MYP Language Acquisition Syllabus 

Instructor: Sra. Pimentel-Tall 

Course: Spanish (Phase 1-3) 

School Year: 2025-2026 

E-mail: dpimentel@jackson.k12.ms.us  

 

IB MISSION STATEMENT 

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.  

 

COURSE DESCRIPTION 

The Language Acquisition course is designed in alignment with the International Baccalaureate (IB) program to develop students’ language skills and intercultural understanding. This course aims to equip students with the ability to communicate effectively in Spanish and to foster an appreciation for Hispanic cultures. 

1. Develop Communication Skills: Enhance listening, speaking, reading, and writing skills in Spanish. 
2. Intercultural Understanding: Gain insights into Hispanic cultures, traditions, and social norms. 
3. Critical Thinking: Engage in activities that promote critical thinking and problem-solving in a second language. 
4. Personal Growth: Build confidence and independence in using Spanish in various contexts. 
5. Global Awareness: Foster an understanding of global issues through the lens of Hispanic cultures.  

 

MYP AIMS 

The aims of the teaching and learning of MYP language acquisition are to: 

• gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage 

• develop a respect for, and understanding of, diverse linguistic and cultural heritages 

• develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes 

• enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication 

• enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning 

• enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy 

• enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components 

• offer insight into the cultural characteristics of the communities where the language is spoken 

• encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities 

• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning. 

GLOBAL CONTEXTS 

Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP language acquisition can develop meaningful explorations of: 

• identities and relationships 

• orientation in space and time 

• personal and cultural expression 

• scientific and technical innovation 

• globalization and sustainability 

• fairness and development. 

 

IB LEARNER PROFILE 

All IB programs aim to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet and help to create a better and more peaceful world. 

IB learners strive to be: 

1. Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.    
2. Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
3. Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
4. Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
5. Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
6. Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
7. Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
8. Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
9. Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
10. Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses to support our learning and personal development. 

 

GRADING SCALES (JPS AND IB) 

IB Grades: All MYP designated assignments, both formative and summative, will be assessed using MYP rubrics provided in the syllabus. The score, reported numerically from 0-8, is reported once every term in an MYP report card. 

JPS Grading Scale: According to JPS’s grading policy, the grading scale is as followed: 100 – 90 = A 89 – 80 = B 79 – 70 = C 69 – 60 = D 59 – 00 = F  

 

MYP ASSESSMENT CRITERIA 

Assessment for language acquisition in all years of the program is criterion-related, based on four equally weighted assessment criteria: 

Criterion A	Listening	Maximum 8
Criterion B	Reading	Maximum 8
Criterion C	Speaking	Maximum 8
Criterion D	Writing	Maximum 8

In the MYP, subject-group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement. 

This guide provides the required assessment criteria for emergent, capable and proficient levels of MYP language acquisition.  

Task-specific clarifications should clearly explain what students are expected to know and do. They might be in the form of: 

• a task-specific version of the required assessment criteria 

• a face-to-face or virtual classroom discussion 

• a detailed task sheet or assignment. 

 

COURSE OUTLINE  

Key Topics  

1. Greetings and Introductions: Basic conversational phrases and personal information. 
2. Daily Routines: Vocabulary and grammar related to daily activities and schedules.
3. Family and Friends: Describing relationships, physical characteristics, and personality traits.
4. School Life: Vocabulary related to school subjects, schedules, and activities. 
5. Hobbies and Interests: Discussing leisure activities and preferences.
6. Cultural Celebrations: Exploring significant Hispanic holidays and traditions.
7. Community and Environment: Discussing community services, environmental issues, and local geography.
8. Travel and Transportation: Vocabulary related to travel, directions, and transportation. 

 

Instructional Methods 

1. Interactive Activities: Role-plays, dialogues, and group work to enhance speaking and listening skills.
2. Multimedia Resources: Use of videos, music, and online resources to immerse students in the language. 
3. Cultural Projects: Research and presentations on various aspects of Hispanic cultures. 
4. Writing Assignments: Journals, essays, and creative writing to develop written communication skills. 
5. Assessments: Regular quizzes, tests, and oral presentations to evaluate progress. 

 
*Units are subject to change* 

UNIT TITLE	TOPICS/CONTENT	ASSESSMENT TASK
UNIT 1  Year 1: Who we are  Year 2: Introductions and Personal Information  Year 3: Getting to Know Each Other	Basic greetings and farewells  Introducing oneself/others  Personal information   Simple Q&A	Role-Play  Listening Comprehension   Written Exercise
UNIT 2  Year 1: Family and Home  Year 2: Our Home and Family   Year 3: Family and Friends	Describing family members and relationships  Vocabulary for family and relationships, house/household  Describing rooms and locations in the house  Discussing friendships and social interactions	Family Tree Project  Dialogue Practice Listening Activity  Written Description
UNIT 3  Year 1: School Life   Year 2: School and Afterschool  Year 3: School and Afterschool	Describing school subjects, daily routines, and extracurricular activities  Vocabulary for classroom objects and common school activities	Daily Schedule  Classroom Dialogue  Writing Exercise
UNIT 4  Year 1: Food and Dining  Year 2: Flavors and Traditions  Year 3: Our Food and Culture	Vocabulary related to food, meals, and dining out  Describing favorite foods and typical meals in Spanish-speaking countries	Menu Creation  Cultural Comparison  Oral Presentation
UNIT 5  Year 1: Sports and Leisure  Year 2: Sports and Health  Year 3: Sports and Well Being	Vocabulary related to sports and physical activities  Discussing preferences and practices in sports  Describing sports events and activities	Sports Report  Role-Play  Oral Presentation

Attention:  

• Units may or may not be taught in the order shown.  Unit titles may change based on scheduling and curriculum updates. 

• Please visit CANVAS for all updates, handouts, announcements, quizzes and assignments for this class! 

CLASS MATERIALS 

Students ARE REQUIRED to bring writing utensils (preferably blue or black ink pen or pencil) and loose-leaf paper EVERY DAY.  

• Ring binder 

• 2 pocket pronged folder (6th grade red) (7th grade yellow) (8th grade green) 

• College ruled loose leaf paper 

• Black/Blue ink pen and 1 colorful pen/pencils 

• Dividers 

• You will need a binder for vocabulary, grammar and culture notes and handouts.  

• Folder checks will occur throughout the semester and will be collected at least once per marking period. Keep it organized and neat. Your folder grade will be part of your daily grade. I will provide the rubric used for evaluation. 

 

CLASS EXPECTATIONS: 

1. Respect and Courtesy 

• Respect Others: Treat classmates, teachers, and staff with kindness and consideration. Listen when others are speaking, and value diverse opinions and perspectives. 

• Respect Property: Handle classroom materials and personal belongings with care. Clean up after yourself and maintain a tidy workspace. 

• Respect Time: Be punctual for class and prepared to begin work as soon as the bell rings. Manage your time effectively during lessons and assignments. 

2. Active Participation 

• Engage in Learning: Actively participate in class discussions, group activities, and individual tasks. Come to class with a positive attitude and willingness to learn. 

• Ask Questions: Seek clarification when needed and contribute to class discussions. It’s okay to ask questions and express curiosity. 

• Complete Assignments: Submit all assignments on time and to the best of your ability. Follow instructions and seek help if you’re struggling with the work. Late work will be penalized as outlined in the syllabus 

3. Responsibility and Integrity 

• Be Prepared: Bring all necessary materials to class, including textbooks, notebooks, and writing tools. Stay organized and manage your workload effectively. 

• Own Your Actions: Take responsibility for your actions and decisions. If you make a mistake, acknowledge it and work towards making it right. 

• Be Honest: Complete your own work and avoid cheating or plagiarism. Uphold academic integrity in all your assignments and assessments. 

4. Collaboration and Teamwork 

• Work Together: Collaborate effectively with peers during group activities. Share ideas, listen to others, and contribute your fair share to group work. 

• Communicate Clearly: Express your ideas and feedback constructively. Use polite language and be mindful of how you communicate with others. 

• Support Peers: Help and encourage your classmates. Foster a supportive environment where everyone feels valued and included. 

5. Safety and Well-being 

• Follow Safety Rules: Adhere to all safety guidelines and procedures within the classroom and school. Report any safety concerns to the teacher or appropriate staff. 

• Promote Well-being: Support a positive and healthy classroom environment. Avoid behaviors that could harm or distress others and seek support if you are feeling overwhelmed. 

• Practice Self-care: Take care of your own physical and mental well-being. Ensure you’re getting enough rest, eating healthily, and managing stress effectively. 

6. Engagement with the MYP Framework 

• Understand the IB Learner Profile: Strive to embody the attributes of the IB Learner Profile, including being inquirers, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. 

• Embrace Global Contexts: Connect learning to real-world issues and global contexts. Engage with themes that promote intercultural understanding and awareness. 

• Reflect on Learning: Regularly reflect on your learning experiences and progress. Set personal goals and seek feedback to continuously improve. 

7. Classroom Environment 

• Maintain a Positive Atmosphere: Contribute to a classroom environment that is respectful, inclusive, and conducive to learning. Avoid disruptive behaviors and support a calm and focused atmosphere. 

• Follow Classroom Procedures: Adhere to classroom routines and procedures. This includes entering and exiting the classroom quietly, following directions for activities, and adhering to any specific classroom rules set by the teacher.  

8. Food/Drinks: No eating during class time unless authorized by teacher. Students may have water. 

9. Electronic Devices: Absolutely no cell phones should be visible during class time. 

10. Entrance to the classroom: Enter class quietly, gather materials, sit down, and silently begin their Bell Ringer. 

11. Class Dismissal Policy: The teacher, not by the bell, will dismiss students.  Students will not be allowed to gather their belongings before instructed by the teacher. The teacher will not allow the students to leave the classroom until their desk area is clean. 

12. Bathroom/ Water Fountain Policy: Students will not be allowed to leave the classroom unless under extreme circumstances.  There are times allotted for bathroom breaks. 

13.Emergency Procedures: In an emergency, students will line up quietly and follow the teacher to the designated safe location. 

14. Interruptions/Unexpected Events 

Announcements: Students will see a hand signal from the teacher and cease talking. 

Visitors: Students will respect visitors as they would respect the teacher/ each other. 

1. Lunch (Only applies to students on the Monday schedule only)
2. Getting the teacher’s attention: Students will quietly raise their hand to get the teacher’s attention; If a student is talking, their question will be disregarded until they properly follow directions. 

 

REWARDS FOR FOLLOWING THE RULES 

• Verbal/written praise - Happy emails to parents. 

• Free time to play Spanish games. 

• Regular treats, as a class, for good behavior.  

• End of quarter fiesta, which depends on the class behavior. 

 

BEHAVIORAL CONSEQUENCES 

All infractions will be documented, and an alert will be sent to parents. Depending on the severity and/or frequency of the infraction, violating classroom rules could result in the following: 

• 1st time: Warning and review the rules or procedure. 

• 2nd time: Call or email (1) coach/sponsor and (2) parent.  

• 3rd time: Referral to an administrator/ISS/Detention 

 

COURSE POLICIES 

Absences, Tardiness, & Missed Work 

All assignments can be made up within 5 school days. Does not apply if student skipped class and other extenuating circumstances.  

• Check Daily Agenda and/or Canvas for missed assignments. Remember that you are responsible for any work you might have missed. 

• Extra copies will be made available if needed.  

• When you miss the day of a quiz or test, you are expected to schedule a time to retake/make-up these assessments. 

Tardy policy: Tardies will not be tolerated!  If the student is late for class, he/she must have a signed pass from the teacher (from the previous block) or administrator. 

Parent Conference: All parent conferences are to be scheduled through the counselors. 

Homework: Homework will be assigned as needed.  However, it is the student’s responsibility to study/go over their notes daily. 

Cheating and Plagiarism: Any student found cheating or plagiarizing will be given a ZERO for that assignment and may be subject to further disciplinary action. THE USE OF ONLINE TRANSLATORS IS NOT PERMITTED. 

Extra Credit 

No extra credit will be given! Instead, students can take a missed test/correct the items missed on a test or project. Students may also re-do an assignment/project for a higher grade, and/or maintain a class binder.