IBMYP LEVEL: Level 4 and 5
Mrs. Orit cohen
Office hours: Wednesdays, 7:15-8am
Hebrew 6 is designed for students who completed Hebrew 5, and/or passed a placement exam that tests the language skills that they have acquired.
The goal of teaching this course is to develop the student's active linguistic ability, based on knowledge and proficiency in the six dimensions: language skills, subject area content, thought processes, communicative activities, linguistic grammatical topics and genres.
Student Expectations: What do I expect of you as a student?
-Come to class on time and ready to learn: pen, paper, binder, book(s), & in dress code
-Be honest and open when facing challenges/difficulties regarding this course
-Be a responsible advocate for your own education
-Communicate (email, in person, phone call) when you will be absent and retrieve the work
from our website, me, or another student
Teacher Expectations: What can you expect of me as a teacher?
-Plan high quality lessons
-Inform you of the day's work, the Unit's goal(s), etc.
-Give you an opportunity to participate and contribute
-Provide meaningful feedback on your work to help you learn and grow
-Answer emails within 48 hours (72 for weekends)
-Listen to your requests when presented respectfully and appropriately (& and give
you an opportunity to rephrase when they are not)
Grades are based on percentages.
Judaic Holidays & No-Homework Days
See Appendix A
It is not possible to succeed in this class without being present promptly and consistently. Further, it is not sufficient to be physically present; you must be prepared and intellectually engaged each day.
Per the Upper School policy, students who are absent more than 7 times in a course, for any reason (unless otherwise approved by the Head of the division or his/her designee), will receive a half grade reduction (or 5%, as applicable) on their final grade, with an additional half grade reduction (or equivalent percentage, as applicable) for any additional absences. Attendance in the Middle School is equally important and is monitored closely. Keep in mind that excessive absences can lead to decreased learning and therefore lower academic performance.
In addition, punctuality is important. Being late disrupts the learning environment, affecting the entire class, not just you. As such, the fifth time you are late for class, an absence will be recorded. Any further tardiness will be marked as absences.
Makeup Work Policy
Students must make up missed work. The maximum number of days allowed to make up missed work is equal to the number of days the student was absent.
It is the student's responsibility to collect all assignments and obtain the necessary materials to complete the work.
In extreme cases modifications to this policy need approval from the Head of the Upper School or his/her designee.
Make-up TEST Policy
1. Students are REQUIRED to sit for make-up exams within 48 hours of their RETURN to school. Students can fully expect a different assessment from that given to students on the regular test day. If a student has missed multiple assessments (3 or more quizzes/tests in HS; 2 or more in MS), then the student must contact the administration and depending upon the need, an alternate timeline will be created.
2. An 11% reduction in the grade will be levied on quizzes/tests for each day an assessment is not made up beyond the 48 hour limit.
3. After 5 days missed quizzes/tests become a zero.
4. Exceptions to the above can ONLY BE MADE with the Head of Upper School (or his/her designee).
5. Faculty do not administer make up exams. Students MUST take these exams during after-school and before-school testing times, in the official location(s).
6. Students who habitually miss quizzes/tests may be subject to administrative inquiry and modification of make up testing privileges.
Key Assessment Tasks, per IB minimums:
Students can expect to be assessed against each of the Hebrew Language Assessment Criteria multiple times. There are four assessment criteria in Hebrew Language: Criterion A: Oral communication; Criterion B: Visual interpretation; Criterion C: Reading Comprehension; Criterion D: Writing. Summative assessments will include (but are not limited to) the recordings of speaking activities, writing assignments, and reading comprehension activities judged against each of the assessment criteria, among others.
Students in Hillel High School/Middle School Hebrew Classes can expectÃ¢ÂÂ¦
2 test per unit
3 quizzes per unit
1 graded HW per week
Daily participation grade
Writing assignment and projects
Units of Study correspond to our Hebrew language books:
Unit 18: Take me to your leader
Unit 21: Freedom
Unit 22: Journey forth
Methods of Assessment:
A balance of formative and summative assessments will be used to assess students' learning and teacher's teaching. Rubrics and checklists will provide students with assignment expectations. As noted above, students will be assessed on each of the MYP criteria for this subject. Summative assessments utilizing the rubrics for the specific MYP Criteria will be converted (when appropriate) to "number grades".
Subject Area AIMS:
Hebrew Language (Language B) (levels 1-5)
The aims of the teaching and learning of MYP language B are to:
develop the student's communication skills necessary for study, work and leisure in a range of different, authentic contexts and for a range of audiences and purposes
enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication
enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning
enable the student to recognize and use language as a vehicle of thought, reflection and self- expression and learning in other subjects, and as a tool for enhancing literacy
enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components
offer insight into the cultural characteristics of the communities where the language is spoken
encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities
foster curiosity, inquiry and a lifelong interest and enjoyment in language learning.
Role of the Areas of Interaction in course:
During the course, we will use the International Baccalaureate's Areas of Interaction to build connections between students' knowledge and experience related to the real world. Students will examine/study content and build skills through the contexts of Environments, Health & Social Education, Community Service, and Human Ingenuity. In addition, students will develop Approaches to Learning that help them become problem solvers and critical thinkers. Specific Approaches to Learning skills that will be taught include:
Thinking: critical; creativity & innovation; reflection; transfer
Communication: interacting; literacy
Self-Management: organization; affective skills
Research: information; media literacy; critical literacy
Holistic Learning, Intercultural Awareness, Communication are stressed in this course repeatedly. Links to examples of learned material outside of class and other content areas will be presented to deepen conceptual understanding, and vice versa. Similarly, opportunities to connect this learning to other cultures and belief systems will be discussed and examined. Communication skills, both written and oral will be enhanced throughout the term of this course.
The IB Learner Profile: Students' time spent in coursework throughout the year will develop their knowledge and skill base, and at the same time, Hillel recognizes that the whole child needs attention. To this aim, the IB Learner Profile below will be addressed, developed, and reinforced throughout all five years of the program. In addition, as your instructor, I will do my best to model this profile as well.
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.
Academic Integrity notice:
At Hillel, we are mindful that the Torah instructs us to keep "emet," or truth, at the very core of our beings. As such, we require the members of our community to uphold a code of ethics, which includes strict rules and standards with regards to academic integrity. Those who are not willing, to the best of their ability, to abide by this code are not welcome here.
Specifically, we wish to remind all our students of the following:
Any assignment, test, report or other work submitted by you, or that bears your name, is presumed to be your own, original work, done specifically for the purpose of that assessment, according to the rules and regulations set forth by the school and/or that class.
Similarly, the words and ideas you present in any work that bears your name is presumed to belong to you, unless proper attribution is provided (meaning you have fully identified the original source and the extent to which you have reproduced the source in your work).
If you are uncertain as to whether your work meets these standards, or whether you have met the requirements for a specific assignment or assessment, please seek assistance from the instructor.
All students must write or type the "honor code" on each graded assessment turned in for this class.
Further information regarding rules of academic integrity are available in the student handbook, or from your school administrator.
Our most valued possession is our integrity, and we endeavor to impart this lesson to our students. Please be proud of your academic accomplishments, and seek to demonstrate integrity, honesty, and truth in all your interactions at Hillel.
Academic Dishonesty Definitions (University of Pennsylvania)
Activities that have the effect or intention of interfering with education, pursuit of knowledge, or fair evaluation of a student's performance are prohibited. Examples of such activities include but are not limited to the following definitions:
Using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work or preventing, or attempting to prevent, another from using authorized assistance, material, or study aids. Example: using a cheat sheet in a quiz or exam, altering a graded exam and resubmitting it for a better grade, etc.
Using the ideas, data, or language of another without specific or proper acknowledgment. Example: copying another person's paper, article, or computer work and submitting it for an assignment, cloning someone else's ideas without attribution, failing to use quotation marks where appropriate, etc.
Submitting contrived or altered information in any academic exercise. Example: making up data for an experiment, fudging data, citing nonexistent articles, contriving sources, etc.
D. Multiple Submissions
Multiple submissions: submitting, without prior permission, any work submitted to fulfill another academic requirement.
E. Misrepresentation of academic records
Misrepresentation of academic records: misrepresenting or tampering with or attempting to tamper with any portion of a student's transcripts or academic record, either before or after coming to Scheck Hillel Community Day School. Example: forging a change of grade slip, tampering with computer records, falsifying academic information on one's resume, etc.
F. Facilitating Academic Dishonesty
Knowingly helping or attempting to help another violate any provision of the Code. Example: working together on a take-home exam, etc.
G. Unfair Advantage
Attempting to gain unauthorized advantage over fellow students in an academic exercise. Example: gaining or providing unauthorized access to examination materials, obstructing or interfering with another student's efforts in an academic exercise, lying about a need for an extension for an exam or paper, continuing to write even when time is up during an exam, destroying or keeping library materials for one's own use., etc.
* If a student is unsure whether his action(s) constitute a violation of the Code of Academic Integrity, then it is that student's responsibility to consult with the instructor to clarify any ambiguities.
Citation: Penn: Academic Integrity at Penn. (n.d.). Penn: University of Pennsylvania. Retrieved June 25, 2013, fromhttp://www.upenn.edu/academicintegrity/ai_codeofacademicintegrity.html
This site is used by ALL INSTRUCTORS at Hillel for turning in end of unit essays, projects, etc. In addition, a teacher reserves the right to submit ANY student work to the service at their discretion, and check other sites to authenticate student work.
Each student has signed and acknowledged the appropriate use policy for technology, and will be held to the standards identified in this document.
I understand the contents of this syllabus, and will abide by the conditions set forth herein.
Student signature: Parent/guardian signature:
Scheck Hillel Community School
Jewish Holiday Test, Quiz, HW and
Athletic Games and Practices Policy 2014/15
In an attempt to provide clarity with regards to our Test/Quiz/HW and Athletic Practice/Game policies both before and immediately after Jewish holidays please see this document with all the details, dates and policies per Jewish holiday over the course of the year.
Please review this detailed list carefully and let me know if you have any questions or concerns.
If you would like an explanation as to what each of these holidays are all about I would be happy to sit with you and learn.
Wed. Sept. 24 - day before Rosh Hashana/No Classes - HW may be given that day that is due for Mon. Sept. 29. No athletic practices or games
Thurs.-Fri. Sept. 25/26 - Rosh Hashana - No Classes - No HW can be done on these days
Sun. Sept. 28 - No athletic practices or games
Fri. Oct. 3 - day before Yom Kippur - No Classes - HW may be given that day that is due for Mon. Oct. 6
Sat. Oct. 4 - Yom Kippur - No Classes
Wed. Oct. 8 - day before Sukkot - No Classes - No HW can be given that day that is due for Mon. Oct. 13
Thurs-Fri. Oct. 9/10 - First Days of Sukkot - No Classes
Mon.-Tues. Oct. 13/14 - Chol HaMoed Sukkot - No tests or quizzes. Homework can be given if it is absolutely necessary but no HW should be given those days that are due for Mon. Oct. 20. Yes to athletic practices and games
Wed. Oct. 15 - Day before Shemini Atzeret - No Classes - No HW should be given that day that is due for Mon. Oct. 20. No athletic practices and games
Thurs.-Fri. Oct. 16/17 - Shemini Atzeret/Simchat Torah - No Classes
Tues. Dec. 16 - Eve of Chanukah - No HW should be given that is due during the week of Chanukah. You can give tests and quizzes on this day
Wed. - Wed. Dec. 17 - 24 - Chanukah - No tests, quizzes or HW. Yes to athletic practices and games
Wed. Mar. 4 - Fast of Esther - No tests or quizzes should be given. No athletic practices or games
Thurs./Fri. Mar. 5/6 - Purim/Shushan Purim - No tests or quizzes should be given. No athletic practices or games
Wed. April 1 - day before Passover - No HW, assignments or projects should be given that day that are due for Mon. April 13
Thurs. April 2 - Sun. April 12 - Passover - No classes
Wed. April 15 - Yom HaShoah (Holocaust Remembrance Day) - No athletic practices or games. You can give tests, quizzes and HW
Wed. April 22 - Yom HaZikaron (Israel Memorial Day) - No HW should be given that day that is due on Thurs. April 23. You can give tests, quizzes and HW. No athletic practices or games
Thurs. April 23 - Yom HaAtzmaut (Israel Independence Day) - No test, quizzes or HW. No athletic practices or games
Fri. May 22 - No HW should be given that day that is due for Tues. May 26