Vertical Planner
Year level: MYP1 – Phase 1
Subject: Spanish
Overview
Key
Concept
Related
Concept
Global Context
Statement of
Inquiry
MYP subject group
objective(s)
ATL Skills
Content
(topic, knowledge, skills
Introduction
to “español”
Identity
Function
Identities and
relationships
(identity
formation)
Conversations with
others reflect our
identity and
connect us to
others.
Communication Selfmanagement
Greetings, introductions, where I’m
from, days, weather, classroom
phrases (pre-unit) Greetings,
introductions, where I’m from, days,
weather, classroom phrases (preunit)
Vamos a la
escuela!
Culture
Context
and
meaning
Fairness and
development
(inequality,
difference and
inclusion)
One culture’s
meaning of school
may be different
from another
culture’s,
depending on the
context
-Listening comp based on
video: Criterion A
-Write a short task to a
new pen friend”
- Criterion D Reading
Comp:
- Criterion B visual
- Your school ISA: Oral
task:
-Criterion C Written task:
D
- Listening: visual
complete: Criterion A
-Reading task: Criterion B
Daily schedules and telling time,
Classes, locations, and expressing
feelings. Classes, locations, and
expressing feelings.
La navidad
Culture
Context
and
meaning
Fairness and
development
(inequality,
difference and
inclusion)
One culture’s
meaning of Spain
may be different
from another
culture’s,
depending on the
context
El tiempo
Connection
Function
Studying the
concept of time
and associate the
weather, seasons
and leisure.
How has the
concept of time
influence our lives?
- Video “The time” : Oral
task:
-Criterion C Written task:
D
- Listening: visual
complete: Criterion A
-Reading task: Criterion B
Communication
Research: making
connections to a variety
of resources. Thinking:
make changes to
patterns of beliefs
Consider ideas from
multiple perspectives
Communication
Research: making
connections to a variety
of resources. Thinking:
make changes to
patterns of beliefs
Consider ideas from
multiple perspectives
-Thinking: make
changes to patterns of
beliefs. -Consider: ideas
from multiple
perspectives.
Say what
you do on a
day during.
Los verbos
Connection
Message
Structure
WordChoice
Personal efficacy
and agency;
attitudes,
motivations,
Who am I? What
do I do on a day
and why I do that?
What are my goals
- My live: Oral task:
-Criterion C
Communication Thinking
Self-management
Say what you do in the morning,
reflexive verbs, time, verb ir a, talk
about your sport and hobbies.
1 Spanish B Vertical Planner 2015-2016
Service and
Action
26-09-2015
Europese Dag
van de Talen.
PR for MFL at
Letterland.
How do people in Spain celebrate
Christmas.
Weather, Daily schedules and telling
time. Students must decide what
Organize a
clothes were each seasons. Talk
language
about your free time.
village to
celebrate the
International
Mother
Language Day
Sunday,
February 21,
2016
Overview
Key
Concept
Related
Concept
reflexivos.
2 Spanish B Vertical Planner 2015-2016
Global Context
Statement of
Inquiry
independence;
happiness and the
good life
in life?
MYP subject group
objective(s)
ATL Skills
Content
(topic, knowledge, skills
Service and
Action
Year level: MYP2 – Phase 1
Subject: Spanish
Overview
Key
Concept
Related
Concept
Global Context
Statement of Inquiry
MYP subject group
objective(s)
ATL Skills
Content
(topic, knowledge, skills)
Comida y
bebida
Environme
nts, Health
and social
education
Function
Healthy lifestyle
Food has an important
role in culture
and a healthy diet
reflects a healthy life
style.
Communication Selfmanagement
A-Presentation of eating habits
B- Food pyramid
C-Reading comprehension
D-Writing: diet, favorite foods
vacaciones
Global
interaction
s
Context
and
meaning
1
Vacation time can be
used as an opportunity
to help other, for
personal growth and for
meaningful experiences
here or abroad.
-Listening comp based
on video: Criterion A
-Write a short task to a
new pen friend”
- Criterion D Reading
Comp:
- Criterion B visual
Summative Assessment
Tasks • You tube video
viewing (Criterion A):
Listening and
comprehending a video
segment of a student
speaking of her
volunteering experience
abroad. • Conversation
with teacher (Criteria C,
D): Student will
advocate for a
volunteering program of
their choice and answer
questions from teacher
and students
Communication
Research: making
connections to a
variety of resources.
Thinking: make
changes to patterns
of beliefs Consider
ideas from multiple
perspectives
Know: facts, names, dates,
places, information, vocabulary
that are critical to being able to
understand the correlated
concepts; vocabulary for different
types of tourism (cultural, resort
(ski and sea), eco-tourism,
linguistic, humanitarian, etc.) •
Understand: how you can
maximize your holidays by
speaking another language,
learning geography and history or
helping others less fortunate. In
any case, you will take with you a
lifelong experience. • Do: speak
about what type of tourism
students are used to do with their
families; speak in the past tense;
read about where the French go
for their vacation and answer
written and oral questions about
it; compare French and American
attitude towards vacation and
leisure; express wishes,
preferences, necessity and
possibility; advocate for a
volunteering program of your
choice and answer questions
from teachers and students about
Fairness and
development
(civic
responsibility
and the public
sphere)
Factual: What can I do during my vacation to enhance my personal growth?
Conceptual: How can meaningful experiences expend my global perspective?
Debatable: In helping other can you help yourself?
1
3 Spanish B Vertical Planner 2015-2016
Service and
Action
Overview
Key
Concept
Related
Concept
Global Context
Statement of Inquiry
La navidad
Culture
Context
and
meaning
Fairness and
development
(inequality,
difference and
inclusion)
One culture’s meaning
of Spain may be
different from another
culture’s, depending on
the context
Entretenimiento
Systems
Energy
Orientation in
time and space
(Awareness of
where and
when)
2
Medios de
comunicación.
Communic
ation
Interaction
3
Who am I? What do I do
on a day and why I do
that? What are my goals
in life?
Diverse
methods of
communication
between people
in different
countries.
Human systems
require an awareness of
when and where to
expend energy in order
to
function.
MYP subject group
objective(s)
- Video “Mi tiempo libre”
: Oral task:
-Criterion C Written
task: D
- Listening: visual
complete: Criterion A
-Reading task: Criterion
B
- My live: Oral task:
-Criterion C
ATL Skills
Communication
Research: making
connections to a
variety of resources.
Thinking: make
changes to patterns
of beliefs Consider
ideas from multiple
perspectives
-Thinking: make
changes to patterns
of beliefs. -Consider:
ideas from multiple
perspectives.
Use appropriate
forms of writing for
different purposes
and audiences.
Content
(topic, knowledge, skills)
it.
How do people in Spain celebrate
Christmas.
A-Choosing a personality: an
athlete, describe why sport is
important
B-Description of a video
C- Reading comprehension
D- Write about your favorite
sport
Understand: Verbal and
nonverbal communication is
essential.
; Effective communication
requires alert awareness and
flexibility.
Factual: What are the different positions on a water polo team? What is man-to-man defense?
Conceptual: How is a water polo team a human system?
Debatable: Is it better to have everyone play both offense and defense on every play or to have some people save their energy and just stay back and wait for their team to regain possession of the ball?
3 Factual: What are the different ways of communication? What roles does culture play in the communication?
Conceptual: How does communication help or hinder students ? In what situations is communication vital
Debatable: Which is more effective, verbal or nonverbal communication?
2
4 Spanish B Vertical Planner 2015-2016
Service and
Action
Year level: MYP3 – Phase 2
Subject: Spanish
Overview
Wks Key Concept
I like
eating
12
Holidays!
10
Did you
12
have a
good time?
Content
Objectives
PRAGMATICAL COMPETENCES: saying what you eat at different
mealtimes - food you like and dislike saying what is healthy - asking for
food in cafés - saying who you are on
the telephone - discussing different
types of food
GRAMMATICAL COMPETENCES: comparing "more than"/ "less than" using "tú" and "usted"
ORAL COMPETENCES: - giving short
presentations - improvising
conversations about food
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

Communication Identities
Conventions Our holidays can
and
Context
be used as an
relationships Word choice opportunity for
personal growth
and for
meaningful
experiences in
interaction with
other people.
PRAGMATICAL COMPETENCES: holiday activities - talking about means
of transport, accommodation and
facilities - making reservations - using
a dictionary effectively - extending
sentences
GRAMMATICAL COMPETENCES: immediate futuro - comparisons adverbs
ORAL COMPETENCES: - creating
their own formal and informal
dialogues - speaking fluently and
sounding really Spanish
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

Time, place
and space
PRAGMATICAL COMPETENCES: what can/can't be done in your region
and why - saying what the weather
was like - free time activities in the
past tense - past holidays
GRAMMATICAL COMPETENCES: -
All strands
B:
Comprehending
written and
visual text
C:

Identity
Global
Context
Identities
and
relationships
Orientation
in space
and time
5 Spanish B Vertical Planner 2015-2016
Related
Concepts
Audience
Message
Purpose
Accent
Conventions
Word choice
Statement of
Inquiry
Food has an
important role in
people's culture
and a healthy diet
reflects on a
healthy life style.
ATL Skills













Communication
skills
Collaboration
Organization
Reflection
Critical thinking
Communication
skills
Collaboration
Organization
Affective
Information literacy
Media literacy
Communication
skills
Collaboration
Organization
Affective
Reflection
Service as Action
The media
10
Perspective
Scientific
and
technical
innovation
6 Spanish B Vertical Planner 2015-2016
Accent
Word choice
Audience
Message
Social media
plays and
important role in
today’s society,
not only for
entertainment but
also as a very
important tool for
communication.
present perfect - preterite (P.
Indefinido) regular and irregular verbs
- time markers - linking sentences to
avoid repetition
ORAL COMPETENCES: - improving
vocabulary and pronunciation accents
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

Creative thinking
PRAGMATICAL COMPETENCES: different media-based activities - what
you like to watch on TV and why - the
type of films you like and why describing what a film is about advantages and disadvantages of
different types of media
GRAMMATICAL COMPETENCES: tenses: present/past/future expressing opinions - irregular verbs
in the preterite
ORAL COMPETENCES: - presenting
and defending points of view - asking
questions
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form.

Communication
skills
Collaboration
Organization
Reflection
Information literacy
Media literacy





Carrying out a
survey about the
types of social
media young people
use, as well as their
purposes in so
doing.
Year level: MYP4 – Phase 3
Subject: Spanish
Overview
Meeting
new people
Staying in
Spain
Fashion
Wks Key
Global
Concept
Context
10
Relationships Identities
and
relationships
8
8
Communities
Aesthetics
Related
Concepts
Audience
Context
Conventions
Statement of
Inquiry
We don’t have a
second chance to
give the first
impression.
Content
Objectives
ATL Skills
PRAGMATIC COMPETENCES:
greetings/introductions (formal and
informal) - saying how you feel getting on with friends and family invitations and arrangements to go out
- buying cinema tickets - making
excuses and responding politely
GRAMMATICAL COMPETENCES:
imperfect tense - Ser and Estar - Me
llevo bien con… / me cae mal… conmigo/contigo, con él/ella, etc. personal "a" - voy a…
ORAL COMPETENCES:
pronouncing r/rr and ñ - pronouncing
l/ll and b/v - pronouncing vowel
sounds
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form





Identities
Conventions
and
Point of view
relationships Structure
Overtime women's
role has changed
breaking down
stereotypes and
this has made a
great impact in
today's society.
PRAGMATICAL COMPETENCES:
differences in daily routines - helping
around the house - cultural
differences: mealtimes - cooking a
typical dish (understanding recipes in
Spanish) - where you live and what
there is - descriptions of places
GRAMMATICAL COMPETENCES:
adverbs of frequency - present
continuous - obligations: tener que /
deber - radical-changing verbs quantities and higher numbers - verb
patterns ORAL COMPETENCES:
pronouncing c/z
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

Personal
and cultural
expression
Health is more
important than
physical
appearance.
PRAGMATICAL COMPETENCES:
talking about clothes and your
opinions of them - different styles and
eras of fashion - different places
where you can buy clothes describing the clothes you wear for
special occasions and different
All strands
B:
Comprehending
written and
visual text
C:
Communicating

7 Spanish B Vertical Planner 2015-2016
Context
Conventions
Purpose












Communication
skills
Collaboration
Organization
Reflection
Critical thinking
Service as Action
Make posters to
show students the
different ways
Hispanic people greet
and communicate
with each other, in
formal and informal
situations.
Communication
skills
Collaboration
Organization
Affective
Reflection
Critical thinking
Information literacy
Media literacy
Communication
skills
Collaboration
Organization
Affective
Reflection
Information literacy
Make an awareness
campaign on the
consequences of
unhealthy life styles.
Leisure
time!
Long time
ago…
8
8
Time, place
and space
Orientation
in space
and time
Communicati Personal and
on
cultural
expression
8 Spanish B Vertical Planner 2015-2016
Message
Point of view
Word choice
Audience
Purpose
Word choice
Our free time can
be used as an
opportunity for
personal growth
and for meaningful
experiences in
interaction with
other people.
Communities have
developed over the
years and have
expressed and
transferred their
ideas, feelings,
activities - Spanish clothes and shoe
sizes - making choices and evaluation
options
GRAMMATICAL COMPETENCES:
verbs "gustar/llevar" - imperfect tense
- demonstrative adjectives comparatives and superlatives cognates
ORAL/LISTENING COMPETENCES:
speaking Spanish in shops understanding and producing
descriptions - listening to longer texts
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form


Creative thinking
Transfer skills
PRAGMATIC COMPETENCES:
saying what you like to do in your free
time - saying what music you like and
why - going shopping - going on
holidays - describing an event in the
past - talking about what you did when
you were younger - justifying opinions
GRAMMATICAL COMPETENCES:
verbs "gustar" and similars - direct
object pronouns - expressions of
quantity/size - ordinal numbers opinions in the past - using a mix of
preterite and imperfect verbs
LEXICAL COMPETENCES:
vocabulary related to holidays,
weather, leisure activities, food and
means of transport.
WRITING COMPETENCES: students
will be able to write formal and
informal letter, diary entries, brochure
and blog comments. READING
COMPETENCES: students will be
able to read and understand holidays
brochures and formal letters with
different purposes.
ORAL COMPETENCES: general
pronunciation - intonation in questions
and exclamations
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

Communication
skills
Collaboration
Organization
Reflection
Information literacy
Media literacy
All strands
B:
Comprehendin
g written and
visual text
C:

PRAGMATIC COMPETENCES:
students will be able to describe the
past, talk about past events, explain
the circumstances of past actions,
adapt previously learnt language,
respond to open-end questions and









Communication
skills
Collaboration
Organization
Information literacy
Media literacy
values, beliefs and
culture in many
ways, as in poetry,
painting, music,
etc.
9 Spanish B Vertical Planner 2015-2016
summarise and recount what
happened.
GRAMMATICAL COMPETENCES:
students will learn past imperfect
(regular and irregular verbs), past
simple (review), contrast between past
imperfect and past simple, position of
"como" + past imperfect and "porque"
+ past imperfect.
LEXICAL COMPETENCES: students
will use general vocabulary.
Communicatin
g in response
to spoken
and/or written
and/or visual
text
D:
Using
language in
spoken and/or
written form

Creative thinking
Year level: MYP5 – Phase 4
Subject: Spanish
Overview
Come to
Madrid!
Well-being
Predicting
the future
Wks Key
Concept
10
Time, place
and space
8
8
Identity
Change
Global
Related
Context
Concepts
Orientation
Audience
in space and Purpose
time
Word choice
Statement of
Inquiry
Identities
Empathy
and
Point of view
relationships
The importance of
intellectual, physical
and emotional
balance to achieve
personal well-being,
and to move
towards a positive
attitude in life.
Scientific
and
technical
The impact of
human desire to
create, develop or
10 Spanish B Vertical Planner 2015-2016
Context
Point of view
Content
Objectives
ATL Skills
PRAGMATICAL COMPETENCES:
transport and travelling around Madrid
- planning visits to places - buying
travel tickets - talking about a day out
in the past - simple directions and
types of shops in town
GRAMMATICAL COMPETENCES:
preposition a; a + el = al - relative
pronouns "que" and "lo que" - asking
questions - preterite tense connectives - adverbs and
prepositions - simple imperatives
ORAL COMPETENCES: pronouncing
words with z/ce/ci - Spanish words
that look like English
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

PRAGMATIC COMPETENCES:
students will be able to describe
clothes, indicate were objects are
(proximity and remoteness), ask and
answer about preferences, exclaim
and give opinions, use vocabulary
related to health.
GRAMMATICAL COMPETENCES:
students will learn demonstratives,
superlatives, verb "parecer", reflexives
personal pronouns + direct object:
combination and position.
LEXICAL COMPETENCES: students
will use vocabulary related to clothes,
prints and materials and food. They
will be able to use adjectives and
adverbs to describe. They will also
learn about customs and traditions in
Latin countries
PRAGMATIC COMPETENCES:
students will be able to talk about the
future, about plans and indicate
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form

All strands
B:
Comprehending












Communication
skills
Collaboration
Organization
Reflection
Information literacy
Media literacy
Communication
skills
Collaboration
Organization
Affective
Reflection
Critical thinking
Communication
skills
Organization
Service as Action
innovation
My world!
Latin
flavour!
8
7
Global
interaction
Culture
change things.
Globalization Message
and
Audience
sustainability Conventions
Purpose
Personal
and cultural
expression
11 Spanish B Vertical Planner 2015-2016
Context
Conventions
Empathy
obligation.
GRAMMATICAL COMPETENCES:
students will learn the future tense
(regular and irregular verbs), "tener
que"/ "deber + infinitivo"
LEXICAL COMPETENCES: students
will use vocabulary related to leisure
activities.
PRAGMATICAL COMPETENCES:
describing environmental problems
and their causes - talking about what
we can/must do to help the
environment - talking about how you
help the environment - talking about
your world at home: what you are
allowed to do - writing formal letters
and presenting an argument - carrying
our and writing up a survey
GRAMMATICAL COMPETENCES:
very large numbers - "se puede, se
debe, hay que, tener que" - negatives
- frequency expressions - "me
permiten/puedo"
ORAL COMPETENCES: reading
aloud and speaking for different
audiences.
PRAGMATICAL COMPETENCES: talking about Latin America countries
and Spanish-speaking people - Latin
American festivals - the importance of
learning languages
GRAMMATICAL COMPETENCES:
comparatives - adjectives revision idiomatic uses of "tener" - soler +
infinitive in past - "lo" + adjective
ORAL COMPETENCES: pronouncing words with ll/ñ/r/rr
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form




Affective
Reflection
Creative thinking
Transfer skills

Communication
skills
Collaboration
Organization
Reflection
Information literacy
Media literacy
All strands
B:
Comprehending
written and
visual text
C:
Communicating
in response to
spoken and/or
written and/or
visual text
D:
Using language
in spoken
and/or written
form











Communication
skills
Collaboration
Reflection
Information literacy
Media literacy
Transfer skills
Make an awareness
campaign on the
consequences of
cutting down tress in
South America.