MMIB Candidate School MYP Course Outline
Language B/Spanish
MYP Level 2
Celia Santos
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
- Interpretive Communication –The learner will
a variety of topics in the target language.
- Presentational Communication – The learner will
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
- 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
and professional growth and enrichment. /
- communicate information, ideas and opinions
- demonstrate comprehension of specific factual information and attitudes, expressed in simple
familiar
- identify main ideas and supporting details with familiar language and draw conclusions from
- understand and appropriately use basic structures
- request and provide information in simple,
- engage in oral production in familiar situations
most of the time
- Take part in formal and/or informal exchanges related to the areas of interaction and to cultural
specific guidance
Time / Unit Topic/Objectives / Teaching/Learning Activities / Assessment/ Evaluation / Area of Interaction Focus and MYP Guiding Question
9 weeks / Who are you?!
Personal & Family information / Think/Pair/Share – exchange questions and answers – review topics
Family Tree project
Round robin – questions about family members / Oral communication
(Dialogue) –
Criteria A & B / Community & Service
How do I use what I have learned to learn more?
9 weeks / Mi casa es su casa.
House vocabulary & chores / Students create floor plan of house
Oral – give tour of your house; describe a room & your classmates draw the room based on what they hear
Role play conversations among family members / Reading & Writing (Housing advertisements & essay explaining preference) –
Criteria C & D / Human Ingenuity
Why does learning house-related vocabulary help you understand the culture of a different group of people?
9 weeks / Let’s go out to eat!
Food & Restaurant / Group work – create menu; create skit for restaurant
Write a critique of restaurant
Read authentic menus from French-speaking countries / Oral communication (Dialogue) –
Criteria A & B / Health & Social Education
How does going out to eat to local ethnic restaurants provide us with a culture lesson?
9 weeks / Welcome to my world.
Places in the community / Students create a map of their community – each location is described in detail.
Shopping for food & clothing – role play
Read ads in French newspaper / Writing
(Pen pal letter) –
Criteria C & D / Environments
How does the layout of a town or city reflect its culture?
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 portfoliowill 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 MYP assessment criteria to parents and students, we will:
- Post all assessment criteria on MMIB Candidate 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 / Oral Communication / Maximum 8
Criterion B / Visual Interpretation / Maximum 8
Criterion C / Reading Comprehension / Maximum 8
Criterion D / Writing / Maximum 8
Texts and Other Resources:
En Español Uno McDougal Littell
Realidades 1Prentice Hall
Practice Makes Perfect Spanish Workbook McGraw Hill