MYP1
Spanish(Phases1,2)
Mrs. Thais Ocando-Bravo (Profesora Thais)
Room 305
thais.ocandobravo@lejardinacademy.org
(808) 261-0707 X 4020
“Learning to speak another’s language means taking one’s place in the human
community. It means reaching out to others across cultural and linguistic boundaries.
Language is far more than a system to be explained. It is our most important link to the
world around us. Language is culture in motion. It is people interacting with people.” Savignon
The focus of MYP 1 (phases 1,2) Spanish is to introduce students to fundamental
communication skills in the Spanish language. This includes conversational Spanish,
reading and writing skills, as well as learning about customs and cultures in the
Spanish-speaking world.
Students are assessed and placed in the phase of language learning appropriate to
their level of knowledge, understanding and skill. Students will be assessed with phasespecific rubrics applicable to their level of language learning.
2014 – 2015 Scope and Sequence
All Unit Dates are projected and may be subject to change. You will find the most
current unit information on ManageBac.
Unit 1: Welcome to the World of Spanish
August-October
Key concept:
Connections Related concepts: Purpose and Patterns
Global context: Identities and relationships
Statement of inquiry: Being multilingual enables us to connect purposefully to others
both in developing deeper cultural understanding and having respect for one another's
similarities and differences
Inquiry questions:
 Factual: Where is Spanish spoken and why is it important in today's world?
 Conceptual: How can learning another language help develop an international
mindset?
 Debatable: Why do you think it is important to learn another language?
Summative assessment
Content :
 Know: (In)definite articles, that nouns have gender, the rules for making nouns
plural, introduction of subject pronouns (yo, etc), irregular verbs ESTAR, IR, &
SER in the “yo” and “tú ” present tense forms, adjectives, expressing likes and
dislikes.
 Understand: basic introductions, greetings, and expressing likes and dislikes
 Do: apply new vocabulary and grammar to answer introductory questions and
opinions on expressing likes and dislikes
Summative Assessment Tasks:
 Introductory pen-pal letter-written (Criterion C)
 Comprehension of likes and dislikes- Oral and visual (Criterion A)
Unit 2: Our Daily Lives
November-January
.
Key concept:
Communications
Related concepts: Form and Meaning
Global context: Personal and cultural expression
Conceptual Understanding
Statement of inquiry: Cultural norms are guidelines that shape our lives in what we
regard as duty and diversions.
Inquiry questions:
 Factual: What makes up our daily lives?
 Conceptual: How do we balance school and hobbies; how is it similar or
different in other countries?
 Debatable: What do you enjoy the most and the least in your daily life, why?
b Summative assessment
Content:
 Know: Conjugation in present tense of “regular” –ar ending verbs, also irregular
verbs, PODER, QUERER,JUGAR, IR and ESTAR, near future: “IR + a + 2nd verb
in the infinitive, contraction of “Ir + a + place (masculine singular).
 Understand: Our daily lives may be different than those in other countries.
 Do: apply new vocabulary and grammar when writing and speaking.
Summative Assessment Tasks
 Visual Interpretation and Comprehension (Criterion B)
 Presentation on student’s daily life (Criterion D)
Unit 3: Fabulous Food
Mid
February-April
Key concept: Creativity
Related concepts: Purpose, Function
Global context: Scientific and technical innovation (Adaptation, ingenuity and
progress):
Statement of inquiry: Our world has progressed with scientific and technical
innovations plus
cultural exchanges; food is a reflection of evolution, creativity, and
adaptation.
Inquiry questions:
Factual: Why is food important?
Conceptual: How has what people eat changed over time?
Debatable: How does our culture impact what we eat?
Content
 Know: food vocabulary and pertinent verbs. Present tense of regular –er ending
verbs (e.g. comer, beber, deber), expressing likes and dislikes :e.g. (no) me
gusta(n) + noun(s)
 Understand: The proper use of articles (definite and indefinite) when describing
food likes and dislikes and when same is in singular or plural form.
 Do: Conjugation in present tense of regular –er and –ir ending verbs, be able to
respond to ask questions about food and also ask questions on same.
Summative Assessment Tasks
 “Una conversación sobre la Comida” (A Conversation about Food) (Crit. A)
 “ Un dialogo entre personas en un restaurante” (A Talk Among People at a
Restaurant) (Crit.C)
Unit 4: Family
Mid April-May
Key concept: Communities
Related concepts: Conventions, Structure,
Accent
Global context: Identities and relationships (Identity formation, self-esteem, status,
roles and role models)
Statement of inquiry: Each culture has a family structure that reflects its community’s
norms and expectations about the roles and status of each member.
Inquiry questions:
Factual: What are the definitions of family?
Conceptual: How has family structure changed over time?
Debatable: What is your role in your family and how does it differ in a different
culture?
Content
 Know: family terms, use of the possessive adjectives
“mi(s), tu(s),
su(s)”,conjugate in present tense the irregular verbs, in all its forms of “tener”
and “ser”
 Understand: Students will understand use of different family terms and when to
use particular possessive adjectives in the singular and plural forms
 Do: Describe different family members, appropriately use possessive adjectives,
and be able to conjugate “tener” and “ser” in present tense
Summative Assessment Task(s)
 “Mi familia” (My family) (Crit. D)
 “Como es mi familia” (What my family is like) (Crit. B)
Language acquisition Criteria
A. Comprehending spoken and visual text
Achievement
Levels
0-8
B. Comprehending written and visual text
0-8
C. Communicating in response to spoken, written and visual
text
0-8
D. Using language in spoken and written form
0-8
Please refer to the MYP Parent Assessment Handbook for more information on MYP
grading.
You are also welcome to contact me, Vicki McNeill (HS Principal), Damian Rentoule
(MS Principal),
or Diane Smith (MYP Coordinator) with any questions about the MYP grading
philosophy and practices.
Office hours in room 305:
Students are encouraged to use study hall or lunch recess to receive extra learning
support. In addition, after school meetings can be arranged deferring to scheduled
faculty meetings.