MM School MYP Course Outline
Language B/Spanish
MYP Level 3
Victoria Principe
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.
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Time
9
weeks
NCSCOS 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.
Unit Topic/Theme/
Objectives
Summer’s over – back to work!
School days – classes & activities
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IB Aims/Objectives:
communicate information, ideas and opinions
demonstrate comprehension of specific factual
information and attitudes, expressed in spoken and written
contexts
identify main ideas and supporting details and draw
conclusions from spoken and written texts
understand and appropriately use structures and
vocabulary
request and provide information in both spoken and
written context
engage actively in oral production using comprehensible
pronunciation and intonation
take part in formal and informal exchanges related to the
areas of interaction and to cultural and international
issues
Teaching/Learning
Activities
Assessment/ Evaluation
Area of Interaction
Focus and MYP
Guiding Question
Mini-debates – which
subject is the best and
why
Create poster of “the
perfect class”
Dialogue – invite friend to
join your club / attend
school function
Differentiated group
projects– My day – oral /
writing (essay) / visual
(poster)
Oral – criterion B;
Writing – criterion D
Health & Social
Education
How can I make
changes to balance
my daily life?
MM School MYP Course Outline
9
weeks
Let’s have some fun!
Free time – activities, sports,
creativity, entertainment
9
weeks
Mr. Roger’s Neighborhood
My home town – places & people in
my community
9
weeks
Are we there yet?
Traveling
Story board describing
typical weekend
Oral – favorite sport /
athlete; favorite movie /
actor
Prepare “Oscar” or
“Grammy” speech
Read articles in French
newspaper or magazine
Write invitation to friend
to go shopping for special
event
Create errand list for
family members
Describe your favorite
place to go in your
community
Invite native guest
speaker from community
Read ads in French
newspaper
Role play – planning trip
with travel agent; on
airplane; checking in at
hotel
Writing – note to sibling
on what to pack for trip
Create poster of Frenchspeaking country –
presentation includes oral
& dish
Writing
(pen pal letter) – criteria
C&D
Human Ingenuity
How do people use
what they have
available in order to
have fun?
Oral communication
(Role play) –
criteria A & B
Community &
Service
How do people
form a community?
Reading, Oral
communication &
Writing
(Travel brochures, oral
presentation of specific
place & written critique
of oral presentations) –
criteria E, A & C
Environments
How can I learn
about new places?
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:
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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.
MM School MYP Course Outline
Plans for Communication
In order to effectively communicate MYP assessment criteria to parents and students, we will:
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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.
Students will be assess on the following criteria's:
Language B: Assessment Criteria (see specific teacher’s website for scoring rubrics)
Oral communication
Criterion A
Maximum 8
Visual interpretation
Criterion B
Maximum 8
Reading comprehension
Criterion C
Maximum 8
Writing
Criterion D
Maximum 8
Texts and Other Resources:
Realidades 2- Pearson Prentice Hall