Language B/Spanish
MYP Level 1
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.
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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.
IB Aims/Objectives:
By the end of the first year, the student
will be able to:
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Communicate information, ideas and
opinions
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Demonstrate comprehension of
specific factual information and
attitudes, expressed in simple spoken
and written contexts, where the
language is familiar.
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Identify main ideas and supporting
details with familiar language and
draw conclusions from spoken and
written texts where the language is
familiar.
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Understand and appropriately use
basic structures and vocabulary.
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Request and provide information in
simple, familiar situations in both
spoken and written contexts.
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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
9
weeks
Welcome to Spanish!
Introduction – Basic vocabulary &
expressions; personal information
Oral
communication
(Dialogue) –
criteria A & B
9
Welcome to Spanish class!
Think/Pair/Share –
exchange questions and
answers – basic
vocabulary
Round robin – personal
information questions
Bingo & Spelling games
Oral – My favorite class
Writing
Area of Interaction
Focus and MYP
Guiding Question
Human Ingenuity
How does language
help us understand
people who come from
different cultures?
Environments
weeks
School – classes & supplies; basic
grammar
9
weeks
I’m as busy as a bee!
Activities – school, pastimes, likes &
dislikes, clothing & body; basic verb
conjugation – regular –ar verbs
9
weeks
Do you eat to live or live to eat?
Food – common food & beverages,
meals; Verb conjugation -er & -ir verbs
Create shopping list –
supplies for classes
Create homework
schedule
Pictionary
Row relay – verb practice
Interview – what
classmates do after
school
“Simón dice”
Mime contest
(Pen pal letter) –
criteria C & D
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
Reading, Writing
& Oral
communication
(pen pal letter,
response, & oral
synopsis) –
criteria C, & A
How does being able
to describe your
environment help you
function within it and
improve it?
Community &
Service
How can I be sure that
people from different
cultures understand
me?
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:
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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.
Plans for Communication
In order to effectively communicate IB 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.
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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 1
Prentice Hall
Practice Makes Perfect Spanish Workbook McGraw Hill