Department of Accelerated Programs

IB Ab Initio Spanish SL I
Curriculum
5.0 Credits

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 The IB Learner Profile

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in
learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of
other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow
from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service,
and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new
roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and
others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and
limitations in order to support their learning and personal development.
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 Unit One

Getting to Know You and Busy Family

Course Description
Spanish ab initio (SL) is a two-year course that has been designed for students who have had only had up to two years of prior
knowledge of the language but wish to study Spanish as their Language B. The language ab initio course is organized into five themes;
Identities, Experiences, Human ingenuity, Social Organization, and Sharing the Plant. Each theme has a list of topics that provide the
students with opportunities to practice and explore the language as well as to develop intercultural understanding. Through the
development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined
range of everyday situations.

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 IB Ab Initio Spanish
Pacing Guide
Unit Topic Suggested Timing
Unit 1 Getting to Know You and Busy Family (Identities) 10 Weeks

Unit 2 School and Daily life (Experiences) 10 Weeks

Unit 3 Travel, Food and Drink (Human Ingenuity and Social Organization) 10 Weeks

Unit 4 Going Green (Sharing the Planet) 10 Weeks

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 Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1



Technology Operations and Concepts
 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career
 aspirations by using a variety of digital tools and resources
 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers
 and/or professionals in that related area for review.


 Creativity and Innovation
  Apply previous content knowledge by creating and piloting a digital learning game or tutorial.



Communication and Collaboration
 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas
 for feedback through social media or in an online community.


 Digital Citizenship
 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
 Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
  Compare and contrast policies on filtering and censorship both locally and globally.


Research and Information Literacy

 Produce a position statement about a real worldproblem by developing a systematic plan of investigation with peers and experts
synthesizing information from multiple sources.


Critical Thinking, Problem Solving, Decision Making
 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or
social needs.
 Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their
students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be
taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and
expectation as a student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think
about the near-term and long-term consequences of their actions and seek to act in ways that contribute to
the betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and
personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial
wellbeing, understanding that personal financial security provides the peace of mind required to contribute more
fully to their own career success.
 Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum
use of their own and others’ time. They are excellent writers; they master conventions, word choice, and
organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with
others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the
audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions
that positively impact and/or mitigate negative impact on other people, organization, and the environment.
They are aware of and utilize new technologies, understandings, procedures, materials, and regulations
affecting the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting
and using new information to make decisions, change practices or inform strategies. They use reliable
research process to search for new information. They evaluate the validity of sources when considering the
use and adoption of external information or practices in their workplace situation.
 Career Ready Practices
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take
action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and
principles while employing strategies to positively influence others in the workplace. They have a clear
understanding of integrity and act on this understanding in every decision. They use a variety of means to
positively impact the directions and actions of a team or organization, and they apply insights into human
behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects
that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they
regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals,
and requirements. They have perspective regarding the pathways available to them and the time, effort,
experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths
require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the
planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to
accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new
technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-
personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
 Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways
to increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
 Differentiated Instruction
Strategies to Accommodate Students Based on Individual Needs
Time/General Processing Comprehension Recall

Extra time for assigned Extra Response time Precise step-by-step Teacher-made checklist
tasks directions
Have students verbalize Use visual graphic
Adjust length of assignment steps Short manageable tasks organizers

Timeline with due dates for Repeat, clarify or reword Brief and concrete Reference resources to
reports and projects directions directions promote independence

Communication system Mini-breaks between tasks Provide immediate Visual and verbal reminders
between home and school feedback
Provide a warning for Graphic organizers
Provide lecture transitions Small group instruction
notes/outline
Reading partners Emphasize multi-sensory
learning
Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

Computer/whiteboard Extended time Consistent daily structured Individual daily planner

routine
Tape recorder Study guides Display a written agenda
Simple and clear classroom
Spell-checker Shortened tests rules Note-taking assistance

Audio-taped books Read directions aloud Frequent feedback Color code materials

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 Enrichment
Strategies Used to Accommodate Based on Students Individual Needs:
Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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 Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Teacher-created Unit Assessments, Chapter Assessments, Quizzes
Teacher-created DBQs, Essays, Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Portfolio, Presentations, Prezi, Gallery Walks
Homework
Concept Mapping
Primary and Secondary Source analysis
Photo, Video, Political Cartoon, Radio, Song Analysis
Create an Original Song, Film, or Poem
Glogster to make Electronic Posters
Internal and External IB Assessments

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 Interdisciplinary Connections

English Language Arts Math

Journal writing Research industry salaries for a geographic area
Close reading of industry-related content and juxtapose against local cost of living
Create a brochure for a specific industry Go on a geometry scavenger hunt
Keep a running word wall of industry vocabulary Track and track various data, such as industry’s impact on the
GDP, career opportunities or among of individuals currently
Social Studies occupying careers
Research the history of a given industry/profession
Research prominent historical individuals in a given Fine & Performing Arts
industry/profession Create a poster recruiting young people to focus their studies
Use historical references to solve problems on a specific career or industry
Design a flag or logo to represent a given career field
World Language
Translate industry-content Science
Create a translated index of industry vocabulary Research the environmental impact of a given career or
Generate a translated list of words and phrases related industry
to workplace safety Research latest developments in industry technology
Investigate applicable-careers in STEM fields

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New Jersey Student Learning Standards
7.1. NM.A.1, Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information
and other sources related to targeted themes.

7.1. NM.A.2, Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

7.1. NM.A.3, Recognize a few common gestures and cultural practices associated with the target culture.

7.1. NM.B.1, Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes.

7.1. NM.B.2, Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom
and cultural activities.

7.1. NM.B.3, Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.

7.1. NM.B.4, Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

7.1. NM.B.5, Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in
other content areas.

7.1. NM.C.1, Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.

7.1. NM.C.2, Imitate, recites, and/or dramatizes simple poetry, rhymes, songs, and skits.

7.1. NM.C.3, Copy/write words, phrases, or simple guided texts on familiar topics.

7.1. NM.C.4, Present information from age- and level appropriate, culturally authentic materials orally or in writing.

7.1. NM.C.5, Name and label tangible cultural products and imitate cultural practices from the target culture.

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American Council on the Teaching of Foreign Languages (ACTFL)
ACTFL Standards:

1.1 Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions.

1.2 Students understand and interpret written and spoken language on a variety of topics.

1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

5.2 Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment

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 Grade: 11 Unit: 1 Topic: Getting to Know You and Busy Family
(Identities)

Description: Learning a different

language/culture leads to greater understanding
of one’s own and other languages/cultures and
why people think and act in different ways. In
this unit the foundations of Spanish are
reinforced, and students explore identity
through the cultural norms of the Spanish
Speaking world.

New Jersey Student Learning Standards (NJSLS): 7.1.NM.A.1, 7.1.NM.A.4 , 7.1.NM.B.1, 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.C.1, 7.1.NM.C.4

American Council on the Teaching of Foreign Languages (ACTFL):

ACTFL Standards:

1.1 Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions.

1.2 Students understand and interpret written and spoken language on a variety of topics.

1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

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 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

5.2 Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

NJDOE Student Essential Questions Content Activities & Resources

Learning Objective Assessments
1. Differentiate
How is learning Spanish  Language Notes Word/Sound Ab Initio Subject Brief:
between
similar and/or different  Vocabulary Recognition https://www.ibo.org/university-
English and Spanish
from learning English?  Grammar admission/ib-recognition-
 Language practice Students will be given a
in pronunciation, resources-and-document-
How are greetings and list of proper names and
sentence structure,  Cultural Highlights library/
eave taking conducted words to identify sounds,
and writing accents and
under formal or informal
including the use of
circumstances? Spanish Ab Initio Text:
accent marks. Pronunciation Spanish ab initio for the IB
How do I use language to Pronounce words using Diploma : by Concept (New
NJSLS: 7.1.NM.C.3 communicate with the
2019) Isbn 10: 151044954X
Copy/write words, others? appropriate sounds based
phrases, on
or simple guided texts on accent marks, pairing of Ab Initio Guide:
familiar topics. alphabet letters, etc... https://anatolia.edu.gr/images/h
ighschool/IBDP/Subjects/long-
NJSLS: 7.1.NM.A.1 Media/Broadcast subject_guide_language_abinit
Recognize familiar spoken Listen to authentic show, io.pdf
or written words or broadcast and/or
phrases Avancemos! DVD,
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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
contained in culturally listening activities to
Spanish Ab Initio:
authentic materials using distinguish various http://spanish4teachers.org/ibs
electronic information Spanish accents from the panishabinitioresources/
sources related to targeted Spanish Speaking world
themes.
Spanish Pronunciation
NJSLS: 7.1.NM.A.2
Demonstrate https://www.youtube.com/watc
comprehension of simple, h?v=Xg525KvZxi0
oral and written directions,
commands and requests
through appropriate Learn Spanish -How to Greet
physical response. People in Spanish
https://youtu.be/SoPiuMh6lnQ

2. Ask and respond to How does Spanish culture  Language Notes Introductory Ab Initio Subject Brief:
compare to that of  Vocabulary Video/Lecture https://www.ibo.org/university-
questions about physical the United States?  Grammar In a whole group setting, admission/ib-recognition-
characteristics, students will view an
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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
personality qualities, How does body language  Language practice authentic video in resources-and-document-
likes, dislikes, convey meaning when  Cultural Highlights Avancemos! of various library/
preferences, and pastime communicating in a students expressing likes,
activities using digital foreign language? dislikes, physical
voice recorders and face characteristics, Spanish Ab Initio Text:
to face communication How do I use my personality traits and Spanish ab initio for the IB
knowledge of language pastime activities. Diploma : by Concept (New
and culture to enrich my Students will compare 2019) Isbn 10: 151044954X
7.1.NM.B.1
own community and and contrast their personal
Use digital tools to
broaden my information with the ones
exchange basic Ab Initio Guide:
opportunities? observed in the video.
information at the word https://anatolia.edu.gr/images/h
and memorized phrase ighschool/IBDP/Subjects/long-
What are common Dialogue
level related to self and subject_guide_language_abinit
pastimes, likes, and Students are paired to
targeted themes. io.pdf
dislikes in the Spanish ask/respond to questions
speaking world? in expressing likes,
7.1.NM.B.4
dislikes and preferences
Ask and respond to simple Spanish Ab Initio:
questions, make requests, http://spanish4teachers.org/ibs
and express preferences panishabinitioresources/
using
memorized words and
phrases. Leisure Activities in Spanish
Speaking Countries
http://www.ehow.com/list_723
0946_leisure_done_spanish_sp
eaking_countries.html

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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments

3. Skim and scan How do people  Language Notes Reading/Writing Ab Initio Subject Brief:
culturally authentic communicate without  Vocabulary Activities https://www.ibo.org/university-
Spanish language
using language?  Grammar Teacher will distribute
admission/ib-recognition-
audio, video, or  Language practice writing activities for resources-and-document-
How do native speakers  Cultural Highlights students to self-assess
written text to identify library/
express their preferences? their reading and writing
age, physical
skills.
characteristics,
personality qualities, Spanish Ab Initio Text:
pastime activities, and Listening Spanish ab initio for the IB
expressions of likes, Comprehension Activity Diploma : by Concept (New
dislikes, and Students will self-assess 2019) Isbn 10: 151044954X
preferences. their listening
comprehension skills
through a series of Ab Initio Guide:
authentic audio activities. https://anatolia.edu.gr/images/h
7.1.NM.A.1 ighschool/IBDP/Subjects/long-
Recognize familiar subject_guide_language_abinit
spoken or written words Scavenger Hunt
Distribute images and io.pdf
and phrases contained in
descriptions and have
culturally authentic
students find the matching
materials using
electronic information descriptions to the images Spanish Ab Initio:
using locations as http://spanish4teachers.org/ibs
sources related to panishabinitioresources/
indicators.
targeted themes
‘;
Spanish Physical
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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
7.1.NM.A.4 characteristics
Identify familiar people, https://quizlet.com/96116/Span
places, and objects ish_physical_characteristics_fl
based on simple oral ash_cards/
and/or written
descriptions Audio Vocab for Physical
Traits
http://study.com/academy/lesso
n/spanish-vocabulary-for-
physical-traits.htm

4. Model and apply

How does intonation  Language Notes Centers
Ab Initio Subject Brief:
appropriate intonation
convey meaning in  Vocabulary Students will rotate
https://www.ibo.org/university-
for asking different different types of  Grammar between admission/ib-recognition-
types of questions and questions and statements?  Language practice four centers and perform resources-and-document-
statements including  Cultural Highlights culturally appropriate library/
name, age, and How do gender, age, and body
culture impact statements language and greetings
expressions used to
and questions? based Spanish Ab Initio Text:
indicate location
on the unique situations: Spanish ab initio for the IB
How is spoken language  meeting your Diploma : by Concept (New
7.1.NM.B.3 different from written friend’s parents 2019) Isbn 10: 151044954X
Imitate appropriate language? for the first time
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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
gestures and intonation  running into your
of the target friend (s) at the
culture(s)/language café Ab Initio Guide:
during greetings, leave  seeing your https://anatolia.edu.gr/images/h
takings, and daily teacher in the ighschool/IBDP/Subjects/long-
interactions. hallway subject_guide_language_abinit
 communicating io.pdf
7.1.NM.C.4 with a clerk in the
Present information public library
from age and level Spanish Ab Initio:
appropriate, culturally http://spanish4teachers.org/ibs
authentic materials Interview panishabinitioresources/
orally or in writing. Students circulate around
the classroom polling
their peers about favorite
pastimes. In groups of 4,
they compile their data
and create a pie chart.
They report their findings
to the rest of the class.

5. Describe self and What is gender?  Language Notes Journal Ab Initio Subject Brief:
others using gender  Vocabulary Students will write in
https://www.ibo.org/university-
appropriate physical What are the similarities  Grammar their journal the following admission/ib-recognition-
and differences between in complete sentences:
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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
characteristics Spanish and American  Language practice  Name resources-and-document-
and personality gender norms?  Cultural Highlights  Age library/
qualities.  two physical
How can cultural characteristics
awareness enhance my  two personality Spanish Ab Initio Text:
7.1.NM.C.4 language learning? traits Spanish ab initio for the IB
Present information from Diploma : by Concept (New
 two likes, two
age and level appropriate, 2019) Isbn 10: 151044954X
dislikes and one
culturally authentic preference
materials orally or in
writing. Ab Initio Guide:
Gender Sort https://anatolia.edu.gr/images/h
Given an envelope, each ighschool/IBDP/Subjects/long-
pair spill out its contents subject_guide_language_abinit
and sort the pictures into io.pdf
masculine or feminine
groups.
Spanish Ab Initio:
Number I.D. http://spanish4teachers.org/ibs
Students practice panishabinitioresources/
identifying numbers in
Spanish on individual
white boards.

Line ups!
Ten students are given
cards with numbers

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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
written in Spanish. They
line up in front of the
class in descending
order.

6. Describe culturally How does common  Language Notes Facebook Profile Ab Initio Subject Brief:
Specific Spanish Spanish pastimes, sports,  Vocabulary In groups of two, students https://www.ibo.org/university-
personal pastimes and and music reflect the  Grammar will create a profile chart admission/ib-recognition-
activities. (i.e. Cafes, culture?  Language practice in Spain, including their resources-and-document-
 Cultural Highlights picture, physical
playing sports such as library/
How can learning and characteristics,
soccer, eating,
using a language help to personality qualities and
singing, going to the
assimilate into a new leisure activities. Spanish Ab Initio Text:
movies, hanging out
with friends, talking culture? Spanish ab initio for the IB
on the phone, Letter Choice Diploma : by Concept (New
How does the study of Students skim 4 brief 2019) Isbn 10: 151044954X
traveling, watching
another language and biographies about
TV)
culture make the world different Spanish
smaller? (i.e. speakers. As the Ab Initio Guide:
7.1.NM.C.4 globalization) teacher makes comments, https://anatolia.edu.gr/images/h
Present information students indicate who is ighschool/IBDP/Subjects/long-
from age and level being spoken about by subject_guide_language_abinit
appropriate, culturally choosing the io.pdf
authentic materials corresponding letter.
orally or in writing.

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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
Spanish Ab Initio:
http://spanish4teachers.org/ibs
panishabinitioresources/

7. Interpret highlights How are language,  Language Notes Interrogative Report Ab Initio Subject Brief:
from a culturally culture and identity  Vocabulary Draw a picture of you https://www.ibo.org/university-
authentic Spanish related?  Grammar enjoying your favorite admission/ib-recognition-
language passage  Language practice pastime. Attach a resources-and-document-
How are pastimes and  Cultural Highlights narrative that incorporates
orally and/or in library/
preferences influenced by all of the interrogative
writing including
culture? terms and the
physical
corresponding answers. Spanish Ab Initio Text:
characteristics,
What are culturally Spanish ab initio for the IB
personality
specific pastimes and Vocabulary cube toss Diploma : by Concept (New
qualities, and
preferences in Spain and In groups of three 2019) Isbn 10: 151044954X
preferences related to
pastime. the Spanish speaking students toss a vocabulary
world? cube that has pastimes
vocabulary on its 6 sides. Ab Initio Guide:
7.1.NM.C.1
Students throw the cube https://anatolia.edu.gr/images/h
Use basic information at
and call out the ighschool/IBDP/Subjects/long-
the word and memorized
vocabulary word subject_guide_language_abinit
phrase level to create a
multimedia rich pertaining to the side their io.pdf
presentation on targeted thumb touched when they
caught it.
themes to be shared
Four Corners
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 NJDOE Student Essential Questions Content Activities & Resources
Learning Objective Assessments
virtually with a target Post pictures of various
Spanish Ab Initio:
language audience. pastimes in the four http://spanish4teachers.org/ibs
corners of the room. panishabinitioresources/
7.1.NM.C.4 Students choose a
Present information from corner and answer
age and level appropriate, questions as a group on Spanish Texts with
culturally authentic the chart paper Vocabulary
materials orally or in that is posted there.
writing http://www.spanish.cl/readight
m

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 Unit 1 Vocabulary
Tengo____ ¿Que te gusta hacer
Él tiene/ Ella tiene_____ ?
Buenos días ¿Cómo se llama usted? Pelo rubio ¿Te gusta...?
Buenas tardes ¿Cómo te llamas? Pelo castaño Me gusta...
Buenas noches Me llamo... Pelo negro A mí me gusta...
Hola Le presento a... Yo soy... No me gusta...
Adiós Te presento a... Alto (a) Yo prefiero...
Hasta luego ¿Cómo se llama? Bajo (a) Mirar la tele
¿Cómo está? Se llama... Bonito (a) Pasar un rato
Mucho gusto Guapo (a) Pasar un
¿Cómo está usted?
Encantado Serio (a) rato con los amigos
¿Cómo estás?
Encantada Pequeño (a) Trabajar
¿Qué tal? ¿Cuántos años tienes?
¿Qué pasa? Bueno (a) Jugar
¿Cuántos años tiene usted? Malo (a) Dibujar
¿Y usted Tengo... años.
?/ ¿y tú? Atlético (a) Escribir
¿Cuántos años tiene él/ella? Artístico (a) Leer
Bien Él/ella tiene ... Cómico (a) Estudiar
Muy bien ¿Cuándo es Desorganizado (a) Comer
Mal tu cumpleaños? Inteligente Beber
Regular ¿Qué día es tu cumpleaños? Perezoso (a) Escuchar música
Más o menos Mi cumpleaños es en + mese Serio (a) Hablar por teléfono
Gracias Mi cumpleaños es el... Simpático (a) Hablar español
Por favo ¿De dónde eres? Joven Hablar ingles
Yo soy de... Pelirrojo (a) Hablar francés
¿Dónde vives? Viejo (a) Hacer la tarea
Yo vivo a ... Señor/Sr. Jugar al futbol
¿Dónde estudias? Señora/Sra. Montar en bicicleta
Estudio a ... Señorita/Srta. Practicar deportes
Preparar la comida
Tocar la
guitarra

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 TOK Connections

What are the appropriate ways to greet and ask questions when

meeting people of different statuses in Spanish speaking countries?

What is the gift giving protocol for special birthdays and

occasions?

What is the role of storytelling and oral traditions in Spanish speaking cultures?

What significance does a name carry in Spanish?

What responsibility does each family member traditionally bear

for the upkeep of the home?

What are the top 10 occupations in Spain, Caribbean, and Latin America and the US?

How does Spanish speaking culture compare to mine in the areas of family
and school life?
What is the family system like in Spanish speaking countries (nuclear family versus
big family)?

How are family traditions different in Spanish speaking cultures and American

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 culture?

Contribution to the Development of Students’ Approached to Learning Skills

Students will be able to develop self-management, research, and
communication skills through the study of Getting to Know You and
Busy Family. Students will need to set personal goals and monitor their
progress on research they will be conducting for papers and projects in
class. Lastly, students will develop social skills by collaborating with
their peers and by participating in a field trip to Spain. This will allow
the students to immerse themselves in a culture apart from their own.
1. Self-management - Students will set personalized learning goals.
Students will self-monitor the effectiveness of their learning and will
reflect on their achievement and make appropriate adjustments.
2. Research - Students will generate and develop their own sets of critical
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 thinking questions, assess and annotate primary and secondary resources,
and reflect on the value and limitations of the resources they chose.
3. Social - students will participate in a field trip to Spain. Students will
interact with local guides and wildlife and develop cooperative learning
skills. Students will also initiate and maintain positive social
relationships with each other and the community. Students will
understand that other people, with their differences, can also be right.
4. Communicators- collaborate effectively and listening carefully to the
perspectives of other individuals and groups.

Contributions to the Development of the Attribute(s) of the Learner Profile

By curiously exploring the media of advertising they are inquiring; by

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 exploring new concepts and ideas they are becoming more knowledgeable; by applying their thinking skills critically they are becoming better
thinkers; by seeking and evaluating a range of point of views they are becoming more open-minded; by giving thoughtful consideration to their
own experience they are being reflective.

Contribution to the Development of International Mindedness

Through the study of the varying cultures of the Spanish speaking world, students will become compassionate members of the global community.
They will use the experience with new points of view to analyze their own beliefs and
motivations, and to better understand those of others. Students will leave this course well prepared to promote peace and understanding in the
world around them. Learning about these topics will help students become integrated into Spanish language and the various cultures, whether here
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 or abroad, more quickly and easily. Being able to share meals and celebrate social and religious events easily and comfortably will certainly be a
source from which to grow friendships and life-long community relationships.

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