MYP Year 2
Mrs. Rosa Anderson (Profesora Anderson)
[email protected]
Room # 305 (808) 261-0707 x3110
Españ ol
Mrs. Thais Ocando-Bravo (Profesora Thais)
[email protected]
Room #305 (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
In MYP 2 (phases 1, 2) Spanish, students will build on the speaking, writing, listening, and reading skills
developed in MYP 1. They will also have opportunities to develop a deeper understanding of and appreciation
for the cultures of Spanish-speaking people and to compare these cultures with their own.
Students will be assessed and placed in the phase of language learning appropriate to their level of
knowledge, understanding and skill. Students will be assessed with phase-specific rubrics applicable to their
level of language learning.
Scope and Sequence: First Semester
All Unit dates are projected and may be subject to change.
You will be sent a January-May Scope and Sequence in January.
Unit 1: Travel: “Not all who wander are lost"jrrtolken
Key concept: Culture
Related concepts: Audience
Global context: Personal and cultural expression
September-October
Statement
Statement of inquiry: When we travel, be sensitive to cultural differences as well as be aware that we share
commonalities; communicate respectfully.
Inquiry questions:
• Factual: What type of travel can we do?
• Conceptual: How can we be "good" travelers?
• Debatable: What kind of traveler do you want to be?
Content:
• Know: travel vocabulary and past tense of “IR” as well as present tense of some stem-changing
verbs (PENSAR, PODER, QUERER, & PENSAR)
• Understand: Some cultural differences between the United States and other countries.
• Do: Recall pertinent vocabulary learned from MYP1 and apply new vocabulary and grammar
learned in current unit.
Summative Assessment Tasks
• Travel Itinerary- written & oral (Criterion D)
• Presentation of Travel- (Criterion A)
Unit 2: Healthy Communities
Key concept: Communities
Related concepts: Function
Global context: Globalization and sustainability
November-January
Statement of inquiry: Each of us is a member of diverse communities; these influence how we function in our
society and how our communities are structured.
Inquiry questions:
• Factual: What are the definitions of "community"?
• Conceptual: How can we be good stewards of the community or communities we pertain to?
• Debatable: What makes you proud of your community/communities?
Content:
• Know: vocabulary of city locations, health terms, Irregular verbs (HACER, PONER, PREFIR) in all its
present tense forms, “Tener que + verbo en el infinitivo”, past tense in the “Yo & tú ” forms of the verbs
of “DEVOLVER, ENVIAR, HACER, SACAR, & VER,” prepositions, and the preterit of regular –ar
ending verbs and of the irregular verbs IR, DORMIR, DOLER in all its forms plus – the gar and –car
ending verbs
• Understand: new vocabulary and grammar
• Do: apply new vocabulary and grammar when writing and speaking.
Summative Assessment Tasks
• Visual Interpretation and Comprehension (Criteria A & B)
• Conversation on health or personal community(Criterion C)
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 us, 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 with us, deferring to scheduled faculty meetings.