MYP

Course Outline for Language B Phase 1 / MYP Years 2-4 English as a Second Language Level 1
Language B is designed to give students an understanding of languages and cultures. The MYP concepts of communication, holistic learning, and intercultural awareness will be incorporated as students learn that Language B involves them with communities and people worldwide. The IB Learner Profile will be implemented daily. Each day a learner profile quality will be selected that addresses the focus of the lesson for that specific day. The Areas of Interaction (AOI) will be a key component of each of our class units. The units and their corresponding Area of Interaction can be found in the table below. Approaches to Learning will be an AOI that will be addressed in every unit. Students will discover how they learn Language B skills best and then apply their knowledge to language acquisition. We will use various resources and authentic texts to explore Language B and cultures throughout the world. Within each of these units the following methodologies will be used: teacher direct instruction; demonstrations; choral repetition; question and answer-driven discussions; drills; cooperative group work; pair-share; partner practices; guided reading; one-on-one, teacher and student conversations and skill checks; role plays; student reflection. Both formative and summative assessment will be used throughout this course. Grading policy for academic and IB grades will follow our school assessment policy. Students will have the opportunity to earn an IB grade for each Language B criterion multiple times throughout the course.

Essential Standards Unit Title Standard 1 When I Standard 2 grow up Standard 3 Standard 4

Significant Area of Concept(s) Interaction I can choose Health and what I Social become and Education how to achieve that.

Unit Question

Student Learning Expectation(s)

Culminating MYP Assessment Time Assessment Task Criteria Frame

Standard 1 My Favorite We have Human Standard 2 Things different Ingenuity Standard 3 likes and Standard 4 dislikes which can shape our individuality.

What do I want Students will reflect on Make and present a Criterion A: Oral 1st to become? their futures and what they collage of a desired communication Quarter want to be when they grow future job. List Criterion B: Visual up. necessary courses Interpretation to achieve their Criterion C: goal. Reading Comprehension Criterion D: Writing Why do we like Students will gain Make and present a Criterion A: Oral 2nd certain things awareness and collage representing communication Quarter and dislike understanding of peoples and describing their Criterion B: Visual others? interests. They will take favorite and least Interpretation action by creating an favorite things. Criterion C: online survey of peoples Reading favorites and dislikes, and Comprehension graph results. Criterion D: Writing

Essential Significant Area of Unit State Unit Title Concept(s) Interaction Question Standards Standard 1 Whats I have a Environments Where am I? Standard 2 Happening? choice where Standard 3 to be and Standard 4 where to go.

Student Learning Expectation(s)

Culminating MYP Assessment Time Assessment Task Criteria Frame

Standard 1 My Family Standard 2 Tree Standard 3 Standard 4

Where we Community come from and Service can affect who we are but does not have to dictate it.

Students will gain Using vocabulary Criterion A: Oral 3rd awareness and and structures communication Quarter understanding of their learned during unit, Criterion B: Visual surroundings and reflect students will create Interpretation on where they want to go a weekend Criterion C: and what they want to do. entertainment Reading guide. They will Comprehension state six events Criterion D: Writing along with times and locations. How does Students will reflect on Make and present a Criterion A: Oral 4th where I come their family as a family tree. Describe communication Quarter from affect community and its effect each member and Criterion B: Visual who I am? on them. their family role. Interpretation Criterion C: Reading Comprehension Criterion D: Writing

WIDA English Language Proficiency Essential Standards Standard Description 1: Listening L1.1 Follow one-step oral commands/ instructions L1.2 Match social language to visual/ graphic displays L1.3 Identify objects, people, or places from oral statements/ questions using gesture (e.g., pointing) L1.4 Match instructional language with visual representation (e.g., Use a sharpened pencil.) S1.1 Answer yes/no and choice questions S1.2 Begin to use general and high frequency vocabulary S1.3 Repeat words, short phrases, memorized chunks S1.4 Answer select WH questions (e.g., who, what, when, where) within context of lessons or personal experiences R1.1 Associate letters with sounds and objects R1.2 Match contentrelated objects/ pictures to words R1.3 Identify common symbols, signs, and words R1.4 Recognize concepts of print R1.5 Find single word responses to WH- questions (e.g., who, what, when, where) related to illustrated text R1.6 Use picture dictionaries/ illustrated glossaries W1.1 Draw content-related pictures W1.2 Produce high frequency words W1.3 Label pictures and graphs W1.4 Create vocabulary/concept cards W1.5 Generate lists from pretaught words/ phrases and word banks (e.g., create menu from list of food groups)

2: Speaking

3: Reading

4: Writing