The International School at Thornton Middle
COURSE OUTLINE
2015-2016
MYP SUBJECT
MYP Grade Level
Language Acquisition Spanish for Native Speakers
6th, 7th and 8th
BRIEF description of the course
¡Bienvenidos a Español para Hispanohablantes! This course is designed to develop and challenge students’ ability in
speaking, reading, writing, and cultural awareness in Spanish. Students will be offered the opportunity to examine and
reflect on the Spanish they have learned previously and to further develop their literacy skills in an academic setting. This
course also explores cultural heritage, traditions, customs, and focuses on what it means to be a native Spanish speaker.
Primary text: Entre mundos An Integrated Approach for the Native Speaker
Supplemental text: El español para nosotros Curso para hispanohablantes Nivel 1
Description of how this course incorporates the state standards and the MYP AIMS and Objectives.
Standards:
COMMUNICATION: Communication in languages other than English.
1.1 Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
(interpersonal mode).
1.2 Understand and interpret written and spoken language on a variety of topics (interpretive mode).
1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (presentational
mode).
CULTURE: Knowledge and understanding of other cultures.
2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
2.2 Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
CONNECTIONS: Connections with other disciplines and information acquisition
3.1 Reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Acquire information and recognize the distinctive viewpoints that are only available through the target language and its
cultures.*
*This standard is to help students connect their individual perspectives to develop a global awareness.
COMPARISONS: Comparisons to develop insight into the nature of language of culture.
4.1 Demonstrate understanding of the nature of language though comparisons of the language studied and their own.
4.2 Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
AIMS: The aims of the teaching and learning of MYP Language Acquisition are to:
A. 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.
B. Enable the student to develop multi-literacy skills through the use of a range of learning tools in the various modes
of communication and to develop an appreciation of a variety of literary and non-literary texts. Also to develop
critical and creative techniques for comprehension and construction of meaning.
C. 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.
D. Offer insight into the cultural characteristics of the communities where the language is spoken and to 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.
Objectives: As appropriate to the phase, the student is expected to be able to:
A. Comprehending spoken and visual text –
-listen for specific purposes and respond to show understanding
-interpret visual text that is presented with spoken text
-engage with the text by supporting opinion and personal response with evidence and examples from the text.
B. Comprehending written and visual text–
–read for specific purposes and respond to show understanding
-interpret visual text that is presented with written text
-engage with the text by supporting opinion and personal response with evidence and examples from the text.
C. Communicating in response to spoken, written and visual text –
-interact and communicate in various situations
-express thoughts, feelings, ideas, opinions and information in spoken and written form
-speak and write for specific purposes.
D. Using language in spoken and written form – Organize and express thoughts, feelings, ideas, opinions and
information in writing, write for specific purposes, and develop accuracy when writing in the target language.
ROLE of the learner profile in this course
Native Spanish speakers are:

Inquirers: Students will be encouraged to ask questions and seek information about topics of personal interest.

Communicators: Students will listen, speak, read and write in Spanish.

Open-minded: Students understand and appreciate their own cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and communities.

Risk-takers: Students have the independence of spirit to explore new roles, ideas and strategies. They are brave and
articulate in defending their beliefs.

Reflective: Students 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.
ROLE of the Key and Related Concepts in this course
Each unit of study will include a Key and Related Concept within a Global Context. The Key and Related Concepts will be
enforced through making connections, self-reflection, student driven inquiry, and real world interactions that strengthen and
extend student awareness and understanding through meaningful exploration and self-assessment.
Key concepts for this course are: Aesthetics, Change, Communication, Communities, Connections, Creativity, Culture,
Development, Form, Global interactions, Identity, Logic, Perspective, Relationships, Systems and Time, place and space.
The Related Concepts used in this course to promote depth of learning will be a combination of those from Language and
literature as well as Language acquisition.
Method of assessment
Assessment will vary to include both formative and summative assessments.
Formative

Project research

Quizzes

Homework

Audio practices that accompany the text

Listening and reading practice

Partner communicative activities

Notebook checks

Personal writing entries

Grammar exercises

Contribution to class/group discussions

Conferences
Summative

Oral communication
o Conversations/Dialogues
o Debates

Visual interpretation
o Culture
o Songs
o Realia
o Video clips

Reading comprehension
o Familiar and unfamiliar texts
o Book reports/projects

Writing
o Formal compositions
Grading policy including the use of MYP criteria
This course assesses on four criterion. The criterion are Comprehending spoken and visual text, Comprehending written and
visual text, Communicating in response to spoken, written and visual text, Using language in spoken and written form; and
the rubric achievement levels are 0 to 8. I will grade all summative assessments with rubrics. In all courses, the higher the
rubric score on a summative assessment, the better the student’s demonstration of knowledge. At the end of the semester
and year, I will issue a Final MYP Mark. I will determine the MYP Final Mark by the knowledge the student demonstrates
throughout the semester and year in each criterion. As your teacher, I will consider summative assessments, formative
assessments, observations, and student circumstances when giving an MYP Final Mark. To determine the MYP Final Mark, I
add the trend score in each of my content area’s criterion. I then give an MYP Final Mark based on a 1 through 7 scale
provided by The International Baccalaureate. Again, the higher the 1-7 score, the better the mark. Missing assignments for a
student that has not completed any work, has not turned in a project, or has not attempted an assessment will become part
of the overall demonstration of knowledge that I will consider for an MYP Final Mark. Every student has the right to take a
summative assessment once. However, re-takes/re-dos will not be permitted until all classwork has been completed and a
study session attended. I will evaluate exceptions on a case-by-case basis. Students who complete 95% of classwork will be
allowed to re-take/re-do assessments provided that the student attends a help/study session with the teacher. The study
session requirements will be an agreement between the teacher and the student. Re-takes/re-dos of assessments must be
completed by the end of the next unit. In addition, all make-up work must be completed by the end of the next unit.
Students will always receive the highest grade they achieve on a test.