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Language Acquisition

French Level 1A

Unit Length (weeks)	8 weeks	8 weeks	8 weeks	8 weeks
Unit title	French connections (exploring language, culture, and communication)	l’identité	à l’école	la vie en famille
Key Concept	Communication	Identity	Communities	Relationships
Related Concept(s)	Culture, Language	Self expression, Personal expression	Culture, Globalization	Identity, Community
Global Context + Global Context Exploration	Personal and cultural expression/ Globalization and diversity- Students will investigate the ways in which French-speaking communities express their personal and cultural identities	Personal and cultural expression- Students will explore how individuals express their identities through language, culture, and personal experiences, as well as how cultural diversity shapes identity.	Identities and relationships- Students will explore how educational systems shape individuals' identities, relationships, and sense of belonging within their communities.	Personal and cultural expression- Students will explore how familial relationships and traditions contribute to personal and cultural expressions of identity within different communities around the world.
Statement of Inquiry	Through exploring the prevalence and nuances of the French language, students will investigate how communication shapes cultural identity and fosters connections across diverse communities.	Through examining language, culture, and personal experiences, students will inquire into the complexities of identity and the ways in which it is shaped by both individual and cultural factors.	Through examining different aspects of school life, students will inquire into the role of education in shaping personal identity, fostering community connections, and creating diverse learning environments.	Through examining the concept of family, students will inquire into the ways in which familial relationships shape individual identity and contribute to a sense of belonging within diverse cultural contexts.
MYP Subject-group objective(s)	C- interpersonal communication: Interact in simple conversations to make initial social contact with French speakers. B- interpretive listening: Understand and follow classroom commands. A: interpretive reading: Use a variety of reading strategies to interpret promotional materials. D: presentational speaking: Say days, dates, and numbers to express information.	C- interpersonal communication: Interact in basic conversations to share information about your identity. A/B- interpretive communication: Understand some words and phrases you hear, read, or view about activities you like or dislike. C- interpersonal communication: Interact in spoken and written exchanges to share information and preferences about activities you like or dislike. D- presentational communication: Introduce yourself and provide some details about your identity. A/B- interpretive communication: Understand some basic questions and answers on familiar information. C- interpersonal communication: Interact in spoken and written exchanges to ask and answer basic questions on familiar information.	C- interpersonal communication: Interact in some basic conversations to share information about school supplies and prices. A/B- interpretive communication: Understand some words and phrases you hear, read, or view about classes you like or dislike. C- interpersonal communication: Interact in spoken and written exchanges to share information and preferences about school schedules and times that classes meet. D- presentational communication: Identify some similarities and differences between your schedule and one of a Francophone student. A/B- interpretive communication: Understand common student activities and locations at school. C- interpersonal communication: Interact in spoken and written exchanges about school activities, class preferences, and locations. D- presentational communication: Present information about your school, classes, and activities.	C- interpersonal communication: Interact in basic spoken and written conversations, asking and answering questions about family members, yourself, pets, home life, and activities. A/B- interpretive communication: Understand and identify information in conversations, short fictional texts, and informational texts, such as graphs, about families, homes, and family activities. D- presentational communication: Present information about family members and their characteristics, describe yourself and your friends, and write descriptions of homes, using simple sentences.
ATL Skills + ATL Skill Indicators	Self management- organization skills • Bring necessary equipment and supplies to class • Keep an organized and logical system of information files/notebooks
Content (Topics, Knowledge, Skills)	• French language and French speaking countries • greetings and goodbyes • following classroom directions • days, dates, numbers • cognates • final consonants • interpretive print • Quelle est la date?	• La France et le Québec • Vocabulary: Qui suis-je?, mes activités préférées, questions et réponses • être et les adjectifs • expressing preferences • questions et réponses • /r/ and /e/ • interpretive listening • les noms masculins/féminins	• L'Algerie • les fournitures scolaires • les matières • school activities • les articles indéfinis, définis, et la possession avec de • l’heure • les verbes en -er • word stress • hard and soft G • cognates • les abréviations • les pronoms sujets	• Le sud-ouest de la France • family members • les adjectifs • where I live • les adjectifs possessifs • avoir • les questions • liaison • interpersonal speaking • les surnoms en famille

French Level 1B

Unit Length (weeks)	2 weeks	10 weeks	10 weeks	10 weeks
Unit title	review	bon appétit	le temps libre	en ville
Key Concept		Culture	Culture	Culture
Related Concept(s)		Communication, Globalization	Communication, Identity	Communication, Community
Global Context + Global Context Exploration		Personal and cultural expression Students will explore how food choices and culinary customs reflect personal and cultural identities within Francophone communities around the world.	Personal and cultural expression Students will explore how leisure activities reflect personal and cultural identities within Francophone cultures, as well as how individuals use their leisure time in different communities around the world.	Orientation in space and time Students will explore how the layout of cities and communities reflects cultural values and social dynamics. They will investigate the similarities and differences between urban environments in their own community and in French-speaking cities, considering factors such as the availability of shopping options, the layout of public spaces, and the cultural significance of different landmarks.
Statement of Inquiry		Through examining food preferences, culinary traditions, and responsible attitudes toward food, students will inquire into the ways in which food reflects cultural identity and fosters connections within Francophone communities.	Through examining leisure activities and social plans in Francophone cultures, students will inquire into the ways in which leisure preferences and social interactions contribute to personal and cultural expression, as well as how leisure activities reflect cultural identity and values.	Through examining urban environments and cultural features, students will inquire into the ways in which the layout of cities and communities reflects cultural identity and shapes social interactions, as well as how individuals navigate and interact with their surroundings in different cultural contexts.
MYP Subject-group objective(s)		C/D: Share preferences, opinions, and habits about food choices and food purchases. A/B: Interpret photographs, videos, advertisements, infographics, blogs, and menus to understand food choices and culinary customs. D: Create a menu based on food preferences and food traditions of a Francophone country. CULTURE: Recognize how Francophone cultures demonstrate responsible attitudes and practices toward food-related issues.	C: Exchange information about leisure activities. A/B: Identify information from print and audiovisual materials relating to leisure activities. D: Make simple social plans and invite someone to an event. A/B: Identify how and why people use their leisure time in Francophone cultures and in your community.	C/D: Share information and preferences about places in your community and in the French-speaking world. A/B: Interpret blogs, lists, proverbs, and promotional materials about shopping choices and activities. D: Describe the relative location of stores in a community using maps. CULTURE: Identify some of the unique features that have shaped and defined the culture of a community.
ATL Skills + ATL Skill Indicators
Content (Topics, Knowledge, Skills)		• Le Rwanda • Vocabulary: Foods bought in a market, ordering foods and beverages, responsible choices relating to food • Le partitif • Aller, prendre, boire • La forme négative • /o/ sound • Suivez les instructions • La politesse • L’entrée • Avoir ou prendre • Les expressions avec avoir • Au négatif	• Le Togo • Vocabulary: leisure activities, weekend activities, clothes and the weather • Aller • Futur proche • Quel/quelle/quels/ quelles • Les questions formelles et informelles • /è/ sound • Les pays et les prépositions • Les abréviations en ligne • Faire, aller • La négation au futur proche	• La France • Vocabulary: places to buy food, places to buy other items, where I went and what I did • Je peux, je veux, je dois • Acheter • Les verbes en -re • /e/ without accent • Le pronom on • Les prix • Un grand magasin • Le mot pour • Le verbe vendre • Les prépositions avec de

Spanish Level 1A

Unit Length (weeks)	8 weeks	8 weeks	8 weeks	8 weeks
Unit title	¡Hola! (exploring language, culture, and communication)	ldentidades	La vida en la escuela	Mi familia es tu familia
Key Concept	Communication	Identity	Communities	Relationships
Related Concept(s)	Culture, Language	Culture, Diversity	Culture, Globalization	Identity, Community
Global Context + Global Context Exploration	Personal and cultural expression/ Globalization and diversity- Students will investigate the ways in which Spanish-speaking communities express their personal and cultural identities	Personal and cultural expression- Students will explore how individuals express their identities through language, culture, and personal experiences, as well as how cultural diversity shapes identity.	Identities and relationships- Students will explore how educational systems shape individuals' identities, relationships, and sense of belonging within their communities.	Personal and cultural expression- Students will explore how familial relationships and traditions contribute to personal and cultural expressions of identity within different communities around the world.
Statement of Inquiry	Through exploring the prevalence and nuances of the Spanish language, students will investigate how communication shapes cultural identity and fosters connections across diverse communities.	Through examining language, culture, and personal experiences, students will inquire into the complexities of identity and the ways in which it is shaped by both individual and cultural factors.	Through examining different aspects of school life, students will inquire into the role of education in shaping personal identity, fostering community connections, and creating diverse learning environments.	Through examining the concept of family, students will inquire into the ways in which familial relationships shape individual identity and contribute to a sense of belonging within diverse cultural contexts.
MYP Subject-group objective(s)	C- interpersonal communication: Interact in simple conversations to make initial social contact with Spanish speakers. B- interpretive listening: Understand and follow classroom commands. A: interpretive reading: Use a variety of reading strategies to interpret promotional materials. D: presentational speaking: Say days, dates, and numbers to express information.	C- interpersonal communication: Interact in basic conversations to share information about your identity. A/B- interpretive communication: Understand some words and phrases you hear, read, or view about activities you like or dislike. C- interpersonal communication: Interact in spoken and written exchanges to share information and preferences about activities you like or dislike. D- presentational communication: Introduce yourself and provide some details about your identity. A/B- interpretive communication: Understand some basic questions and answers on familiar information. C- interpersonal communication: Interact in spoken and written exchanges to ask and answer basic questions on familiar information.	C- interpersonal communication: Interact in some basic conversations to share information about school supplies and prices. A/B- interpretive communication: Understand some words and phrases you hear, read, or view about classes you like or dislike. C- interpersonal communication: Interact in spoken and written exchanges to share information and preferences about school schedules and times that classes meet. D- presentational communication: Identify some similarities and differences between your schedule and one of a Spanish-speaker student. A/B- interpretive communication: Understand common student activities and locations at school. C- interpersonal communication: Interact in spoken and written exchanges about school activities, class preferences, and locations. D- presentational communication: Present information about your school, classes, and activities.	C- interpersonal communication: Interact in basic spoken and written conversations, asking and answering questions about family members, yourself, pets, home life, and activities. A/B- interpretive communication: Understand and identify information in conversations, short fictional texts, and informational texts, such as graphs, about families, homes, and family activities. D- presentational communication: Present information about family members and their characteristics, describe yourself and your friends, and write descriptions of homes, using simple sentences.
ATL Skills + ATL Skill Indicators	Self management- organization skills • Bring necessary equipment and supplies to class • Keep an organized and logical system of information files/notebooks	Communication	Communication	Communication
Content (Topics, Knowledge, Skills)	• Spanish language and Spanish speaking countries • greetings and goodbyes • following classroom directions • days, dates, numbers • cognates • interpretive print	• Paraguay y Texas • Vocabulary: ¿Quién soy?, Qui suis-je?, mis actividades favoritas, preguntas básicas • verbs and questions • expressing preferences • questions and answers • interpretive listening	• Costa Rica and California • School supplies, school subjects, places in school, school activities. • Infinite verbs • -ar verbs in present tense • Subject pronouns • The time • There is/there are • Possession with “de” • Definite articles • cognates	• España y Colorado • family member, personal characteristics, parts of the house, activities with family and friends • the adjectives • verb “estar” • -er and -ir verbs in present tense • interpersonal speaking

Spanish Level 1B

Unit Length (weeks)	2 weeks	10 weeks	10 weeks	10 weeks
Unit title	review	La comida es cultura	La vida es un carnaval	El mundo en que vivo
Key Concept	Communication	Culture	Culture	Culture
Related Concept(s)	Communication, identity	Communication, Globalization	Communication, Identity	Communication, Community
Global Context + Global Context Exploration		Personal and cultural expression Students will explore how food choices and culinary customs reflect personal and cultural identities within Spanish communities around the world.	Personal and cultural expression Students will explore how leisure activities reflect personal and cultural identities within Spanish cultures, as well as how individuals use their leisure time in different communities around the world.	Orientation in space and time Students will explore how the layout of cities and communities reflects cultural values and social dynamics. They will investigate the similarities and differences between urban environments in their own community and in Spanish-speaking cities, considering factors such as the availability of shopping options, the layout of public spaces, and the cultural significance of different landmarks.
Statement of Inquiry		Through examining food preferences, culinary traditions, and responsible attitudes toward food, students will inquire into the ways in which food reflects cultural identity and fosters connections within Spanish-speaking communities.	Through examining leisure activities and social plans in Spanish-speaking cultures, students will inquire into the ways in which leisure preferences and social interactions contribute to personal and cultural expression, as well as how leisure activities reflect cultural identity and values.	Through examining urban environments and cultural features, students will inquire into the ways in which the layout of cities and communities reflects cultural identity and shapes social interactions, as well as how individuals navigate and interact with their surroundings in different cultural contexts.
MYP Subject-group objective(s)		C/D: Share preferences, opinions, and habits about food choices and food purchases. A/B: Interpret photographs, videos, advertisements, infographics, blogs, and menus to understand food choices and culinary customs. D: Create a menu based on food preferences and food traditions of a Spanish-speaking country. CULTURE: Recognize how Spanish-speaking cultures demonstrate responsible attitudes and practices toward food-related issues.	C: Exchange information about leisure activities. A/B: Identify information from print and audiovisual materials relating to leisure activities. D: Make simple social plans and invite someone to an event. A/B: Identify how and why people use their leisure time in Spanish-speaking cultures and in your community.	C/D: Share information and preferences about places in your community and in the Spanish-speaking world. A/B: Interpret blogs, lists, proverbs, and promotional materials about shopping choices and activities. D: Describe the relative location of stores in a community using maps. CULTURE: Identify some of the unique features that have shaped and defined the culture of a community.
ATL Skills + ATL Skill Indicators	Self-management	Communication	Communication	Communication
Content (Topics, Knowledge, Skills)		• México y Carolina del Norte. • Vocabulary: Foods bought in a market, ordering foods and beverages, responsible choices relating to food • Express food preferences • Demonstratives • Irregular verbs • Regular verbs (‘gustar’ and ‘estar’).	• República Dominicana and New York • Vocabulary: leisure activities, weekend activities, clothes and the weather • Verb ‘jugar’. • Irregular verbs: ‘ir’. • Future tense for plans: ‘ir a + verb’. • Preterit (yo, tú). • Negative expressions.	• Colombia and Florida • Vocabulary: the weather, activities for visitors, clothing, geographical features. • Expressions of frequency. • Make recommendations • Expressing future plans.