IB Theme(s):
AP Theme(s):
Unit:
Essential Question:
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures
· Explain the concept, its effects on the world.
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Describe what will or might be.
· Express hopes and desires
· Discuss issue as it affects the world.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, a letter to a government agency, letter to the editor, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
Resource Links:
IB Theme(s): Global Issues, Science & Technology
AP Theme(s): Global Issues
Unit: Environment
Essential Question: What will the future be like?
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (i.e.: sustainability, ecotourism, recycling, natural disasters, humanitarian aid, poverty and famine, food and water, endangered species, the impact of man on nature, deforestation, global warming, climate change, globalization, energy crisis, renewable energy, migration)
· Explain the concept, its effects on the world.
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Describe what will or might be.
· Express hopes and desires for the world.
· Discuss environmental issues affecting the world.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, a letter to a government agency, letter to the editor, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
Resource Links:
IB Theme(s): Communication and Media
AP Theme(s):
Unit: Media: (Examples: Music, Television, Internet, Print Media, Social Networking, and/or Film, etc.)
Essential Question: How does media influence society and how we communicate?
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs, social networking sites.
· Read and comprehend a variety of texts: brochures, surveys, magazine articles, graphics, blogs, e-mail, websites, informational texts, online newspaper sources, social networking sites, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (social networking sites, censorship, values and norms/cultural boundaries, i.e. film ratings, advertising, bias in media, internet, radio and TV, sensationalism, telephone/cell phone).
· Explain the concept, its effects on the world.
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Describe what messages are communicated through media and their effects on society.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, newscast, demonstrations, power point, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, a letter to a government agency, letter to the editor, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
Resource Links:
IB Theme(s): Social Relations
AP Theme(s): Contemporary Life/Family and Community
Unit: Personal Relationships
Essential Question: How do our relationships with family and friends affect our behavior?
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, e-mail, personal letters, personal journals, surveys, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about information.
· Discuss/debate/evaluate info.
· Compare/contrast the USA with views in studied cultures (rites of passage, family structure, roles, and responsibilities, the changing roles of men and women, personal space, on-line dating, customs and traditions, love and friendship, human rights, minorities, linguistic dominance, self-identity, social behaviors and stances, celebrations, social and religious events, educational system, multilingualism, nationalism, patriotism, fanaticism, political structures, taboos vs. what is socially acceptable).
· Explain the concept and its effects
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Describe what will or might be (roles and responsibilities in adult life).
· Express hopes and desires for personal relationships.
· Discuss issue as it affects your world.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, formal/ informal letter, personal journal entry, informational brochure, e-mail, blog, website, speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
Resource Links:
IB Theme(s): Health
AP Theme(s):
Unit: Healthy Lifestyles
Essential Question: How does our lifestyle affect our health and vice versa?
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (diet and nutrition, eating habits and eating disorders, body image, physical/mental/emotional well-being, sports and exercise, sleep deprivation, health care, concepts of beauty, drug abuse, epidemics, hygiene, illnesses, surgery, traditional and alternative medicine).
· Explain the concept, its effects on the world.
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Describe what will or might be.
· Express hopes and desires for a healthy life.
· Discuss issue as it affects the world/cultures.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, a letter to a government agency, letter to the editor, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
Resource Links:
IB Theme(s): Cultural Diversity
AP Theme(s): Self Identity
Unit: Language and Identity
Essential Question: How do our language and culture define us?
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (beliefs, values and norms, culinary heritage, language diversity, migration, population diversity, sub-cultures, concepts of human beauty, verbal and non-verbal communication, interlinguistic influences, intercultural assimilation, racial/ethnic/gender barriers).
· Explain the concept, its effects on the world.
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Compare the past with the present.
· Discuss issue as it affects the world.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (survey, pamphlet, persuasive essay, poster, newspaper article, advertisement, formal/informal letter, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate combatting discrimination and avoiding prejudice through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
· Students create survey and use results to analyze cultural perspectives.
· Debate discrimination: At schools/universities it is not necessary to invest as much money in sports programs for women as in programs for men.
· Debate: We must ensure that the representation of ethnic groups and the percentage of men and women in the university reflect the general population of the area.
·
Resource Links:
IB Theme(s): Leisure
AP Theme(s): (Contemporary Life/Beauty and Aesthetics)
Unit: Leisure Activities (Arts, Sports, Travel, Entertainment)
Essential Question: How is leisure time important to us?
Interpretive/Receptive / Interpersonal/Interactive / Presentational/ProductiveListening/Reading
Audio, Visual Written/Print Interpretive Communication
Students can… / Listening/Speaking - Reading/Writing
Spoken/Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken /Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts (IB/HL).
· Answer questions and summarize. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (hobbies, recreation, sports, travel, entertainment, cooking, art exhibitions, social interactions through leisure, i.e., team activities, games, gaming, sporting events).
· Explain the concept, its effects on the world.
· Apply personal perspective and describe what they would do in similar circumstances. / · Utilize appropriate vocabulary and social register (consider formal/informal audience).
· Discuss issue as it affects the world.
· Explain the impact culture has on leisure.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, a letter to a government agency, formal/informal letter, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestion:
· Bull fighting today: In your opinion, is it a sport, art, or torture?
· Debate: TV/gaming:
Resource Links: