Día 105-NS & NM el 8 de febrero

1. Día 105-NS & NMel 8de febrero "If you could see the potential within you it would amaze you to see all that you are capable of being." Catherine PulsiferBeing Yourself   |   

2. Asigné un artículo de Newsela. Por favor lee el artículo. Presta atención a la estructura e identifica los verbos y sus sujetos. LA TAREA: En tu cuaderno de espiral—en la sección de VOC—escribe una lista de por lo menos 25 palabras en español y en inglés que desconocías o son importantes para comprender este artículo y otros.

3. La TAREA de hoy • ESTUDIA el VOC que está en el informe de La Tomatina para un “examen de sorpresa”. • Newsela: Lee, presta atención a la estructura, los verbos + sujetos, el vocabulario desconocido Escribe una lista de 25 pals en inglés y español en tu cuaderno de espiral en la sección de VOC • La Segunda Presentación: • PERSPECTIVAS Y VALORES—Parte #1 • Voy a asignar países para comparar el festejo de la Semana Santa solamente en los países que usaremos para el EX ORAL.

4. Presentaciones de la Semana Santa

5. Grupos de 3-4 Asignar países para investigar: México—Lo obvio México—Lo abstracto España—Lo obvio España—Lo abstracto Perú Venezuela EEUU Encontrar información sobre lo obvio y lo no tan obvio pero significante

6. Preguntas importantes que debes poder discutir: ¿Qué tan importante es la estética (belleza) en esta celebración y qué dice sobre la cultura? ¿Cuán importante es la religión durante esta celebración? ¿Refleja la práctica de la religión por los habitantes en el país? ¿Qué parte de la historia de Pascua (la muerte o resurrección) se enfatiza en la celebración de Semana Santa? ¿Qué parte se enfatiza en la tradición americana? ¿Qué dice esto de ambas culturas? ¿Piensas que la Semana Santa es más una celebración de religión o una celebración de cultura basándote en el número de personas que celebran La Semana Santa y el número de personas que asisten a la iglesia regularmente?

7. PER 4 Grupos de 3-4 Asignar países para investigar: México—Lo obvio Kim—Erika--Alyssa México—Lo abstracto Lesley—Simon—Michael M—Andrew B España—Lo obvio Gibran—Ashley—Clarisse España—Lo abstracto Michael B—Enrique—Naomie PerúJan—Yesenia—Breana Venezuela Marlon—Sarah—Cassandra EEUU Mónica—Natalie—Nick

8. PER 6 Grupos de 3-4 Asignar países para investigar: México—Lo obvio David—Kelly—Audrey México—Lo abstracto Priscila—Becca—Noah España—Lo obvio Xean—Renae—Doaa España—Lo abstracto Javier—Genevieve—Willie Perú Leo—Anthony—Miya—Sary Venezuela Stephanie—Austin—Gabriella—Amjad EEUU Ryan—Agnes—Bryant—Azad

9. Encontrar información sobre Lo Obvio: ¿Qué es? ¿Cuándo y cómo se celebra? (tradiciones y costumbres importantes) VOC importante • Encontrar información sobre Lo no tan obvio pero significante: • ¿El simbolismo? • ¿Los valores? • ¿La historia y las influencias?

10. LA SEMANA SANTA en ESPAÑA

11. LA SEMANA SANTA en MÉXICO

12. LA SEMANA SANTA en PERÚ

13. LA SEMANA SANTA en VENEZUELA

14. IB Spanish Language External AssessmentHL, SpIV20% of IB grade February – March Skip to SL

15. HL Written Assignment(20%) • Objectives: The purpose of the written assignment is to: • provide the student with the chance to reflect upon and develop further understanding of one or both of the literary texts read in class • develop their receptive and productive skills to a higher degree • produce an appropriate text in the selected text type • organize writing purposefully and coherently • extend language skills • demonstrate intercultural understanding through reflection on the assignment.

16. HL Requirements This component consists of a 150–250 word rationale and a creative writing task of 500–600 words linked to one or two literary texts read in class.

17. HL The rationale: Write a 150–250 word rationale introducing the assignment that includes: • a brief introduction to the literary text(s) • an explanation of how the task is linked to the literary text(s) (context) • the student's intended aim(s) • explanation of how the student intends to achieve his or her aim(s)—choice of text types, audience, register, style, etc. EXAMPLE of therationalefor HL http://www.thinkib.net/spanishb/page/17767/ejemplo-de-la-fundamentacin-ns

18. The task for HL: • Produce a creative piece of writing500–600 words based on one or two literary texts read as part of the course to demonstrate interpretative and inferential skills, as well as intercultural understanding. • Must be word-processed. Illustrations can be used when appropriate. These must be electronically embedded, not attached. Files must not exceed a maximum size of 2 MB, including any images. • Decide on a topicor idea that you would like to explore that was sparked by the literature. • Stay away from stereotypes. • No two students can have the same topic and text typeso let me know your focus and text type ASAP. • Content and organization are more important than format; you must understand the subject matter and organize and use the information from the sources well • Use language appropriate to the text type(blogs may be less formal than essays, interviews may contain more colloquialisms [be more conversational] etc.) • You may use a dictionary and other “reference material” (for example 501 Spanish Verbs) but using a translator or getting help from others is dishonest. The work must be strictly your own! • The assignment is not timed, but should be able to be completed in 3-4 hours. We’ll work on it in class, then you will take a copy home to type and format it. • The written assignment will be submitted electronicallyand sent to IB for evaluation

19. EVERYONE RECEIVES a clear folder in which to keep their work. This folder and your work stay in class. WARNING: Since we will be working on the Written Assignment over a period of days, there is a huge temptation to ask people outside of class, “How would I say…” or you may be tempted to use a translator and memorize the phrasing. I advise you to be VERY CAREFUL with this! Spanish speakers and translators use phrasing that true language learners normally wouldn’t use. In May, you will have to write again, but without the help of a dictionary or time to look things up so if your level of writing shows a drastic difference in ability, your score may be invalidated and you would put me in jeopardy too! So PLEASE, DO YOUR OWN work (not a machine, not another person) as you swore/promised you would do when you signed the contract!

20. Examples of HL written assignments could be: • writing a new ending to a novel, • an interview with a character, • a diary entry by one of the characters, • a news report about an event in the story and so on.

21. Choose a text type from this list: • Article, column • Blog • Brochure, leaflet, flyer, pamphlet, advertisement • Essay • Interview in any form • News report • Report • Review • Set of instructions, guidelines • Written correspondence • Note: • A formal (literary) essay is not an acceptable text type for the written assignment.

22. The role of the teacher • Guide students. The student is responsible for the entire process, but the teacher must advise on the choice of the literary text(s) and the choice of text type. • It is not the role of the teacher to correct the written assignment. Teacher can give verbal advice on a first draft of the task. This advice may help the student to identify ways in which the work could be improved but this first draft must not be annotated, edited, or corrected by the teacher. After making general comments on the first draft, teachers should not provide any further assistance.

23. Distribuir las guíasde textos. ESCRIBETU NOMBRE y PER en el papel que te doy para el esquema. Haz un esquema(outline) o mapa visual para organizar tus ideas. Necesitas las ideas que vas a presentar en el principio, el cuerpo y la conclusión. Pide el otro papel para empezar la tarea escrita. • Write the outlinefor the TareaEscrita. • *Include positive information and avoid stereotypes. • *Consider creative narrative endings that were discussed in class. • *Keep in mind the tips from The top 10 mistakes student writers make.

24. TareaEscrita IB SPANISH LANGUAGE--SL

25. IB Spanish Language External AssessmentSL, Sp IV February – March

26. SL Written Assignment • The content of your writing and articles should be linked to the 3 IB Core Topics: • Communication and media • Global issues • Social relationships Make sure that the connection is clear in your fundamentación and writing!

27. SL • Stay away from stereotypes. Focus on the positive aspects of the culture. • Choose 3 texts / sources (plus one OPTIONAL audio or audio/visual if needed) about a topic that is important in the Spanish-speaking community.

28. SL • You must incorporate facts and figures from ALL of the texts into your writing, so choose your texts carefully. Make sure each of the texts provides information to support at least 3 different points in the text you are producing. • For Example: • Source #1: immigration in general or relates it to the Spanish- speaking world. • Source #2: the problems of immigration • Source #3: the benefits of and possible solutions to immigration

29. SL • Your text will probably be fiction, although you will use facts from the articles / sources. The subject of your written assignment must be your choice in consultation with me, but no two students can have the same topic and text typeso when you decide on your focus and text type tell me ASAP. • Choose a text type from this list: • Article, column • Blog • Brochure, leaflet, flyer, pamphlet, advertisement • Essay • Interview in any form • News report • Report • Review • Set of instructions, guidelines • Written correspondence

30. SL • You must write a 150-250 word rationalethat introduces the assignment, states your aims and how you have used your sources, register, tone and text type to achieved them • Content and organization are more important than format; you must understand the subject matter and organize and use the information from the sources well • Use language appropriate to the text type(blogs may be less formal than essays, interviews may contain more colloquialisms [be more conversational] etc.)

31. SL • Technicalities • 300-400 word limit for the task (excluding bibliography) • 150-250 word limit for the rationale • If you write significantly less than the required word limit, you lose 1 point from criterion A • If you write significantly more than the required word limit, they will use only the first 400 words to assess your task which will affect your organization, message and format

32. SL • The written assignment must be word-processed in the target language • You may use a paper dictionary and other “reference material” (for example 501 Spanish Verbs) but using a translator or getting help from others is dishonest. The work must be strictly your own! • The assignment is not timed, but should be able to be completed in 3-4 hours. We’ll work on it in class, but there are parts you will do on your own time with guidance from me. • Choosing and Reading the sources • Typing the final text • Writing the rationale • The written assignment will be submitted electronicallyand sent to IB for evaluation

33. All students must understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectualproperty. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the work is to be entirely their own. One of the most important ways to avoid plagiarism is including a reference page or page of works cited at the end of your research paper.

34. EVERYONE RECEIVES a clear folder in which to keep their work. This folder and your work stay in class. WARNING: Since we will be working on the Written Assignment over a period of days, there is a huge temptation to ask people outside of class, “How would I say…” or you may be tempted to use a translator and memorize the phrasing. I advise you to be VERY CAREFUL with this! Spanish speakers and translators use phrasing that true language learners normally wouldn’t use. In May, you will have to write again, but without the help of a dictionary or time to look things up so if your level of writing shows a drastic difference in ability, your score may be invalidated and you would put me in jeopardy too! So PLEASE, DO YOUR OWN work (not a machine, not another person) as you swore/promised you would do when you signed the contract!

35. Assessment Criterion • Written assignment: Receptive and written productive skills (SL) • Criterion A: Rationale and task • How well does the student use the rationale and the task in order to accomplish the assignment? • How clearly has the task been introduced in the rationale? • How successfully does the task address the subject and aim(s) stated in the rationale? • How appropriate is the choice of the text type to the task? • Criterion B: Organization and development • How well are the ideas organized and developed? • Criterion C: Language • How appropriately and effectively does the student use language in relation to the task?

36. Communication and media • How people interact, transmit and gather data • for the purposes of information and entertainment. • advertising • bias in media • censorship • internet • mail • press • radio and television • sensationalism in media • telephone.

37. Global issues • Current matters and future scenarios that have an impact at a regional, national and/or international level, bearing in mind that they need to be addressed from the perspective of the target language’s culture(s). • drugs • energy reserves • food and water • global warming, climate change, natural disasters • globalization • international economy • migration (rural–urban, or international) • poverty and famine • racism, prejudice, discrimination • the effect of man on nature • the environment and sustainability.

38. Social relationships • How people interrelate and behave—as members of a community, individually and in groups. • celebrations, social and religious events • educational system • language and cultural identity, or self-identity • linguistic dominance • minorities • multilingualism • nationalism, patriotism, fanaticism • relationships (friendship, work, family) • social and/or political structures • social behaviors and stances • taboos versus what is socially acceptable.

39. SL Example 1—perfect score http://xmltwo.ibo.org/publications/DP/Group2/d_2_ablan_tsm_1105_1/PDF/written_assignSL_example1_e.pdf SL Example 2—forgot to include the aim: http://xmltwo.ibo.org/publications/DP/Group2/d_2_ablan_tsm_1105_1/PDF/written_assignSL_example2_e.pdf SL Example 3—clearly organized rationale, but one part too formal http://xmltwo.ibo.org/publications/DP/Group2/d_2_ablan_tsm_1105_1/PDF/written_assignSL_example3_e.pdf

40. Distribuir las guíasde textos. ESCRIBETU NOMBRE y PER en el papel que te doy para el esquema. Haz un esquema(outline) o mapa visual para organizar tus ideas. Necesitas las ideas que vas a presentar en el principio, el cuerpo y la conclusión. Pide el otro papel para empezar la tarea escrita. • Write the outlinefor the TareaEscrita. • *Include positive information and avoid stereotypes. • *Consider creative narrative endings that were discussed in class. • *Keep in mind the tips from The top 10 mistakes student writers make.

41. Meta (Goal) de Hoy: Practicar el Vocabulario sobre la Tomatina

42. Practicar el Vocabulario sobre la Tomatina con un juego de EggSpert

43. Vocabulario sobre La Tomatina

44. The Tomatina iscelebrated (2 maneras) 2 pts La Tomatina se celebra y La Tomatina es celebrada (por)

45. Un sinónimo de “una lucha” Una batalla

46. Un sinónimo de “una fiesta” Un festejo

47. in a big way a lo grande

48. Un sinónimo de divertirse recrearse

49. Traduce: It is one of the most fun parties in all of Spain. Es una de las fiestas más divertidas en toda España. Or Es uno de los festejos más divertidos en toda España.

50. Dos palabras (2 pts) que significan que no se cobra por el producto o evento. (es) gratis y gratuito