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

communicate information, ideas and opinions
engage in conversation and exchange information and

demonstrate comprehension of specific factual
opinions orally and in writing in the target language.
information and attitudes, expressed in simple

Interpretive Communication –The learner will
spoken and written contexts, where the language is
understand and interpret written and spoken language on
familiar
a variety of topics in the target language.

identify main ideas and supporting details with

Presentational Communication – The learner will
familiar language and draw conclusions from
present information, concepts, and ideas to an audience
spoken and written texts where the language is
of listeners or readers on a variety of topics in the target
familiar
language.

understand and appropriately use basic structures

Cultures – The learner will gain knowledge and
and vocabulary
demonstrate understanding of the relationship among practices,

request and provide information in simple,
products, and perspectives of cultures other
familiar situations in both spoken and written contexts
than his/her own.

engage in oral production in familiar situations

Comparisons – The learner will develop insight into the
using comprehensible pronunciation and intonation
nature of language and culture by comparing his/her own language(s)
most of the time
and culture(s) to others.

Take part in formal and/or informal exchanges related

Connections – The learner will acquire, reinforce, and
to the areas of interaction and to cultural
further his/her knowledge of other disciplines through the foreign
and international issues with age- and topiclanguage.
specific guidance

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.
Time
Unit Topic/Objectives
Teaching/Learning
Activities
Assessment/
Evaluation
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
Area of Interaction
Focus and MYP
Guiding Question
Community & Service
How do I use what I
have learned to learn
more?
MMIB Candidate School MYP Course Outline
9
Mi casa es su casa.
weeks 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 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 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.
MMIB Candidate School MYP Course Outline






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 1
Prentice Hall
Practice Makes Perfect Spanish Workbook McGraw Hill