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Administration/Staff ................................................................................................................................... 1 Message from the IB Coordinator ............................................................................................................. 2 Program Overview ...................................................................................................................................... 3 IBO Mission Statement ............................................................................................................................... 4 IB Learner Profile ....................................................................................................................................... 4 Four-year Academic Plan .......................................................................................................................... 5 GPA Requirements…………………………………………………..……………………………………6 Preparatory Diploma Program………………………...…………………………………………………6 Course Descriptions in brief…………………………………………………………...………………….7 Course Descriptions in detail………………………………………………………………...………. 8-20 Summer Assignments………………………………………………………………………..……….21-29 Improving Study Skills……………………………………………..………………………….…….30-37 Frequently Asked Questions…………………………..……………………………………………...…38 Difference between IB and AP…………………………………………………………………………..40 IB Honor Code……….……………………………………………………………………………….….41
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King’s Fork High School is an International Baccalaureate Diploma World School
Administration
Dr. Suzanne Moore, Principal Ms. Elke Boone, Assistant Principal
Mr. Deberry Goodwin, Assistant Principal Mr. Chris Quattlebaum, Assistant Principal
Director of Guidance Ms. Charlene Jerlin
IB Guidance Counselor
Ms. Renea Coley [[email protected]]
IB Coordinator Ms. Carol Kennedy-Dickens [[email protected]]
IB Teachers
Ms. Sylvia Bond, English [[email protected]] Ms. Chirlene Mitchell, English [[email protected]] Ms. Anne Branch, Math [[email protected]] Ms. Stephanie Craig, Math [[email protected]] Ms. Stefanie Hicks, Spanish [[email protected]] Mr. Ryan Ellis, Spanish [[email protected]] Ms. Kimberly Seavey, French [[email protected]] Ms. Sherri Story, Biology [[email protected]] Ms. Lawrence, Chemistry [[email protected]] Mr. Mark Parsons, Environmental Systems [[email protected]] Mr. Sean White, History [[email protected]] Ms. Alexis Gibbs, Psychology [[email protected]] Ms. Sarah Whitlock, Visual Arts [[email protected]]
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Message from the IB Coordinator
The International Baccalaureate Diploma Program (IB) enjoys a worldwide reputation as the premiere program for high school students seeking the challenge of a rigorous curriculum in preparation for college. The program is administered by the International Baccalaureate Organization (IBO) of Geneva, Switzerland. Currently, 1,438 schools in 128 countries offer the Diploma Program. The U.S. alone offers the Diploma program in over a thousand schools with forty-five of these schools located in the Commonwealth of Virginia. Interested eighth graders in the school division apply for the IB program at King’s Fork High School. Accepted candidates take Preparatory IB Diploma (PreDip) courses to familiarize them with the IB format, to improve their study skills, and to assist them in focusing on academic goals as well as specific IB topics addressed in the eleventh and twelfth grade Diploma Program. The International Baccalaureate Diploma Program has many benefits. It offers a comprehensive and integrated approach that incorporates an interdisciplinary approach to learning. The program fosters a global perspective, assists students in understanding the advanced technological world, and fosters appreciation of the varied intellectual, social and critical perspectives necessary for functioning successfully as an adult. A key element of the program is its emphasis on the development of the “whole person” so that students develop their talents, strengthen their weaknesses, and gain a compassionate outlook to assist in dealing with the realities of the twenty-first century. Students learn how to become lifelong learners through knowing how to learn, how to analyze, and how to reach considered conclusions. Colleges and universities worldwide provide preferential treatment to students who have earned the International Baccalaureate Diploma in their admissions and advanced credit policies. Highly-motivated students who desire academic challenge are strongly urged to consider taking advantage of this program. Suffolk Public Schools provides transportation to the school from all attendance zones for accepted candidates. Students accepted for the IB program become full-time King’s Fork High School students beginning with the ninth grade and earn their high school diploma from King’s Fork High School. By participating in the International Baccalaureate Program, students become part of an organization that has as its mission the goal of producing well-rounded and well-educated citizens who have learned to be effective participants in our global world.
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International Baccalaureate Program
Overview The International Baccalaureate Diploma Program (IB) is a rigorous, pre-university course of studies that meets the needs of highly motivated, academically talented secondary students in the eleventh and twelfth grades. The program requires that students take a challenging course of studies leading to external examinations in six required subject areas at a participating IB World School. Students must also take the Theory of Knowledge seminar class, write a 4000-word Extended Essay, and exhibit a commitment to Creativity, Action, and Service activities. Those students who score satisfactorily on the IB internal and external assessments and complete all other requirements of the program earn the prestigious International Baccalaureate Diploma. The program is intentionally designed as a comprehensive curriculum that allows its graduates to fulfill requirements of the various national systems of education and is based on the pattern of no single country. The IB philosophy is one of promoting an international perspective. This focus is especially significant in the twenty-first century when knowledge continues to expand dramatically; when advanced technologies and global economics have tied together vastly different cultures; when the world is bound too closely for provincial ideologies to guide political thought; when to exist in a world community requires appreciation and understanding of cultural diversity; and when cooperation alone will solve global problems. The IBO believes that academic training should provide students with the values and opportunities that will enable them to succeed in the competitive, modern world. Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Program. All Diploma Program students must engage in these three activities. Extended essay The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university. Theory of knowledge (TOK) The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives. Creativity, action, service (CAS) Participation in the school’s CAS program encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.
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IBO Mission Statement International Baccalaureate Organization 2006 The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The IB Learner Profile The aim of all IB Programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development©
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Four-year Academic Plan
Grade 9 Grade 10 Grade 11 Grade 12 PreDiploma English PreDiploma English IB English (HL) IB English (HL) PreDiploma Wld History PreDiploma/AP Government IB His of the Americas (HL) IB World History (HL) PreDiploma Geometry PreDiploma Alg2/Trig IB Math (SL)(PreCal) IB Math (SL)(Calculus) or IB Math Studies (SL) IB Math Studies (SL) PreDiploma Biology PreDiploma Chemistry IB Chemistry (SL) Science Elective or
IB Biology (HL) IB Biology (HL) or IB Environ Systems (SL) Science Elective
PreDiploma For Lang 2 PreDiploma For Lang 3 IB Foreign Language (SL) IB Foreign Language (SL) PE/ Health PE/Health- Driver's Ed IB Sem/Theory of Knowledge ToK/Seminar Fine Arts or Practical Arts Elective Choose IB Elective (2-years): IB Psychology (HL/SL)
IB Art/Design (HL/SL) IB Music (HL/SL)
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Minimum GPA Requirement As a reminder, every student in the IB Program is expected to maintain a cumulative GPA of 3.0, in other words, an overall average of B. The following rules apply:
1. Any student who is currently below a 3.0 should seek extra help from teachers, schedule parent/teacher conferences to identify strategies for improvement, and, if necessary, seek tutoring to assist in improving his/her grades.
2. At the end of the first semester, any student with a GPA below 3.0 will be notified that he/she has until the end of the next semester to meet the minimum requirement.
3. Students with a GPA below a 3.0 will be placed on Academic Probation. 4. Any student who has not met the minimum GPA requirement of 3.0 after one semester of Academic Probation will
be scheduled for Academic Review. Unless there are highly valid extenuating circumstances, the Academic Review Committee will recommend transfer from the program.
The Preparatory IB Diploma Program (PreDip) (Grades 9 and 10)
The purpose of the Preparatory Program is to develop strong academic skills which can facilitate the IB instruction in grades 11 and 12. The PreDiploma instructors have been trained in the IB curriculum and have a clear focus of the skills necessary as well as the topics/themes which should be reinforced at an early stage. Students who select to be in PreDip must take the core courses of English and history, math, science and foreign language. The skills which are emphasized are:
Reading-Comprehension and Critical Thinking Skills Analytical Skills Note Taking Skills Time Management Essay Writing Skills Organizational Skills Research Skills Test-taking Skills Oral Presentation Skills Laboratory Skills Cognitive Skills
IMPORTANT KFHS POLICIES: Make-Up Work Students’ make-up work should be provided by the teacher and returned to the teacher within five school days (regardless of odd/even schedule) of the student’s return to school. Tardy To Class**(KFHS Policy--change from last year) Any student who is not in the classroom at the tardy bell will be considered tardy and locked out of the room. All tardy students will report to the appropriate office pod to receive a pass to class. At the beginning of the second semester the tardy count will begin again for each student. Cell Phones, Communication Devices and other Electronic Devices Cell phones and other electronic devices must be off, out of sight, and may not be used between the hours of 7:15 am and 2:15 pm. If they are seen or heard during this time, they will be confiscated by staff members and will be returned only to the parent or guardian. Cell phones and other devices may only be picked up from 2:45p.m. – 4:00p.m. Radios, CD Players, DVD Players, IPODs, MP3s and Tape Players Unless they are part of class assignments or projects, and the administration has given permission, these devices should not be brought to school. No headsets or earbuds may be visible during school hours. Card Playing Students may not, at any time, possess or use any type of playing cards, trading cards, or game cards on school property.
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Course Descriptions for Grade 9
Pre-Diploma English 9 IB1130 Prerequisite(s): B or better in English 8 Credit: One (weighted +.5) In this course, students prepare to meet the requirements of IB 11 and 12 English. As they study classics of world literature, they acquire experiential knowledge of literary genres and terms. Both written and oral literary analyses, including a fully documented research report, are regularly required. This course focuses on improving oral skills in preparation for the oral commentaries. There is also an emphasis on formal, expository writing. The volume, difficulty, and pacing of assignments are challenging. A summer assignment is required. Pre-Diploma French II IB5122 Pre-Diploma Spanish II IB5522 Pre-Diploma Latin II Prerequisite(s): B or better in French I, Latin I, or Spanish 1 Credit: One (weighted +.5) In Pre-IB French II, Latin II, or Spanish II, students develop skills in understanding and speaking the language. Areas of emphasis in the course are reading for comprehension, writing for expression and reinforcement, and gaining insights into the culture of the countries where the language is spoken. A summer assignment is required. Pre-Diploma Geometry IB3143 Prerequisite(s): B or better in Algebra I Credit: One (weighted + .5) Students learn the principles of geometry and are rigorously required to demonstrate logical, step-by-step problem-solving techniques. Topics are studied in the context of local, national and international perspectives. Additional topics include introduction to truth tables, negation, quantifiers, the laws of sines and cosines, three-dimensional coordinates, and vectors. Emphasis is also placed on symbolic logic and geometric probability. A summer assignment is required. Pre-Diploma Biology IB4310 Prerequisite(s): Successful completion of Science 8 Credit: One (weighted + .5) Students will explore the characteristics, structure, function and interaction of living things. The course emphasizes the role of the scientist as well as the social, ethical and economical implications of biology and technology in a global society. Students develop experimental design skills through inquiry-based laboratory investigations and compose formal laboratory reports. Topics are studied in the context of local, national and international perspectives. Specific course topics include basic biochemistry, cell structure and function, genetics and biotechnology, theories of evolution, ecology and the environment, the six kingdoms of living things including viruses, animal and plant anatomy, and physiology. A summer assignment is required. Pre-Diploma World History to the 20th Century IB2351 Prerequisite(s): Successful completion of Geography 8 Credit: One (weighted + .5) This course offers a historical and cultural study of world history that enables students to explore the development of people, places, and patterns of life from ancient times until the mid-20th century. This course is a chronologically organized study of world history and geography through the modern era. Topics will consist of the ancient world through the middle ages, as well as the geography and history of Europe, Africa, Asia and Latin America. A summer assignment is required.
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GROUP 1 LANGUAGE A1 PreDiploma English 9 The following novels/units will be covered this year: Summer Reading Project- Anthem Short Story Unit The Joy Luck Club by Amy Tan Bless Me, Ultima by Rudolfo Anaya The Pearl by John Steinbeck Romeo & Juliet and A Midsummer Night’s Dream by Shakespeare The Odyssey by Homer When the Legends Die by Hal Borland To Kill a Mockingbird by Harper Lee Poetry Unit Nonfiction Readings Independent Reading Project Also included in this class are: Weekly Vocabulary Assignments Daily Warm-ups Grammar Review Essay Writing Literary Analyses Written and Oral Commentaries Research Paper CLASSROOM POLICIES MATERIALS You must bring the following to class EACH DAY:
pencils/pens notebook/paper Reader’s Response Journal (composition book) Assigned text
SUPPLY LIST
Composition Notebook Blue or Black Ink Pens Pencils Loose-leaf Paper Three-Ring Binder (1 ½ -2 in.) Five Notebook Dividers Highlighters (3 or more colors) Sticky Notes USB Flash drive Pack of 3x5 lined index cards
CLASS RULES 1. Arrive to class on time and be prepared to “live, laugh, read, and write”. 2. Respect yourself, respect others, LISTEN and contribute. Class discussion must be conducted in a mature
manner. Do not speak when another is talking; do not interrupt, distract, or make personal attacks. 3. Raise your hand to be recognized. 4. Be prepared to remain in class the entire block unless called out by an administrator. 5. Do not attempt to complete other course work during English class. 6. Please adhere to all other rules and regulations as outlined in your Student Handbook.
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GRADES Your overall nine weeks grade will reflect a variety of learning outcomes. You will have the opportunity to apply various strategies and learning styles. Please make every effort to complete all assignments so that your cumulative grade will be reflective of your true ability. Daily 20% Quizzes 30% Homework 10% Tests 40% HOMEWORK Homework will be announced and placed on the board each day. You are to copy your homework into your KFHS agenda. Please be sure to get clarification of assignment before leaving the room. Some homework will be checked for completeness only, and other homework will be evaluated in the form of a reading quiz. Whenever you are assigned reading passages, expect some form of evaluation. LATE HOMEWORK WILL NOT BE ACCEPTED! VOCABULARY Vocabulary lists can be found on my blog. You should print and review the words weekly. A vocabulary quiz and assignment will be given at the end of each week. Vocabulary Assignment Each week you must turn in sentences for the vocabulary words assigned that week. When you write the sentence for each vocabulary word, remember to do the following:
Underline each vocabulary word Number each sentence Each word is spelled correctly The correct part of speech is used for each word The sentences clearly illustrate the word's meaning
Periodically, you will be asked to use some of the words in various writings. Vocabulary Quiz You are expected to know the correct definition, part of speech, spelling and possible synonyms or antonyms of each vocabulary word assigned for that week. Vocabulary quizzes include application in sentences, matching, or multiple choice. WRITING ASSIGNMENTS WRITING IS A PROCESS! You will be graded on this process. Drafts will be checked for completion and evidence of editing/revising. Papers must be stapled and organized in proper MLA format:
Paper must be typed, double spaced, 12 point Times New Roman font with 1 inch margins Paper must have correct heading, header, and include an appropriate title Papers must be stapled neatly in the following order:
Top page: Rubric Final Draft Rough/Revised Drafts Pre-writing Bottom page: Assignment Sheet PROJECTS/PRESENTATIONS Throughout the year you will be assigned various projects or presentations to complete. These may or may not include group activities. All projects and/or presentations are expected to be completed on time.
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QUIZZES/TESTS/STUDY GUIDES Quizzes, tests, and/or study guides may be assigned to ensure that you are keeping up with your course work. You will be given at least one week notice before a test. Quizzes may or may not be announced. All tests/quizzes must be signed by a parent/guardian once it is graded and returned. LATE ASSIGNMENTS All assignments (homework, papers, projects, etc.) are expected to be turned in by the due date. Homework Homework will not be accepted late. Writing assignments Writing assignments must be handed to me in person. If a paper is not turned in on time, you may turn it in up to three days later for 10 points deduction in credit. Papers will not be accepted after those three days and you will receive a "0" for that assignment. If you are absent on the day that a paper is due, but was present when it was assigned, you must turn the paper in to me THE DAY YOU RETURN TO SCHOOL. MAKE-UP WORK If you are absent from class, it is your responsibility to get the work you missed (Please note that if you are dismissed early from school because of a sport or other reason, you are still expected to hand in assignments due that day and get the work you will miss). Get notes from a classmate and check your class folder for any handouts/assignments that you missed. Absences are not excuses for late writing assignments, projects or presentations that were previously assigned. You have five (5) days to make up quizzes, tests, and special projects. Please plan to remain after school to complete make-up work when necessary.
Plagiarism and cheating is a serious breach of the student honor code. Any student caught cheating or plagiarizing will receive a “0”
for that test/assignment. “Education is the most powerful weapon which you can use to change the world.” ~Nelson Mandela
GROUP 2 SECOND LANGUAGE B PreDiploma Spanish 2
In Spanish II, students continue to develop their proficiency in the three modes of communicative competence: interacting with other speakers of Spanish, understanding oral and written messages in Spanish, and making oral and written presentations in Spanish. They begin to show a greater level of accuracy when using basic language structures and are exposed to more complex features of the Spanish language. They continue to focus on communicating about their immediate world and daily life activities. They read material on familiar topics and write short, directed compositions. Emphasis continues to be placed on the use of Spanish in the classroom as well as on the use of authentic materials to learn about the culture. In this course, students will complete at least one written and oral presentation each nine weeks.
IB students will be held to a higher standard and expected to achieve and perform higher than regular Spanish II Students. They will have more projects, Speaking requirements, and also challenged more than the others. It shall prepare them to be able to transfer into the IB program when the time comes.
COURSE EXPECTATIONS After completion of this course students will be able to engage in original and spontaneous communications and initiate,
sustain and close exchanges in Spanish. Students will be able to apply familiar vocabulary and structure to new situations and contexts presented through a variety of media. Students will demonstrate an increasing understanding of the cultural similarities and differences between the francophone world and the United States as well as develop a better understanding of the English language through the study of Spanish.
CHEATING/PLAGIARISM POLICY
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Grading Rationale: According to Suffolk School Board Policy grades will be calculated according to the following categories and weights:
Category Minimum Number Percent of 9-week grade Homework 7 10% Daily Grades 8 20%
Quizzes/Short Term Projects 5 30% Tests/Major Projects 3 40%
Grading Scale: According to school board policy, a six letter grading key should be used to report achievement in the following ranges:
A 100-94 Outstanding progress, superior work B 93-86 Good, better than average progress C 85-78 Average progress D 77-70 Poor, but passing F Below 70 Unsatisfactory I Incomplete Work must be made up
Course Pacing
Topic Time Frame First Nine Weeks Unidad 1 Spanish in the United States (culture infused throughout the unit) September – weeks 2 - 3 U1E1 p. 51 Vocabulary Terms, Regular preterite verbs, --CAR, --GAR,
and –ZAR verbs in the preterite, Irregular preterite (This week would include a one-day introduction to the course including useful phrases for the year)
U1E1 Review and Assessment September – week 4 U1E2 p. 73 Vocabulary Terms, E-I and O-UE stem changing verbs
(present tense), more irregular preterite verbs October - week 1 U1E2 Review and Assessment October - week 2 U1E3 p. 97 Vocabulary Terms, Saber vs. Conocer, Demonstrative
Adjectives and Pronouns, stem-changing verbs in the preterite October – weeks 3 - 4 U1E3 Review and Assessment (Including Writing Sample from prompt
and oral recitation/project assigned at the beginning of the unit) November – week 1 Second Nine Weeks Unidad 2 Mexico City (culture infused throughout the unit) U2E1 P. 125 Vocabulary Terms, Possessive adjectives and pronouns,
reflexive pronouns and verbs, the past imperfect November – weeks 2 - 3 U2E1 Review and Assessment November – week 4 U2E2 p. 147 Vocabulary Terms, the progressive tenses, Preterite vs.
Imperfect, ordinal numbers December – week 1 - 2 U2E2 Review and Assessment December – week 3 U2E3 p. 171 Vocabulary Terms, direct object pronouns, indirect object
pronouns, the verb Gustar, double object pronouns, the verb Ofrecer January – week 1 U2E3 Review and Assessment (Including writing sample from prompt and
oral recitation/project assigned at the beginning of the unit) January – week 2 Extension/Remediation of concepts covered thus far SOL objectives will vary January – week 3 Mid-Term Exam January – week 4
Unidad 3 Puerto Rico (culture infused throughout the unit) U3E1 p. 199 Vocabulary Terms, pronoun placement, Formal Ud./Uds.
commands, commands and pronoun placement February – weeks 1 - 2 U3E1 Review and Assessment February – week 3 U3E2 p. 221 Vocabulary Terms, Affirmative “tú” commands, Negative
“tú” commands, adverbs , words ending in -mente February – week 4 March – week 1
U3E2 Review and Assessment March – week 2
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U3E3 p. 245 Vocabulary Terms, the verb Doler, Hacer with expressions of time, The Subjunctive with impersonal expressions March – weeks 3 - 4
U3E3 Review and Assessment (Including writing sample from prompt and oral recitation/project assigned at the beginning of the unit) April – week 2
Fourth Nine Weeks Unidad 4 Madrid, España (culture infused throughout the unit) U4E1 The Subjunctive to express hopes and wishes, irregular subjunctive
forms April – week 3 U4E1 Review and assessment April – week 4 U4E2 p. 295 Subjunctive stem changers: -AR, --ER and –IR verbs, the
Subjunctive and the Infinitive May – week 1 U4E2 Review and assessment May – week 2 U4E3 p. 319 Vocabulary Terms, Comparatives and Superlatives, The
subjunctive with expressions of doubt, the subjunctive with expressions of emotion May weeks 3 - 4
U4E3 Review and assessment (Including writing sample from prompt and oral recitation/project assigned at the beginning of the unit) June – Week 1 Review for Final exam June – week 2 Final exam June – week 3
Supply List
3-ring binder 6 dividers labeled: Apuntes, Pruebas, Examenes, Leer/Escribir, Tarea, Trabajo de Clase English/Spanish Dictionary
PreDiploma French 2
Course Requirements: After completion of this course students will be able to recognize and provide basic French vocabulary, sentence structure, distinguish items of grammar, translate from French to English and vice versa at an appropriate degree of mastery for this level. Students will also be able to provide and obtain information, express emotions and exchange opinions. Students will demonstrate an increasing understanding of the relationships among the products, practices and perspectives of the target cultures and further their knowledge of other disciplines. Students will also continue to compare the English and French languages and their respective cultures, enabling them to meaningfully use French in and beyond the school setting. Grading Category Minimum Number Percent of 9-week grade Homework 7 10% Daily Grades 8 20% Quizzes/Short Term Projects 5 30% Tests/Major Projects 3 40% Grading Scale: According to school board policy, a six letter grading key should be used to report achievement in the following ranges: A 100-94 Outstanding progress, superior work B 93-86 Good, better than average progress C 85-78 Average progress D 7-70 Poor, but passing F Below 70 Unsatisfactory I Incomplete Work must be made up
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Time Frame Topics September Review Vocabulary Related to Friends and School, Agreement of Adjectives, etre, aller Present
Constructions, Contraction with A and De,Vocabulary Related to Family, Regular –er Verbs Present Construction, the Partitive, avoir, faire Present Constructions, Vocabulary Related to Foods and Shopping, vouloir, pouvoir Present Construction, Infinitive Using 2 Verbs, prendre Present Construction, Vocabulary Related to Train and Airport, –ir,-re Verbs Present Construction, sortir, partir, dormir, server Present Construction ,Vocabulary Related to Sports, Passe Compose with Avoir and Regular Verbs, Passe Compose with Avoir and Irregular Verbs, Vocabulary Related to Daily Routine (Getting Dressed, etc. ), Reflexive Verbs Present Construction, Passe Compose with Etre , Reflexive Verbs Passe Compose Construction,
October Use Vocabulary Related to Cultural Leisure Activities in a Variety of Situations, Conjugate and Distinguish Between Use of Connaitre and Savoir, Use Pronouns me, te, nous, vous appropriately in Present Construction, Use Pronouns le, la, l’, les appropriately in Present construction, Use Vocabulary Related to Health and Medicine in a Variety of Situations, Use Pronouns lui, leur appropriately in Present Construction, Conjugate and Use Ouvrir, Souffrir in Present and Past Constructions, Form Use the Imperative appropriately, Use the Pronoun en Appropriately in Present Construction
November Use Vocabulary Related to Telecommunications in a Variety of Situations, Form and Use the Imperfect Construction , Use Vocabulary Related to Travel by Air and Train in a Variety of Situations, Distinguish Between Use of Imperfect and Past Perfect Constructions,
December Use Appropriate Preposition with Geographic Names, Use Vocabulary Related to Bank and Post Office in a Variety of Situations, Distinguish Between and Use Relative Pronouns qui, que, Make the Past Pariticiple Agree with Its Direct Object Predecessor, Use Reciprocal Verbs in Present and Past Constructions
January Make Negative Statements Using rien ne… and personne ne… , Use Vocabulary Associated with Foods and Food Preparation in a Variety of Situations, Express Future Events Using the Futur Simple with Regular –er, -ir, -re Verbs, Use Two Pronouns in the Same Sentence, Form and Use Causative Construction with Faire and the Infinitive , Use Vocabulary Associated with Cars and Driving in a Variety of Situations
February Form and Use Conditional Construction with Regular –er, -ie, -re verbs, Form and Use Conditional Construction with Common Irregular Verbs, Express Conditions Using “Si” and the Present and Imparfait Constructions, Use Direct and Indirect Object Pronouns in the Same Sentence in Present, Past, and Future Constructions, Use Vocabulary Associated with Accidents, Medical Problems, and Hospitals in a Variety of Situations, Use Interrogative and Relative Pronouns Appropriately, Using Direct and Indirect Object Pronouns with the Imperative Construction, Use the Superlative of Adjectives, Express “better” as Adjective and Adverb, Use Vocabulary Related to Checking Into and Out of a Hotel in a Variety of Situations
March Talk About Past Actions Using etre, and avoir, Refer to Places Already Mentioned With the Pronoun “y” , Use the Pronoun “en” with Other Direct and Indirect Object Pronouns in Past, Present, and Future Constructions , Describe How You Do Things By Forming Adverbs, Use Vocabulary Associate With Public Transportation in a Variety of Situations, Request Information Using Information Questions Words, Tell What Just Happened Using the Venir de Construction, Express Time with depuis , Use Vocabulary Associated with City and Country Living and Giving Directions in a Variety of Situations,
Distinguish Between Two or More People or Things Using the Interrogative Pronoun lequel and Demonstrative Pronoun celui
April Conjugate and Use suivre, vivre, conduire in Present, Past, and Future Constructions, Use the Infinitive After Prepositions, Use Vocabulary Related to Holidays and Celebrations in a Variety of Situations , Form and Use the Subjunctive Present Constructions in a Variety of Situations, Use Vocabulary Related to Social Etiquette in a Variety of Situations
May Use the Subjunctive with Impersonal Expressions, Use the Subjunctive with Expressions of Emotion, Use Vocabulary Related to Professions and Jobs in a Variety of Situations, Use the Subjunctive After Expressions of Doubt, Distinguish Between Use of Subjunctive and Infinitive
June Use the Subjunctive in a Relative Clause
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Supply List
Two: CD-RW with protective covering for speaking, listening comprehension, class activities, etc. (labeled with student’s name and class)
One: 3” 3-ring binder with pockets and 4 section dividers ready to be labeled Two: packages loose-leaf college-ruled filler paper Two: pencils Three: pens (blue or black ink only) One: glue stick
GROUP 3 INDIVIDUALS AND SOCIETIES PreDiploma World History 1 During the course of the year, we will study the following units:
CLASSROOM RULES AND PROCEDURES No disruptive behavior during class. You get one warning per class. After that you get a phone
call, conduct notice and/or referral. Come prepared for class everyday. Bring your textbook, # 2 pencils, pens, and paper everyday. Stay seated until the bells rings. No one should be standing next to the door before the bell rings. No bathroom passes for the first and last 10 minutes of class. No passes to the guidance office unless they call you down to see them.
Unit Topic Blocks SOLs Time Frame 1 Human Origins 5 WHI.2a-d Sept. 2 Ancient River Valley Civilizations 5 WHI.3a,b,c,e Sept. 3 Other Early Civilizations 5 WHI.3d, 4a Oct. 4 India 5 WHI.4b-d Oct. 5 China and Japan 5 WHI.4e-f, 10a-c Nov. 6 Greece 10 WHI.5a-g Nov. – Dec. 7 Rome 10 WHI.6a-k Dec. – Jan. 8 Byzantine Empire and Russia 5 WHI.7a-e Feb. 9 Islam 5 WHI.8a-d Feb. – Mar. 10 Africa 5 WHI.10a,b,d Mar. 11 Americas 5 WHI.11a,b Mar. – Apr. 12 Early Middle Ages 5 WHI.9a-d Apr. 13 Late Middle Ages 5 WHI.12a-d Apr. – May 14 Renaissance 5 WHI.13a-d May
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Any pass to the office, nurse, or another teacher must be signed by the appropriate person or you get a referral for skipping class.
Cell phones should be out of sight and turned off during class. GRADING SCALE A = 94 – 100; B = 86 – 93; C = 78 – 85; D = 70 – 77; F = 0 – 69 HOMEWORK (10%) Most homework assignments will be Vocabulary and Guided Readings. Vocabulary and Guided Readings must be hand-written. Homework assignments must be turned in the day it is due. -20 points for 2 days late.
Homework assignments will NOT be accepted if they are more than 2 days late. CLASSWORK (20%) Most classwork assignments will be Guided Readings and classroom activities. Classwork assignments must be turned in the day it is due. -20 points for 2 days late. Classwork
assignments will NOT be accepted if they are more than 2 days late. QUIZZES (30%) Most quizzes will be Vocabulary Quizzes or SOL Review Quizzes. Most Vocabulary Quizzes will be 20 minutes long. I will usually give you 10 – 20 words per
quiz. You will write a complete definition for each word or write the vocabulary word for each definition.
SOL Review Quizzes will be multiple choice/matching. TESTS (40%) A test will be given at the end of every chapter. Tests will be timed. The typical test consists of matching/multiple choice questions and essay/short answer questions.
MAKE-UP WORK Make-up classwork will be given to the student when he/she comes back to school. All make-up classwork and homework assignments should be turned in as soon as possible. You
have 5 school days (NOT 5 BLOCKS) to make-up the assignment without losing points. A list of students who need to make-up tests and quizzes will be announced at the beginning of
each class. Please make-up these assessments as soon as possible. Make-up tests and quizzes will NEVER be administered during class or during lunch. Make-up test and quiz times are Monday (2:30pm – 4:00 pm) and by appointment. All tests and quizzes must be completed by a certain date at the end of each marking period.
Nothing will be accepted after that date. EXTRA-CREDIT There will be no extra-credit assignments or projects during the school year.
ATTENDANCE Any student who has more than two unexcused absences in a marking period will automatically
fail the class for that marking period. Ms. Dickens is in charge of attendance. She is located in the guidance office.
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TARDIES AND SKIPPING CLASS Any student who is not in class when the tardy bell rings shall be considered tardy.
o 1st tardy = Verbal Warning o 2nd tardy = Written Warning (Tardy Warning Slip)/Phone Call Home o 3rd tardy = Conduct Notice
Tardies start over for the 2nd semester. Any student 10+ minutes tardy to class without a note will be given a referral for skipping class. I will check your attendance schedule for the day if you are absent. If you leave school early,
make sure you sign out in the front office.
SOL You will take the World History 1 SOL in May for this class. The SOL test measures minimum
standards. IB standards are much more rigorous than SOL standards. Everyone in this class should easily pass the World History 1 SOL.
MATERIALS #2 Pencils Pens Loose Leaf Notebook Paper 3-Ring Binder (preferably 1.5”) 1 Ream of Copy Paper (500 sheets) 7 Dividers for 3-Ring Binder
o Guided Readings, Notes, Vocabulary, Tests, Quizzes, Classroom Activities, Homework Assignments
Optional = Highlighters, color pencils GROUP 4 EXPERIMENTAL SCIENCE PreDiploma Biology Blog: http://blogs.spsk12.net/6268/ Course Overview
This course is designed to stimulate the students’ interest in the fields of biology and ecology. The student will be expected to understand the methods of the scientific design and begin to master this method with self initiated studies. The topics covered will go well beyond the required material for the VA state SOL’s in preparation for the HL IB Biology course. In line with the IB philosophy, the students will be guided to integrate their acquisition of science knowledge with other academic disciplines, with ethical principles, and with a view toward its implications for the 21st century.
Course Rhythms
Current News Review – All classes will have a current news review due every Monday that the class meets. Each review will be graded by the standards of our class rubric. The Biology Lab – All lab activities should be written up in your lab journal (4X4 quadrille.) Use the scientific method outline. All drawings MUST be done in pencil and lines drawn for graphs or structure identification should be done with a ruler. Pre-IB students have a lab write-up guideline to specifically follow. You will be assigned a lab station, a microscope #, and pre-IB students will be assigned a lab drawer.
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Scientist Quote – Writing assignments will be given that ask the student to reflect on a historical quote from a famous scientist. Each quote reflection will be graded by the standards of our class rubric. Vocabulary – All students will be required to make vocabulary flash cards for each major unit. They are necessary for review prior to assessments and for completing review crossword puzzles. Flashcards will be accumulated from Sept. to May in a personal Ziploc bag. Class work and Homework – General biology students can expect these assignments every class period. Bring your textbook and materials to class EVERY day. Test Reviews – Reviews for each unit and quarter exams may be offered in a variety of forms: study guides, worksheets, online gaming, or practice assessments. Quizzes and Tests – Both written and lab practical assessments are possible. They will be weighted as quizzes or tests. Nine week exams are given by SPS. Pre-IB students should expect short answer or essay questions on every unit tests in addition to the standard multiple choice.
Classroom Atmosphere
Respect – We will respect each other, learners and instructor. As a means of establishing respect, students will call me by my surname and I will call them by theirs. You will have assigned seats. Growth - As your biology teacher, I see my role as not only a source of biology information but as a facilitator to encourage students during their journey of growth and maturity throughout the school year. Attitude - Students and instructor both contribute toward a positive attitude in the classroom on a daily basis. Attitude contributes immensely toward one’s success or failure. All students are penalized by students who bring a poor attitude into the classroom. Let’s make this year a success for everyone. Be positive! Self-discipline – In a classroom of multiple students, all students must bring a certain degree of personal maturity that displays itself in self-discipline; discipline to do one’s work when asked, to complete work outside of the classroom, and being quiet when others are instructing or contributing to discussion. *Students who disrupt the classroom atmosphere rob everyone of the opportunity to succeed in biology.
SUPPLY LIST
LAB JOURNAL - See blog for a link to AMAZON.com to purchase a particular one for the year Set of White board markers 3-ring notebook Pencils for lab write-ups
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Pace Topic Pace Topic Pace Topic May/JuneSept. 6 blks 7th blk -test
The Nature of Life Investigating Science Chapter 1 The Science of Biology (Sections 1-4) BIO. 1 a - l
Dec/Jan. 5 blks 6th Test
Biochemistry Enzyme Action BIO 3 b, c, d
FEB 3 blks 4th Test
Photosynthesis Leaf Anatomy
MAY 4 blks Kingdom: Protozoan Kingdom: Fungi
BIO 5
Sept/Oct 5 blks 6th blk- test
Cells Chapter 7 BIO. 2 a, b, c, e 4 a – d 5 a, b, f
Jan 4 blks 5th test
Human Digestive System Review Enzyme Action BIO 5 e
MARCH 6 blks 7th Test
Cell Cycle DNA structure The Chromosome Flower Anatomy BIO 6 a,b,c; f, g
MAY 2 blks 3rd Test Principles of Evolution BIO 7 a-e; 8 a-e
Oct. 9 blks 10th blk- test Nov. 1 blk follow-up DVD
Ecology Chap 3 Biosphere Chap 5 Populations Chap 6 Humans’ Interaction with Environment
BIO. 9 a - e
END of 2NW
END of 2NW MARCH 2 blks
Protein Synthesis BIO 6 i
MAY 5 blks 6th Test Invertebrates Human Circulatory System
Nov. 5 Blks 6th test
The Chem. of Life Water Chemistry Plant Stem & Roots Chapter 2 BIO. 3 a
1st Sem. READING:
“The American Plague” History of yellow fever ethical research/vivisection ethnic implications
APRIL 4 blks
Genetics BIO 6
Biotechnology
- Cloning - Stem Cell Research - Gene Transfer
MAY 4 blks Vertebrates Human Skeletal Muscular System
Dec. 6 blks 7th test
Cell Transport Cell Membrane Human Excretory Sys. BIO 4 d & 5
FEB 4 blks 5th Test
Cell Respiration Human Respiratory System BIO. 3 d, 5 e,
APRIL 4 blks 5th Test
Classification(Taxonomy) Bacteria/Archaebacteria Viruses Human Immune System BIO 5 a-f BIO 7 e; 8 b, d
JUNE 6 blks Human Anatomy/Physiology
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GROUP 5 MATHEMATICS PreDiploma Geometry
COURSE DESCRIPTION: Geometry is the study of basic geometric concepts including: 1) Lines and Angles 2) Triangles and Logic 3) Polygons and Circles 4) Three-dimensional figures 5) Coordinate Relations and Transformations Students will be provided with hands-on experiences to explore such concepts as isometric drawings, tessellations, and three-dimensional figures. The computer will be used to explore transformations of geometric figures with the aid of Geometers Sketch pad. In addition, students will be working on activities designed to increase their level of thinking and problem solving ability and to explore the international applications of mathematics. TI-84 Plus calculators will be available for use in the classroom. At home, students will need access to a calculator with basic arithmetic and trigonometric functions this year, but next year a graphing calculator will be necessary. Students will complete one project each nine weeks. MATERIALS NEEDED: Textbook Colored pencils or pens Three-ring binder with pockets Graph paper Loose-leaf paper Highlighters (optional) Pencil 3” x 5” index cards (optional) Scientific or graphing calculator, such as TI-84 Plus (Can be kept at home) GRADING SCALE GRADING RATIONALE 94-100 A Tests 40% 86-93 B Quizzes & projects 30% 85-78 C Classwork 20% 70-77 D Homework 10% Below 70 F HOMEWORK: The purpose of homework will be for students to practice and reinforce the skills presented in class. Homework should not be copied and should be completed before class to ensure that the student has assessed his knowledge of the topic, determined questions which need to be answered, and prepared himself to move forward with new skills. EXTRA HELP: Try these websites: www.regentsprep.org www.glencoe.com CLASS EXPECTATIONS:
1. Students are expected to bring textbooks, binders, paper, and pencils to class every day. Sharing of textbooks is prohibited. Students who do not have textbooks to complete graded assignments may do so before or after school.
2. Notes, handouts, and homework assignments should be organized in a binder. 3. Homework should be visible on the desk at the beginning of class unless a quiz or test is scheduled. 4. Pencils should be sharpened before the tardy bell rings. Pencils may be sharpened at any time when students are
completing assignments, but not during instruction by the teacher or class discussion.
5. The first class activity is generally a warm-up to review/reinforce skills. Students should begin this activity immediately after the tardy bell rings.
6. There should be NO food or drink (except water) in the classroom. Students will be required to place open drinks or food in the trash.
7. Students will be allowed four passes to the restroom during the semester. These passes may not be used during the first or last thirty minutes of class.
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First Nine Weeks
Number of Blocks 4 5 2 5 4
Topic Pre-requisite skills Basic terms & symbols Constructions Parallel lines Logic
SOL A.1, A.7, G.2a G.3 G.11 G.3, G.4 G.1
Text Reference 1.3 1.1, 1.2, 1.4, 1.5 1.2, 1.3, 1.4, 1.6 3.1, 3.2, 3.3, 3.5 2.2, 2.3, 2.4
Honors Extras Truth tables IB Extras Ancient Numeration
Systems International math symbols Euclidean vs. Non-
Euclidean Geometry Inductive reasoning
Patterns Staircase Problem www.learner.org
Second Nine WeeksNumber of Blocks 8 8 6 Topic Triangles Triangle inequality
Similar figures Right triangles Trigonometry
SOL G.5 G.6, G.5, G.14 G.7 Text Reference Ch. 4 5.1, 5.2, 6.1 – 6.6 7.1-7.5 Honors Extras Coordinate Proofs Fractals & Self-Symmetry
Sierpinski Triangles Geometric mean
IB Extras Formal proof Pascal’s Triangle, Triangular Numbers Measure height of flagpole using trigonometry
Third Nine Weeks Number of Blocks 7 8 Topic Angles of polygons
Quadrilaterals Circles
Angles & segments in circles SOL G.3, G.9, G.8 G.10 Text Reference 1.6, 8.1 – 8.7 Ch. 10, 11.5 Honors Extras Irregular Figures IB Extras Monticello Solar Eclipses
Fourth Nine Weeks Number of Blocks 4 2 6 4 Topic Transformations Areas of plane figures Surface area and volume of 3-D
figures Tessellations
SOL G.2 G.10, G.14 G.12, G.13, G.14 G.9 Text Reference 9.1 – 9.3, 9.6 11.1 – 11.3 12.1 – 12.7, 13.1 – 13.5 9.4 Honors Extras Areas of regular polyons Coordinates in space Translation using Geometer’s
Sketchpad IB Extras Vectors Compound figures
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GROUP 1 Language 1A Pre-Diploma English 9 Ms. S. Bond [email protected] Anthem by Ayn Rand: Project As you read Anthem by Ayn Rand, jot down notes in your composition notebook about characters, events, and ideas. You will be able to use these as we discuss the book in class when school begins. In addition, you will prepare a visual representation and an essay from one of the quotes in the book. Part 1 (Image Piece) 1. You will choose 1 quote from Anthem and create your own illustration demonstrating what
the quote means/represents. 2. You will do this visually by creating an original graphic (drawing, painting, collage, etc.) 3. Within the visual depiction, you will write your quote and the page on which it is found. Part 2 (Written Piece) 1. To go along with your image, you will write an analysis of the quote. 2. Your analysis will be comprised of a minimum of three organized and fluent paragraphs. 3. The following is what you will discuss in your analysis write-up:
Analyze the quote, telling me what it means in relation to the novel, including how it relates to the major themes/ideas present in Anthem.
Explain how your visual image represents the quote. What personal connections can you make to the novel and quote and/or any connections
you can make to any other novels. 4. The written requirements for the paragraphs are:
Each paragraph must be 6-8 sentences long. (You must vary your sentence structure.) It must be typed, double spaced, and Times New Roman size 12 font. Proofread carefully to avoid any spelling or grammar mistakes.
Summer assignments for Pre-Diploma International Baccalaureate students are designed to encourage critical thinking. The following mandatory assignment is designed to promote a serious academic attitude that demonstrates a high degree of self-discipline and self-motivation. Students also have an opportunity to express their individual talents and personalities. Students will complete the assignment below:
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Anthem Project Rubric Image 1. Adequate Size Image on large poster board /15 2. Quote Quote is written on paper, along with the page number /5 3. Ideas/Content It’s clear that you’ve thought carefully about what the image means in the story and to life /15 4. Presentation The graphic is neat, organized, well designed and visually appealing /10 Writing 1. Adequate Length It is at least 3 paragraphs and each paragraph is 6-8 sentences long /15 2. Ideas/Content
The text is original, thoughtful, meaningful and insightful. You analyze the quote and all the components mentioned above /20
3. Conventions Spelling, grammar, and paragraphing are correct /10 4. Sentence Structure/Organization Your paragraphs flow and you vary your sentence structure /10 TOTAL /100
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Possible Quotes Here is a list of some (there’s a lot more!) memorable quotes from Anthem. You can either choose 1 of these, or
find a different one to represent and discuss. You will need to find the place in the book where this quote is found to read and get a fuller picture of what is
happening when this quote is said. 1. “We are one in all and all in one. There are no men but only the great WE, One, indivisible and forever.”
(Page 19) 2. “It is not good to be different from our brothers, but it is evil to be superior to them.” (Page 21) 3. “And in our heart-strange are the ways of evil!-in our heart there is the first peace we have known in twenty
years.” (Page 37) 4. “There is fear hanging in the air of the sleeping halls, and in the air of the streets. Fear walks through the City,
fear without name, without shape. All men feel it and non date to speak.” (Page 46) 5. “There is no crime punished by death in this world, save this one crime of speaking the Unspeakable Word.”
(Page 49) 6. “The secrets of this earth are not for all men to see, but only for those who will seek them.” (Page 52) 7. “We can give our brothers a new light, cleaner and brighter than any they have ever known. The power of the
sky can be made to do men’s bidding. There is no limits to its secrets and its might, and it can be made to grant us anything if we but choose to ask.” (Page 60)
8. “We give you the power of the sky!” we cried. “We give you the key to the earth! Take it, and let us be one of
yours, the humblest among you. Let us all work together, and harness this power, and make it easy the toil of men. Let us throw away our candles and our torches. Let us flood our cities with light. Let us bring a new light to men!” (Page 71)
9. “I am. I think. I will.” (Page 94) 10. “I am not a tool for t heir use. I am not a servant of their needs. I am not a bandage for their wounds. I am not
a sacrifice on their altars.” (Page 95) 11. “I am done with the monster of “We,” the word of serfdom, of plunder, of misery, falsehood and shame.” (Page
97) 12. “He took the light of the gods and he brought it to men, and he taught men to be gods. And he suffered for his
deed as all bearers of light must suffer. His name was Prometheus.” (Page 99) 13. “And I have read of a goddess,” I said, “who was the mother of the earth and of all the gods. Her name was
Gaea. Let this be your name, my Golden One, for you are to be the mother of a new kind of gods.” (Page 99) 14. “The sacred word: EGO.” (Page 105)
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GROUP 2 Second Language B Pre-Diploma Spanish Mr. Ryan Ellis, [email protected] Objective: The goal of the project is to prepare a comprehensive look at your immediate and/or extended family and typical family life in the United States in Spanish. The project will then be shared with both the PreDiploma cohort during a scheduled oral presentation at the beginning of the school year. Format: (Choose 1)
Option 1-MS Powerpoint Option 2-DVD recording (home movie) Option 3-Book
Project Requirements: Option 1—Powerpoint Presentation Length: 15 slides with a corresponding picture on each slide. Each slide must contain two Spanish sentences explaining the picture. Slides 1-2: Introduce yourself and your interests. Slides 3-7: Introduce the family members of your choice. Tell who they are and describe what they are wearing in the picture. Also include information about their personality and/or any emotions evident in the picture. Slides 8-15: Describe a typical day or week in your life or the life of your family. Each slide must depict an activity. Option 2—DVD Recording/ Home Movie Length: 5-7 minutes. *The video is to be shot entirely in Spanish. Minutes 1-2: Introduce yourself and your interests. You may want to include a tour of your home, places you enjoy visiting, etc. Minutes 3-5: Introduce the family members of your choice. Tell who they are and describe what they are wearing. Also include information about their personality and/or any emotions evident in their countenance. Minutes 5-7: Describe a typical day or week in your life or the life of your family, complete with a visual representation of each activity. *The video option requires the student to provide a written transcript of the dialogue of the video. Option 3—Book Length: 15 pages, excluding a title page, with a corresponding picture on each page. The picture has to be one taken with a camera and not an illustration. Each page, excluding the title page, must contain two Spanish sentences explaining the picture. Pages 1-2: Introduce yourself and your interests. Pages 3-7: Introduce the family members of your choice. Tell who they are and describe what they are wearing in the picture. Also include information about their personality and/or any emotions evident in the picture. Pages 8-15: Describe a typical day or week in your life or the life of your family. Each page must depict an activity.
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Grading Rubric: Was the project turned in on time? 10 pts. Was the length accomplished? 10 pts. Was the entire project complete according to the requirements (pictures and sentences)?
20 pts.
Did the student pronounce everything correctly during the oral presentation/dialogue? 10 pts. Was the vocabulary used appropriate to the project? 20 pts. Were Spanish grammar and syntax conventions used correctly? 30 pts.
Total 100 pts.
Pre-Diploma French Ms. K. Seavey, [email protected] You will make a booklet of your daily routine including pictures. You will write AT LEAST 20 complete sentences using the verbs : Prendre un bain Prendre une douche se réveiller se lever se laver se brosser se raser se maquiller se peigner s’habiller s’amuser se dépêcher se coucher s’appeler …as well as other verbs as necessary. You should include AT LEAST 20 pictures (drawn, from internet, photos, etc.) You should write your sentences in the present or past tense (your choice). If you have any questions, you may contact me: [email protected]. Rubric
Component Points each instance
Points Possible
Points earned
Total points (Grade) /100
Subject/verb agreement 1 20
Subject/reflexive pronoun agreement 1 20
Variety of verbs used 1 20
Complete and logical sentences 1 20
Visuals 1 20
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Group 3 Individuals and Society PRE-Diploma World History 1 Mr. S. White, [email protected] Assignment (World Religions): Each student is required to write one paragraph listing and describing the characteristics for each of the five major world religions. Make sure you answer all the questions and statements listed below for each paragraph. The assignment will consist of five total paragraphs (one paragraph for each religion). Please use proper paragraph form (complete sentences, proper grammar, and correct spelling). You may use any resources you like to complete this assignment. You will be graded on accuracy, so make sure your sources are legitimate.
Part I Research the following world religions:
Judaism Christianity Islam Hinduism Buddhism
List and/or describe the following characteristics for each of the world religions in your paragraph: Who was the founder of the religion? Where did the religion originate? Is the religion monotheistic (belief in one god) or polytheistic (belief in many gods)? List the name of the god(s) for the religion. List and/or draw major symbols of the religion. List the number of followers of the religion today. Describe the areas where the religion is most prominent in the world today. List and describe the major beliefs of the religion.
All written work must be typed, double-spaced; using 12 point Times New Roman font, and must include the attached coversheet.
Group 4 Experimental Sciences PreDiploma Biology Ms. S. Story, [email protected] http://blogs.spsk12.net/6268 Current Biology News Throughout the year, you will be required to write one page news briefs that cover current research in the field of biology. The site used most often is The Scientist. Secure your own log-in password for this science/biology blog site at: www.the-scientist.com It is free and your will need your own log-in to read on this site continually throughout the year. To get a head start on this requirement, your summer assignment is to write three news briefs. News Brief Rubric
These are the rubric assessment guidelines – will be used for news review grades.
Biology related articles-should come from current newspaper articles, journal articles, magazine or database (online) articles. (2009 –2011)
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I. WHAT is the main scientific focus of the article? A. Summarize the news report in your own words: you might include 25 pts
The various disciplines in science that were involved (do not use this line as a beginning of a sentence ... it is awkward )
The location of the science study/experiment The results of the study
B. You may quote a sentence of the article, but you must put it in quotes and acknowledge who the words belong to.
II. CRITICALLY ANALYZE the science and/or focus of the report 10 pts (Suggestions to think about)
a. What global value does the research imply/promise … or not? b. What will be the impact of this news on people/animals/plants? c. If you cannot think of any value to the research … CHOOSE ANOTHER ARTICLE
Particulars A. Write in “3rd person” …
1. no “I” (1st person) and no “you” (second person) 2. Your English teacher can help explain this further, if needed.
B. TYPE will only be accepted 1. Times Roman Font 10, 11 or 12 ONLY! 2. ONE full page, no more and no less .... 1 ½ or double space 3. Use spell check before turning in. Grammar check is also a good idea 4. At the top of report should be title and your name in the right corner. 5. NO TITLE PAGE ... All on one page.
C. Source Documentation using APA format: (See following page) 1. These are a MUST, or I will return for NG … so, please don’t forget. 2. Citation goes as a footer on the bottom of the page
News Review Rubric 1. Paragraph #1: Summary of the essence of the report (25 pts) ______ 2. Paragraph #2: Critical analysis of the report (10pts) ______ 3. Written in “3rd person” … ( 5pts) ______ 4. Typed, one page, 10-12 Times New Roman font ( 5 pts) ______ 5. CITATION: Source Documentation at the bottom ( 5 pts) ______
TOTAL (50) ______ Examples of APA CITATIONS: JOURNAL ARTICLE (paper copy)
Oguisso, T. (1999). Professional nursing in Brazil. International Nursing Review, 43, 81-94. JOURNAL ARTICLE (from an online database) (for more details, see the APA's official site)
Kavanagh, K., Absalom, K., Beil, W., & Schliessmann, L. (1999). Connecting and becoming culturally competent: A Lakota example. Advances in Nursing Science, 21, 9-31. Retrieved March 26, 2001 from ProQuest/Nursing Journals database.
JOURNAL ARTICLE (online, on a web site) (for more details, see the APA's official site) Outbreak news. (2001, February 23). Weekly Epidemiological Record, 76, 57-64. Retrieved February 28, 2001 from http://www.who.int/wer/pdf/2001/wer7608.pdf
MAGAZINE ARTICLE (paper copy) Ulrich, T. (1997, September 22). Linking an Amish hereditary disease with cerebral palsy, a pediatrician challenges a dark inheritance. Time, 150, 30-33.
MAGAZINE ARTICLE (from an online database) Ulrich, T. (1997, September 22). Linking an Amish hereditary disease with cerebral palsy, a pediatrician challenges a dark inheritance. Time, 150, 30-33. Retrieved March 1, 2001 from InfoTrac/Expanded Academic ASAP database.
NEWSPAPER ARTICLE (paper copy) Padilla, H. (2000, June 6). Hugo prohibits custom animal slaughter; the vote will officially close a Hmong slaughterhouse, where animals were sacrificed for religious reasons. Star Tribune (Minneapolis, MN), p. 1B.
NEWSPAPER ARTICLE (from an online database) Padilla, H. (2000, June 6). Hugo prohibits custom animal slaughter; the vote will officially close a Hmong slaughterhouse, where animals were sacrificed for religious reasons. Star Tribune (Minneapolis, MN), p. 1B. Retrieved February 28, 2001 from Lexis-Nexis Universe/General News database.
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Group 5 Mathematics PRE-Diploma Geometry Ms. A. Branch, [email protected] Assignment 1: To confirm that your Algebra 1 skills are solid, please complete the Algebra I Review on the following page. Then, check your answers by the answer key at the end of the manual on page 42. Be prepared to turn in your paper in September. Use the following website or one of your choice to practice Algebra 1 skills: http://www.mathbits.com/MathBits/PPT/AlgebraAntics.htm Assignment 2: Students are required to research the number system used by one of the following ancient civilizations: Arabic, Babylonian, Chinese, Egyptian, Greek, Indian, Mayan, or Roman.
The student should prepare a written report based on the research. The report should include, but not be limited to, some history of the development of the particular system of numeration, a description of any symbols used, the base number for the system, an explanation and examples of conversion to our number system, and the impact that system had in the development of mathematics today.
The student should make a poster or models depicting the symbols used to represent numbers. The value of each symbol should also be included, as well as a visual of the place value system.
The student should be prepared for an oral presentation to the class. At the conclusion of the presentation, students in the class should able to recognize the symbols used by the civilization and should be able to convert a number to our base 10 system.
All written work must be typed double-spaced, using 12 point Times New Roman font. E-mail questions to: [email protected] Rubric
Written Report 60 pts. History of development 10 pts.
Symbols & base number 10 pts.
Explanation of conversion 10 pts.
Examples of conversion 10 pts.
Impact on history of mathematics 15 pts.
Bibliography 5 pts.
Visual Aid 20 pts. Symbol with appropriate value 10 pts.
Place value chart for that number system 10 pts.
Oral Presentation(5 – 10 minutes) 20 pts. Appearance/posture 2 pts.
Eye contact/enunciation 3 pts.
Use of notes (limited) 4 pts.
Symbols defined 3 pts.
Explanation of conversion 8 pts.
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How are your study skills?
THE TIME
The time of day can make a world of difference to your efficiency. Every person has a body rhythm, ups and downs during each 24- hour period. Observe your own rhythm and plan your work schedule accordingly. If your time is not always your own to plan out, try doing the more mechanical chores during "down" times.
THE PLACE
Maybe, like many people, you need the discipline of a desk in a room where interruptions are few. If home is too noisy, the local library may be a good place. But remember, you are there to work, not socialize! If a desk is too confining, you may try studying on the floor or outside under a tree. Sometimes it helps to reserve a place for studying only.
THE EQUIPMENT
Organizing your desk and sharpening pencils is important ground work. But don't overdo it. Food can be nice to have around. Eating provides a pleasant break once in a while and can be refreshing to your stomach and mind. Don't make snacking an excuse to avoid work though!
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How to Excel in Class
First, know the class and the skills needed: Style Skill
A. lecture listening, note-taking B. discussion asking questions. answering questions. analyzing concepts
and ideas, participating in a discussion C. combination listening, note-taking, asking and answering questions D. hands-on development and application of technical skills
Next, know when your teacher likes to be asked questions:
A. at the beginning of class B. at any time during the class C. after class D. not at all
Also, be aware of the lesson style:
A. a review of what is in the text B. a review plus discussion of tougher concepts that may be problematic C. lectures that don't cover anything in the text
Prepare for ANY class by:
A. completing an assignment including reading B. reviewing past notes before class C. having questions ready D. preparing required materials (notebook, writing utensils. etc.) E. preparing your attitude
In class you should:
A. sit near the front B. avoid distracting classmates C. listen for verbal clues (listen for: repeated statements, pauses, “first of all”, “most
importantly”, “to summarize” , “on the other band”, “on the contrary”) D. watch for nonverbal clues (glazed eyes, dramatic gestures, writing on board,
eye contact) ask questions F. take the correct amount of notes (don't write down everything or
end up with just a couple words) G. actively participate (lack of participation comes from lack of
confidence which comes from lack of preparation) After class:
A. review your notes and fill in the blanks B. write down questions that need asked next time C. fix any illegible portions of notes before you forget what you wrote
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Mastering the Art of Studying-Am I passing the test? Goals __ I have devised my long-term goals. Academically. they are: ___________________________________________________ (after high school) _________________________________________________ (after college)
__ I have devised the following short-term goals in order to reach my long-term goals: ____________________________________________________ ___________________________________________________ _________________________________________________ ___________________________________________________
Qualities (5 strengths/2 weaknesses) I perceive myself as being: Others may perceive me as being: __________________________ ______________________ _________________________ _________________________ _________________________ _________________________ ________________________ _________________________ I have a positive self-image. 1 tell myself "I can" rather than "I can't". __ I bring a positive attitude with me to school each day. __ I enjoy high school and participate in several school activities. Organization __ I keep an organized notebook. __ I keep a calendar or daily planner which 1 consult each day. __ I write down my homework assignments. __ I always have the necessary materials with me for class. __ I remember to take home everything 1 need to-do my homework. __ I keep my things in order so that I can find them easily. __ I do not share my locker. __ I set daily goals and prioritize my activities. __ I allot adequate time for each activity.
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Study Skills (The more productive your habits are, the more time you will have for other enjoyable activities.) _I do not consider studying to be a task. __ I understand that studying must be done at home as well as at school. __ I know myself and under what conditions 1 can study effectively. __ I know where and how to seek assistance if 1 don't understand. __ I know which learning techniques work for me. __ I exercise my brain continuously. __ I take good notes from lectures. (I know how to pick out the important points.) __I take notes when I read. __I use note cards and outlines to review. _I study my notes from each class each evening. __ I quickly make up missed assignments. __ I have a contact number of someone with whom 1 can compare notes. __ I have learned to read effectively. __ I start my studying by setting a schedule of what 1 will study and how long. __ I have learned how to listen actively. __ I add variety to my study schedule including breaks. __ Because 1 am focused on my goals, 1 know there are some sacrifices 1 must make to achieve them. __ I do not put the tough tasks off until last. __ I present work that is picture perfect. __I gather everything that 1 will need before 1 begin to study. __I do not procrastinate. __ I know my teachers, their style, their rules, their course syllabus and my responsibilities. __ I consider extra credit as required work. __ I regard deadlines as the dates before which 1 will turn in assignments. __ I know how to use my textbooks effectively. __ I eliminate distractions. __I set aside time on the week-ends to work on longer projects. __ I know how to arrange for a study group. __ I am experienced in the effective use of the library and resource materials. __ I have access to a computer. __ I quiz myself before an exam. __ I know how to time myself while taking a test. __I read and follow directions well. __I have perfected my time management skills.
__ I set my own deadlines. __ I use my time at school wisely. __ I have good attendance and am never tardy. __ I do not succumb to negative peer pressure. __ I listen to good advice (even if it is from an adult). __ I volunteer to participate in class. __ I start each project at full speed. __ I evaluate my study habits from time to time. __ I study smart, not bard. __ I build on my successes and profit from my failures. Health __ I am mentally and physically fit. __ I have a daily exercise program. __ I eat healthy cutting down on excess sodium, sugar and fat. __ I recognize the stress signs that my body gives me. __ I get enough sleep. __ I work out my problems and manage my fears and anger. __ I make sure that I have fun. __ I don't manage my stress with drugs. __ I think positively. __ I have a strong support system which I don't mind relying on.
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Learning Styles Everybody has a preferred learning style. Knowing and understanding our learning style helps us to learn more effectively. Through identifying your learning style, you will be able to capitalize on your strengths and improve your self-advocacy skills. Directions: Place a check in front of all the statements that describe you. The list with the greatest number of checks is your dominant learning style.
List 1
1. ___ reaches out to touch things 2. ___ collects things 3. ___ talk fast using hands to communicate what you want to say 4. ___ constantly fidgeting (e.g. tapping pen, playing with keys in pocket) 5. ___ good at sports 6. ___ takes things apart, puts things together 7. ___ prefers to stand while working 8. ___ likes to have music in the background while working 9. ___ enjoys working with hands and making things 10. ___ likes to chew gum or eat in class 11. ___ learn through movement and exploring the environment around you 12. ___ may be considered hyperactive 13. ___ good at finding your way around 14. ___ comfortable touching others as a show of friendship (e.g. hugging) 15. ___ prefers to do things rather than watching a demonstration or reading about it in a book.
List 2
1. ___ asks for verbal instructions to be repeated 2. ___ watches speakers’ facial expressions and body language 3. ___ likes to take notes to review later 4. ___ remembers best by writing things down several times or drawing pictures and diagrams 5. ___ good speller 6. ___ turns the radio or T.V. up really loud 7. ___ gets lost with verbal directions 8. ___ prefers information to be presented visually, (e.g. flipcharts or chalk board) 9. ___ skillful at making graphs, charts, and other visual displays 10. ___ can understand and follow directions on maps 11. ___ believes that the best way to remember something is to picture it in your head 12. ___ follows written instructions better than oral ones 13. ___ good at solving jigsaw puzzles 14. ___ gets the words to a song wrong 15. ___ good at the visual arts (art work, such as painting, photography, or sculpture, that appeals
primarily to the visual sense and typically exists in permanent form)
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List 3 1. ___ follows oral directions better than written ones 2. ___ would rather listen to a lecture than read the material in a textbook 3. ___ understands better when reads aloud 4. ___ struggles to keep notebooks neat 5. ___ prefers to listen to the radio rather than to read a newspaper 6. ___ frequently sing, hum or whistle to yourself 7. ___ dislikes reading from a computer screen especially when the backgrounds are fuzzy 8. ___ when presented with two similar sounds, can tell if sounds are the same or different 9. ___ requires explanations of diagrams, graphs, or maps 10. ___ enjoys talking to others 11. ___ talks to self 12. ___ uses musical jingles to learn things 13. ___ would rather listen to music than view a piece of art work 14. ___ uses finger as a pointer when reading 15. ___ likes to tell jokes, stories and makes verbal analogies to demonstrate a point
Total statements checked in each category: List 1—Tactile/Kinesthetic learning style __________ List 2—Visual learning style __________ List 3—Auditory learning style __________
Time Management Strategies Develop blocks of study time. About 50 minutes? How long does it take for you to become restless? Some learners need more frequent breaks for a variety of reasons. More difficult material may also require more frequent breaks. Schedule weekly reviews and updates. Prioritize assignments. When studying, get in the habit of beginning with the most difficult subject or task. Develop alternative study places free from distractions to maximize concentration. Review studies and readings just before class. Review lecture material immediately after class. (Forgetting is greatest within 24 hours without review.) Schedule time for critical course events such as papers, presentations, tests, etc. Develop criteria for adjusting your schedule to meet both your academic and non-academic needs. Create blogs or chat rooms to discuss and review course material. Effective Time Management Aids "To Do" list Write down things you have to do, then decide what to do at the moment, what to schedule for later, what to get someone else to do, and what to put off for a later time period Daily / weekly planner Write down appointments, classes, and meetings on a chronological log book or chart. If you are more visual, sketch out your schedule. First thing in the morning, check what's ahead for the day. Always go to sleep knowing you're prepared for tomorrow. Long term planner Use a monthly chart so that you can plan ahead. Long term planners will also serve as a reminder to constructively plan time for yourself.
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Original URL: http://www.teachervision.fen.com/study-skills/listening/2025.html
Memorizing Important Facts
Memorizing facts such as names, dates, vocabulary words or lists can be difficult. Here are several suggestions that can make memorizing a bit easier.
1. To remember a list of facts, try turning them into an acronym or mnemonic. o An acronym is a word formed from the initial letters or groups of letters of words
in a set phrase or series of words. For instance: WAC stands for Women's Army Corps, OPEC for Organization of Petroleum Exporting Countries, or LORAN for long-range navigation.
o A mnemonic is something intended to assist the memory, like a verse or formula. For instance, in order to remember the planets (in order) one mnemonic is the sentence: Mark's Very Extravagant Mother Just Sent Us Ninety Parakeets. The first letter in each word stands for a planet: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.
2. Make flashcards to remember math facts, vocabulary words and their definitions, or events and historical dates.
3. Create a rhyming poem to help remember names and dates. o An old favorite is: In fourteen hundred and ninety two Columbus sailed the ocean
blue. 4. Draw a dramatic or silly picture of the fact to make it particularly memorable. 5. In order to remember a larger number of facts, play the game of "Memory".
o To play, you need index cards, a pen or pencil, and 2 or more players. o Make the first card by putting a question on one side of it such as "Who is the
current President of the United States?" o Make a second card with the answer to the question on it: "President William
Jefferson Clinton". o Make enough pairs of cards to keep the game interesting. o Shuffle the cards and place them face down on a table or floor. o In order to play, each contestant picks up a card and tries to match it with its
correct counterpart. If successful, the contestant keeps the pair of cards and continues taking turns until he/she can no longer make any matches.
o The player that has the most cards in his/her possession at the end of the game wins.
o This game works well with cards that match by event and date, facts from the periodic chart, or vocabulary words and definitions.
The key to improving memory is to make it fun and to practice, practice, practice. © 2000-2010 Pearson Education, Inc. All Rights Reserved.
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Frequently Asked Questions
How will the International Baccalaureate Program benefit my student? The IB program provides a strong writing emphasis, develops critical thinking skills, promotes sound ethical thought, seeks international understanding, and instills commitment to community service. It also offers a more integrated curriculum, greater certainty of college admission, higher SAT scores, and a higher GPA in the freshman year of college than other students, including those enrolled in AP programs. Can my child earn college credit with IB exams? Absolutely. Visit www.ibo.org for IB recognition policies at North American colleges and universities. Do IB students also earn an Advanced Studies Diploma? Yes. In the Diploma Program, students earn sufficient credits for the Virginia Advanced Studies Diploma awarded by King’s Fork High School. How does the IB Diploma differ from the Virginia Advanced Studies Diploma? The IB Diploma is awarded by an external agency and is more global in scope and signifies a more integrated curriculum than the traditional diploma. How does the IB Program differ from Advanced Placement (AP)? Both offer college-level courses: AP provides students with the opportunity to select individual courses while the IB provides a comprehensive curriculum of college-level work. AP courses represent a national standard of excellence; the IB Program represents an international standard of excellence. Both programs rely on externally generated and assessed exams; however, AP exams measure in-depth mastery of specific concepts within a given subject area, placing particular emphasis on multiple-choice questions. By comparison, IB assessments place more emphasis on critical thinking and analysis and consist of a diverse array of formats: investigations, oral work, projects, and labs. IB exams are based on a broad understanding of concepts and fundamental themes and place a significant emphasis on student writing. IB scores reflect combined assessment by the classroom teacher and international examiners. How much work does a student have to do in the IB Program? The program is designed to provide a rigorous, broad-based liberal arts curriculum; therefore, the workload will be significant (approximately three hours of homework per evening). During the junior and senior years, each IB student must complete hours of community service projects and student activities. Also required in the IB program is the completion of a 4,000-word extended essay of original thought and research. Do IB students have summer assignments? Yes. All preDip and IB courses have required summer assignments. What type of student should consider the IB Program? Highly motivated, college bound students who are serious about acquiring the skills for success in higher education are the best candidates for this rigorous program. Does my child have to be gifted to succeed in the IB Program? No, but he or she must be highly motivated and have personal desire to be in the program. What assistance is provided for students in the IB Program?
(1) Teachers place a strong emphasis on study skills, time management, note taking, test-taking strategies, and learning styles.
(2) Teachers are available through e-mail and/or telephone for after-hours and summer assistance.
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(3) The teachers maintain a test/project calendar to ensure that students have no more than two major tests and/or projects scheduled for the same day.
(4) The counseling staff and the IB lead teacher are available for academic counseling. What if my child finishes the program but fails to score the 24-point minimum for earning the IB Diploma? The student will receive an IB certificate for each examination successfully completed, but not the IB Diploma. Can IB students participate in clubs, sports and other extra-curricular programs? Yes. IB students are full-time students in the school and are encouraged to participate in any clubs and extra-curricular activities offered, including all Virginia High School League (VHSL) sports and activities. Is IB a four-year program? No. The PreDip Program is a two-year preparatory program meant to facilitate the transition into the IB, but it is developed by the school district rather than the IBO. The IB, itself, is a two-year program developed by the IBO. Can my child transfer into the IB Program? Yes, if the student is transferring from another PreDip or IB Diploma Program and on a space-available basis. How does my child apply for the program? Students in eighth grade may obtain an application from any Suffolk Public Schools middle school guidance office, the Suffolk Public Schools web page, or from the IB Coordinator at King’s Fork High School. Applications will be available by December 1st and the application deadline is January 7th for the ninth grade PreDip Program. Applicants whose applications are received after the deadline will be placed on the official waiting list. What middle school courses provide preparation for the IB Program? Algebra I, foreign language, language arts, social studies, and science are required.
Is there a minimum grade point average (GPA) required in the IB Program? Yes. The minimum GPA is 3.0 or a B average. Beginning with the sophomore year, after a student spends one semester on academic probation, the student will be transferred from the program unless there are highly valid extenuating circumstances. Do IB courses carry additional weighting? Yes. Most preDip courses receive honors weighting (+.5). Most IB courses receive the same weighting as Advanced Placement (AP) courses (+1), with the exception of Theory of Knowledge (TOK), which is weighted an additional (+.5 .
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Differences between International Baccalaureate (IB) and Advanced Placement (AP)
Both International Baccalaureate and Advanced Placement are excellent preparation for college; however, the two programs differ in the type of student served and the means and methods utilized. The following charts highlight features of each.
Advanced Placement International Baccalaureate Gifted students who have excelled in previous courses and are recommended for AP by subject-area teachers.
Academically talented, highly motivated students with conspicuous analytical & critical thinking skills.
National standards of excellence. International standards of excellence.
College-level courses taken in the student’s area(s) of strength only.
Comprehensive curriculum of college-level work; all subjects taken at the IB level, weaknesses as well as strengths.
Breadth of knowledge. Breadth & depth of knowledge: students study a few key topic areas in depth in each subject.
Courses taught in isolation from one another. Interdisciplinary approach in course work, the TOK course & Extended Essay.
Content driven: courses represent freshman level college courses requiring assimilation of large quantities of information.
Process driven: students learn “how to learn” & engage in more independent projects.
More memory work required for success on AP examinations.
Less memory work required for success on IB examinations.
Critical thinking is important for success. Critical thinking is essential: students are evaluated on both the content & process of academic achievement. Exams are based on broad, general understanding of concepts and fundamental themes.
Course assessments emphasize multiple-choice (at least 50% of each exam) and essay-question formats.
Course assessments emphasize essay and oral formats; multiple-choice format used little.
AP scores are based solely upon external grades determined by qualified national examiners.
IB scores are based upon a combination of internal grading of required assessments by classroom teachers & external grades determined by 3,500 qualified examiners worldwide.
The entire curriculum as laid out must be covered but an indication is given of how much of the examination will be from each topic.
IB curriculum in each subject has a common core that must be covered and optional subject areas out of which a teacher selects 1 or 2 or 3 options depending on subject area and level.
AP suggests that students carry on personal research but does not require that they do (with the exception of Art Studio).
Each student has to do personal investigations in each subject and some of this work done during the course becomes a part of the final IB mark in the subject area.
Most AP examinations have 2 parts, total 2 or 3 hours in length, and are written on the same morning or afternoon.
Most IB exams are written in 2 separate sessions on 2 different days.
AP free responses questions are direct; they call for direct responses. (Student has had to engage in higher level thinking and integration in order to do this.)
Most essays are wide ranging in scope and require integration of material from different topic areas, the citing of specific research, and evaluation of research and theories.
Copyright, Mary Enda Tookey, 1999.
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IB Honor Code
The IB Program offers a quality education that not only insures knowledge, but cultivates the virtues of honor, courtesy, and perseverance. Of these virtues, honor is of great importance, for it is personal integrity that will influence and finally determine many of our actions and beliefs. This Honor Code exists in order to uphold and reinforce values that are central to the IB tradition of excellence and to prevent violations of that tradition such as cheating or plagiarism. Students should consider this Honor Code to be enforced in all IB classes and all activities associated with King’s Fork High School. IB defines malpractice in the following way:
Malpractice: behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in any assessment component.
It may include: 1. Collusion: when a candidate knowingly allows his or her work to be
submitted for assessment by another candidate. 2. Plagiarism: the submission for assessment of the unacknowledged work,
thoughts or ideas of another person as the candidate's own. 3. Duplication of Work: the presentation of the same work for different
assessment component and/or diploma requirements. 4. Any other behavior which gains an unfair advantage for a candidate or which
affects the results of another candidate. The King’s Fork IB Honor Code, simply stated, is: Students shall be honor bound to refrain from cheating of every kind, including plagiarism. Students shall be honor bound to take actions to stop any and all violations of this Honor Code which they see. Inaction implies that one condones inappropriate behavior. Living in a manner that is consistent with this code will produce an atmosphere of trust, freedom, and integrity necessary to the success of each student in this program. Without maintaining a high standard of honesty and conduct, the reputation of the school and of IB are compromised and society is poorly served. Honor Pledge I hereby pledge to uphold the Honor Code of the International Baccalaureate Program at King’s Fork High School. I shall refrain from all forms of academic malpractice: cheating; plagiarism; or other deceitful means of obtaining good grades. If I have knowledge that a student has violated the honor code, I have an obligation to take action to prevent damage to the program and its participants. I understand that breaches of the honor code are punishable according to the King’s Fork handbook for student conduct and may result in my removal from The International Baccalaureate Program and from King’s Fork High School.
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King’s Fork High School International Baccalaureate Baccalaureat International Bachillerato Internacional Notes/Notes/Notas Action/Action/Acciones
