• MYP Syllabus 

    8th Grade Spanish Language and Literature 

    MYP Level: Year 3  

    Teacher: Señora Loáisiga 



    In Year 3 of Spanish Language and Literature, students will work throughout the year (with multiple opportunities) to demonstrate their knowledge and skills through performance based/project learning, collaborative learning, direct instruction, formative assessments, and summative assessments.  Through literary fiction and non-fiction, students will analyze aspects of the written form from literary elements to abstract language.  They will build vocabulary through an understanding of roots, prefixes, and suffixes.  Students will also have many opportunities to hone their writing skills in responses to reading, expository, argument, and narrative writing practice.  They will incorporate strategies from the International Baccalaureate program.  Students will aspire to reflect those characteristics of the IB Learner Profile.  As a result of the high standards, success in the class will depend on the motivation of the student.  Students must keep up with their assignments to practice the skills, be inquisitive by asking questions, follow expectations, and be balanced by balancing all aspects of their lives between home, extra-curricular, and school to be successful. 




    • Objective A: Analyzing 
    • Objective B: Organizing 
    • Objective C: Producing Text 
    • Objective D: Using Language 


    As a part of the Middle Years Program (MYP), of the International Baccalaureate (IB) program, the aim of the teaching of language and literature are to encourage and enable the student to: 


    • Identify and explain the content, context, language, structure, technique and style of text(s) and the relationship among texts 
    • Identify and explain the effects of the creator’s choices on an audience 
    • Justify opinions and ideas, using examples, explanations and terminology 
    • Interpret similarities and differences in features within and between genres and texts 
    • Employ organizational structures that serve the context and intention 
    • Organize opinions and ideas in a coherent and logical manner 
    • Use referencing and formatting tools to create a presentation style suitable to the context and intentions 
    • Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process 
    • Make stylistic choices in terms of linguistic literary and visual devices, demonstrating awareness of impact on an audience 
    • Select relevant details and examples to develop ideas 
    • Use appropriate and varied vocabulary, sentence structures and forms of expression 
    • Write and speak in an appropriate register and style 
    • Use correct grammar, syntax and punctuation 
    • Spell, write, and pronounce with accuracy 
    • Use appropriate non-verbal communication techniques 




    Quarter 1 – What Matters: “When is it right to take a stand?” 

         Chapter Book: Martin Luther King Jr. 


    Quarter 2 - The Holocaust: “How do we remember the past?” 

        Chapter book: El Principito 


    Quarter 3 - Rites of Passage: “What are some milestones on the path to growing up?” 

           Chapter book: Conoce a Miguel de Cervantes 


    Quarter 4 - Human Intelligence - “In what different ways can people be intelligent?” 

        Chapter book: Steve Jobs 




    At KMS, MYP year 3 students will engage in a Community Project.  This is a culmination of all the skills learned from the Service Learning Activities the students have experienced in MYP 1 and 2.  Students will choose a community in need, research the needs and how to possibly help, write a project plan, take action on the plan and complete the service, and then create a presentation of all of their work.  They will demonstrate Learner Profile attributes and will reflect on the Approaches to Learning skills they are strengthening. This is a semester-long project where the students use a self-paced guide and process journal and the teacher is a facilitator rather than a direct instructor.  The Community Project will be KMS year 3 students’ C day project. 




    Throughout the year in MYP 3 Spanish Language and Literature, students will be learning about their global communities.  Students will learn about the history of cultural rites of passage, events surrounding the Holocaust, opportunities for advocacy today, and global perspectives on human intelligence. 




    The teaching techniques that will be used in this course include direct instruction, guided practice, cooperative learning, project-based activities, visual aids, student led instruction, and scaffolding.  




    A series of formative, summative, and performance-based assessments will be used to monitor student growth and achievement.  



    “Language and Literature Guide.” Edited by IBO, International Baccalaureate, 2014, IBO.org 

    iQué Chévere! Level 2, EMC 2016