MM School MYP Course Outline
Language B/Spanish
MYP Level 1
Language B Course Description
Fundamental Concepts: The primary goal of Language B is to encourage students to gain competence in a modern language (other than their native language) with the long-term goal of bilingualism. This goal will be achieved by keeping the three IB fundamental concepts in mind. Communication: Language B students will be able to communicate orally and in writing in both formal and informal settings on a variety of topics. Holistic learning: Throughout the course, students will be able to connect content to other disciplines and real world situations. International-mindedness: Students will be made aware of cultural similarities and differences with people in countries where the target language is spoken.
I B Learner Profile: Language B stimulates students to acquire and improve certain attributes such as being a risk-taker and challenging themselves to use the language with native speakers; becoming open-minded and caring to the diverse people with whom they may have an interaction; being principled and balanced regarding their work in and out of the classroom; and to become more inquisitive, better thinkers and increasingly reflective about their role in the IB community. By growing in these areas, Language B students will have established learning techniques that will produce a desire to be lifelong learners and better world citizens.
NCSCOS Aims/Objectives: / IB Aims/Objectives:· Interpersonal Communication – The learner will engage
in conversation and exchange information and opinions orally and in writing in the target language.
· Interpretive Communication –The learner will understand and interpret written and spoken language on a variety of topics in the target language.
· Presentational Communication – The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of
topics in the target language.
· Cultures – The learner will gain knowledge and demonstrate understanding
· of the relationship among practices, products, and perspectives of cultures other than his/her own.
· Comparisons – The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others.
· Connections – The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language.
· Communities – The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. / By the end of the first year, the student will be able to:
· Communicate information, ideas and opinions
· Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts, where the language is familiar.
· Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar.
· Understand and appropriately use basic structures and vocabulary.
· Request and provide information in simple, familiar situations in both spoken and written contexts.
· Engage in oral production in familiar situations using comprehensible pronunciation and intonation most of the time.
· Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age- and topic-specific guidance.
Time / Unit Topic/Theme/
Objectives / Teaching/Learning Activities / Assessment/ Evaluation / Area of Interaction Focus and MYP Guiding Question
9
weeks / Welcome to Spanish!
Introduction – Basic vocabulary & expressions; personal information
/ Think/Pair/Share – exchange questions and answers – basic vocabulary
Round robin – personal information questions
Bingo & Spelling games / Oral communication (Dialogue) –
criteria A & B / Human Ingenuity
How does language help us understand people who come from different cultures?
9 weeks / Welcome to Spanish class!
School – classes & supplies; basic grammar / Oral – My favorite class
Create shopping list – supplies for classes
Create homework schedule
Pictionary / Writing
(Pen pal letter) – criteria C & D / Environments
How does being able to describe your environment help you function within it and improve it?
9 weeks / I’m as busy as a bee!
Activities – school, pastimes, likes & dislikes, clothing & body; basic verb conjugation – regular –ar verbs / Row relay – verb practice
Interview – what classmates do after school
“Simón dice”
Mime contest / Reading, Writing & Oral communication
(pen pal letter, response, & oral synopsis) –
criteria E, C, & A / Community & Service
How can I be sure that people from different cultures understand me?
9 weeks / Do you eat to live or live to eat?
Food – common food & beverages, meals; Verb conjugation -er & -ir verbs / Guessing game - students pick picture of food & describe for classmates
Students create a daily food pyramid with pictures and labels
Role play – I’m hungry! / Poster (typical meals in Hispanic countries) &
oral presentation – criteria B & D / Health & Social Education
Why do differing surroundings change what people eat?
Role of the Areas of Interaction:
Human Ingenuity –– Students will learn to examine experiences and reflect on the creative process using language B and associated cultures.
Approaches to Learning— Students will learn to take responsibility for their own learning through effective strategies that facilitate the four language skills— listening, speaking, reading and writing.
Health and Social Education— Students develop an appreciation of physical, social and emotional health and intelligence, which helps lead to a complete and balanced lifestyle.
Environments— Students will acknowledge the importance of the interdependence of humans and the world and the need to make contributions to improve our environments.
Community and Service— Students are encouraged to be responsible citizens as they deepen their knowledge and understanding of the world around them.
Grading Policy:
Plans for Assessment
In order to ensure that students have a clear understanding of the assessment criteria and to establish a clearly defined system by which the teachers assess students, we will:
· assess each criterion for each subject at least twice by the end of eighth grade.
· maintain an MYP assessment portfolio for each student in each subject. The assessment portfolio will include task descriptions, the criteria for the subject, a section for student reflection, and a section for parent signature and response.
· bring task, rubric, and samples of student work to share and reflect
· ensure that the assessment tasks assigned in each subject area are in line with the moderation of assessment requirements for that subject area.
· distribute portfolios to students at the beginning of each semester/quarter.
· submit samples of completed portfolios to the MYP coordinator at the end of each semester to share with the whole staff.
· create adapted rubrics for years 1-4.
· standardize assessments by subject area at least once a year.
· collaborate and use common MYP assessments for courses being taught by more than one teacher.
· participate in IB assessment as required.
Plans for Communication
In order to effectively communicate IBMYP assessment criteria to parents and students, we will:
· Post all assessment criteria on MM School’s web page and on teachers’ web pages.
· Post subject area rubrics on individual teachers’ web pages as necessary.
· Provide students with copies of the criteria in each subject area at the beginning of each course.
· Require students to complete a reflection after each MYP assessment task and obtain a parent signature documenting that the parent has seen the assessment results.
· Incorporate students’ IB progress into student-led conferences.
· Incorporate students’ IB progress into parent-teacher conferences.
· Offer Parent/Family Nights to educate parents and incoming students.
Language B: Assessment Criteria (see specific teacher’s website for scoring rubrics)Criterion A / Speaking and listening- message and interaction / Maximum 8
Criterion B / Speaking- language / Maximum 8
Criterion C / Writing- message and organization / Maximum 8
Criterion D / Writing- language / Maximum 8
Criterion E / Reading comprehension / Maximum 16
Texts and Other Resources:
En Español Uno McDougal Littell
Realidades 1 Prentice Hall
Practice Makes Perfect Spanish Workbook McGraw Hill