another 3. Posing Questions to explore and specify thinking

4. Putting Ideas on the Table to share meaningful dialoged and discussion

5. Providing Data in a variety of forms to support group members in constructing

6. Paying Attention to Self and Others

7: Presuming Positive Intentions

Classroom Rules:

1. Arrive on time with all your materials.

2. Work during all work times.

3. Use appropriate actions and language.

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5 4. Follow directions immediately.

Consequences:

1st offense…….Warning

2nd offense……Campus Beatification 3th offense…….Phone call

5th offense…….REFERRAL

Rewards:

Learning

Good grades

Tickets for raffle

Jaguar Paws

Good notes/phone call to parents

The 6th – 7th graders are looking forward to an exciting year focusing on improving reading and

writing abilities.

Mrs. Cisneros can be reached during her conference period or after school at (323)224-4700

and/or email address ecisn1@lausd.net for any questions or concerns about your child.

Thank you.

Prepared by:

Mrs. E. Cisneros

_______________________________________ _______________________________________

Student Signature Parent Signature

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6 El Sereno Middle School

An International

Baccalaureate School

Language B: Dual Language-Spanish

Course: Dual Language- Spanish, IB MYP Year 3 Language B (Grade 6 and 7)

Teacher: Mrs. E. Cisneros-Villa Year: 2015-2016

Course Description: This course is designated for native speakers of the Spanish language.

The course will focus on the 5 aspects of the world language standards of the state of

California: content, communication, culture, settings and structures. The class is designed to focus on meaningful communication and language as it is used in real-world situations.

Students will learn to use language to communicate effectively both in writing and verbally.

Students will begin to develop cultural awareness and the ability to recognize the products,

practices, and perspectives of the culture they study. Students will also develop insights into

their own language through linguistic and cultural comparisons with the foreign language and culture they study and use the language to expand their knowledge in all content areas.

Our aims are to:

develop the student’s communication skills necessary for study, work and leisure in a range of different, authentic contexts and for a range of audiences and purposes

enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning

enable the student to recognize and use language as a vehicle of thought, reflection and self- expression and learning in other subjects, and as a tool for enhancing literacy

enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

offer insight into the cultural characteristics of the communities where the language is spoken

encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities

foster curiosity, inquiry and a lifelong interest and enjoyment in language learning.

You will begin to embody the IB Learner Profile as you display the following qualities: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker,

balanced and reflective.

There are five AOI’s: approaches to learning, community and service, health and social education, human ingenuity, and environments. For every unit, there will be a guiding/unit

question and an area of interaction that will provide a framework and give our classroom a

context. The areas of interaction are the fuel that fires our intellectual pursuit. The following

are our units:

At the end of the year, the following IB MYP Phase 4 specific objectives will be covered:

A Oral communication

understand, interpret and respond to a range of spoken texts

communicate information, ideas and opinions in familiar and unfamiliar situations

request and provide information in a range of spoken contexts

use language appropriate to a range of spoken interpersonal and cultural contexts, and for a range of purposes and audiences

use appropriate register in formal and informal oral communication

use language accurately

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7 engage actively in oral production using comprehensible pronunciation and

intonation/correct tone.

B Visual interpretation

construct meaning from information presented in visual texts

construct meaning from main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text

interpret specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text

interpret visual conventions used in texts

understand, interpret and respond to a range of visual texts. C Reading comprehension

interpret specific information, ideas, opinions and attitudes presented in written texts

interpret main ideas and supporting details, and draw conclusions from written texts

interpret aspects of format and style in written texts

understand, interpret and respond to a range of written texts. D Writing

communicate information, ideas and opinions in familiar and unfamiliar situations

request and provide information in a range of written contexts

use language appropriate to a range of interpersonal and cultural contexts, and for a range of purposes and audiences

understand and use language conventions accurately

use appropriate register in formal and informal written communication.

The methodology or the “how” we will learn:

The students will learn using comprehension, production and memory strategies. These

strategies will be classified as: Cognitive: making associations between words, identifying key words and ideas,

reasoning both deductively and inductively, and using nonverbal or linguistic clues to

comprehend a message by using word origins, word walls, idioms etc.

Socio-affective: collaborating with others, tolerating unknown words and expressions

and taking the risk to communicate by using pair share, group work and possible

blogging. Metacognitive: planning, monitoring and evaluating one’s learning which in include

reflections, quick writes and journaling.

Memory: the manner in which students learn, retain and recall vocabulary, expressions

and grammatical structures needed to understand or produce a message, using games, flashcards and drills.

The state of California expects that students are able to do certain things. You should be

able to:

A. Content 3.0 Students acquire information, recognize distinctive viewpoints, and further their

knowledge of other disciplines.

3.1 Students address concrete and factual topics related to the immediate and

external environment

B. Communication

3.0 Students use planned language (paragraphs and strings of paragraphs). 3.1 Engage in oral, written, or signed (ASL) conversations.

3.2 Interpret written, spoken, or signed (ASL) language.

3.3 Present to an audience of listeners, readers, or ASL viewers.

3.4 Describe, narrate, explain, and state an opinion.

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8 3.5 Demonstrate understanding of the main idea and key details in authentic texts.

3.6 Produce and present a written, oral, or signed (ASL) product in a culturally

authentic way.

C. Cultures

3.0 Students determine appropriate responses to situations with complications. 3.1 Use products, practices, and perspectives in culturally appropriate ways.

3.2 Describe similarities and differences in the target cultures and between

students’ own cultures.

3.3 Describe how products and practices change when cultures come in contact.

D. Structures

3.0 Students use knowledge of text structure to understand topics related to the external environment.

3.1 Use paragraph-level discourse (text structure) to produce formal

communications.

3.2 Identify similarities and differences in the paragraph-level discourse (text

structure) of the languages the students know.

E. Settings 3.0 Students use language in informal and some formal settings.

3.1 Initiate age-appropriate cultural or language-use opportunities outside the

classroom.

Assessment is the term used to measure the students’ demonstrations of learning:

There will be summative assessment projects and tests to show what they have learned

During the year each of these criteria will be measured at least twice, not necessarily at the

same time. Because this is criterion based assessment you are not measured against others – it

is not normative. All work will be compiled in a portfolio.

Resources and materials:

Publications: En Español libro de texto

SCHOLASTIC Spanish magazines: QUE TAL, AHORA, EL SOL.

Texts with descriptions.

Worksheets, pictures, magazines, dictionaries.

Internet, videos and DVD’s. Educational and others. Music.

Board games, and Cultural trivia, Interactive games.

OCC IB Teachers’ support material / Teachers’ resources.

Interactive notebook for student’s work

Esperanza renace

La casa en Mango Street

MYP Course Outline Level 1 2015-2016

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9 El Sereno Middle School

An International

Baccalaureate School

Dual Language-Spanish, World History

Course: Dual Language- 6th Ancient Civilizations and 7th World History

Teacher: Mrs. E. Cisneros-Villa Year: 2015-2016

Course Description: 7th World History

This Grade-seven course investigates the social, cultural, and technological changes during the

period of A.D. 500-1500. This course briefly reviews the role of archaeologists and historians in uncovering the past. Students study the history and geography of great civilizations that were

developing concurrently throughout the world during medieval and early modern times. It goes

on to examine Islam as a religion and as a civilization. The course examines the spread of Islam

through Africa, the rise of the Mayan, Incan, and Aztec civilizations; the civilizations of China

and Japan; Europe during the High Middle Ages, the Renaissance, Reformation, and Scientific Revolution. They learn about the development and growth of the Enlightenment Philosophy,

including the age of reason, natural rights of human beings, divine right of kings,

experimentalism in science, and the rise of democratic ideas. Lastly, students learn about the

continuing influence of these ideas in the world today.

MYP Fundamental Concepts: - Holistic Learning- representing the motion that all knowledge is interrelated and that the

curriculum should cater to the development of the whole person; the attributes of which

are described by the IB learner profile.

- Intercultural Awareness- representing the notion that school communities should

encourage and promote international-mindedness by engaging with and exploring other

cultures; a key feature of international education as reflected in the attributes of the IB

learner profile.

- Communication- representing the notion that school should encourage open and

effective communication; important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile.

Learner Profile:

At El Sereno Middle School we are committed to cultivating the following skills and

characteristics in our IB students:

Inquirers

Caring

Knowledgeable

Open Minded

Thinkers Balanced

Communicators

Risk Takers

Principled

Reflective

MYP Aims: The aims of the teaching and study of history are to encourage and enable each student to

develop:

- An inquiring mind

- The skills necessary for the effective study of history

- A sense of time and place

- A respect for and understanding of people, cultures and events in a variety of places at different times

- An understanding of the interactions and the interdependence of individuals, societies,

and their environments

- An understanding of the causes and consequences of change through physical and human actions and processes

- A sense of internationalism and a desire to be proactive as a responsible global citizen

- An awareness of the connections with other subjects

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10 - A lifelong interest in enjoyment of history and geography

MYP Objectives: Ongoing objectives throughout our history units include the following:

- Knowledge

- Concepts: Time, Place and Space, Change, Systems, Global Awareness

- Skills: Technical, Analytical, Decision Making, Investigative - Organization and presentation

Areas of Interaction (A of I):

A of I are organizing elements that strengthen and expand student awareness and understanding through meaningful expression of real life issues. They are the “lens” through

which we study individual units.

- Approaches to Learning (ATL): Students will learn note taking skills, graphic organizers

for gathering information, tools for reading non-fiction texts, and study skills.

- Community and Service: Students will understand what makes a government, how the

government serves the community, and how current governments solve problems.

- Human Ingenuity: Students will learn how human inventions and problem solving skills

have both helped and hurt the progress of humanity.

- Environment: Students will study how landscapes and geography impact the

development of cultures.

- Health and Social Interaction: Students will study how cultures interacted with one

another and how they solved problems within their societies.

History Performance Skills:

In accordance with their individual capacity, students will grow in the ability to:

• Locate, interpret, and assess information found in primary and secondary sources.

• Use the tools and concepts of geography to read and interpret various kinds of maps, globes,

models, diagrams, graphs, charts, tables, and pictures of the medieval world. • Describe how major historical events are related to each other in time by distinguishing

between cause and effect, sequence, and correlation.

• Construct historical interpretations and solutions through the evaluation of different ideas,

values, behaviors, and institutions.

• Use the specialized language of historical research and the history social science discipline.

• Evaluate the accuracy of information obtained from computer programs, films, radio, television, and videotapes.

• Combine ideas, concepts, and information in new ways; make connections between seemingly

unrelated ideas.

• Describe how social, economic, organizational, and technological systems operate.

Text and Resources: Carmine, Cortes, et al. World History Medieval and Early Modern Times. McDougal Littell:

Illinois, 2006.

Methodology and Standards (Pacing Plan):

Unit I:

Title: Rome (7.1) Unit Question: What determines your legacy?

AOI: Human Ingenuity

Unit II: Title: Medieval Europe (7.6) Unit Question: What is order and how can we keep it?

AOI: Human Ingenuity

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11 Unit III:

Title: The Renaissance (7.8) Unit Question: How do ideas and new technology improve people’s lives over time?

AOI: Human Ingenuity

Unit IV: Title: The Reformation (7.9) Unit Question: How, and why, do things change or remain the same?

AOI: Human Ingenuity

Unit V:

Title: The Scientific Revolution (7.10) Unit Question: How are ideas related between the past, present, and future?

AOI: Human Ingenuity

Unit VI:

Title: European Explorers/Age of Reason (7.11) Unit Question: Would you rather be isolated or connected to others? /How does the old affect the new?

AOI: Environments, Human Ingenuity

Unit VII:

Title: Mesoamerica (7.7) Unit Question: Which way is best for you? AOI: Human Ingenuity

Unit VIII:

Title: Islam (7.2) Unit Question: How does religion affect our lives?

AOI: Human Ingenuity

Unit IX:

Title: Africa (7.4) Unit Question: How does your environment influence your decisions?

AOI: Environment

Unit X:

Title: China (7.3) Unit Question: Would you rather be isolated or connected?

AOI: Human Ingenuity

Unit XI: Title: Japan (7.5) Unit Question: How can relationships bring change?

AOI: Human Ingenuity

Methods of Assessment:

Student performance for MYP Assessment Tasks (culminating projects) will be assessed according to the MYP rubric for Humanities using the following criterion: Criterion A- Knowledge

Knowledge is fundamental to studying humanities, and forms the base from which to explore

concepts and develop skills. Criterion B- Concepts

Concepts are powerful ideas that have relevance within and across the Middle Years Programme, and students must explore and re-explore these in order to develop

understanding. Learners develop their understanding of a concept to increasing levels of

sophistication by applying acquired knowledge and skills.

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12 Criterion C-Skills

The development of skills in humanities is critical in enabling the student to undertake

research and demonstrate an understanding of knowledge and concepts. Developments in the

student’s technical, analytical, decision-making and investigative skills will be invaluable in

transferring these skills to other subject groups in the MYP, and for lifelong learning. Criterion D- Organization and Presentation

Students need to develop the ability to organize and present information and ideas in order to

be able to demonstrate their understanding of the humanities knowledge, concepts, and skills.

Grading Policy:

All culminating projects for 7th grade humanities students will be graded using the MYP Humanities Rubric. All other assignments will be graded using a points system and/or rubric

assigned by the teacher.