LEVEL 3
Theme(s): Cultural Diversity / Self Identity
Unit: Barriers
Essential Question: What barriers does society impose on us?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…
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



Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (racial/ethnic/gender
barriers, cultural heritage, values and
norms, beliefs)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…
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





What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Compare the past with the present
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response
while trying to break through barriers.
LEVEL 3
Theme(s): Family and Community
Unit: Love and Friendship
Essential Question: How is love and friendship expressed throughout the world and how does it influence the individual?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (love and friendship,
customs and traditions, dating, verbal
and non-verbal communication)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…
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





What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be if one does
not follow socially acceptable manners)
Express hopes and desires for personal
relationships
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 3
Theme(s): Leisure
Unit: Art
Essential Question: How does art influence our everyday life?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (art forms, words to
describe art, effects of art, socially
acceptable vs. socially unacceptable art,
educational system, the role of art in
peoples’ lives)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…






What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be.
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 3
Theme(s): Communication and Media
Unit: Social Networking
Essential Question: How do social networking sites influence society?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (social networking sites,
censorship, political influence, mode of
communication, depth of
communication, socializing skills)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…







What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 3
Theme(s): Health
Unit: Lifestyle Choices
Essential Question: What do we base our lifestyle choices on? What motivates us?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (lifestyle, concepts of
beauty/health/youth, body image,
physical/mental/emotional well-being)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…







What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be.
Express hopes and desires for our lifestyle
choices.
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 3
Theme(s): Science and Technology
Unit: Genetics
Essential Question: What influence has genetics on our lives?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (advances in medicine,
genetics, cloning, ethics, laws, etc.)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…







What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
Utilize appropriate vocabulary and social
register (consider formal/informal audience)
Describe what will or might be as medicine
advances.
Express hopes and desires for the future.
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 3
Theme(s): Customs and Traditions
Unit: Cultural Celebrations
Essential Question: What aspects of our culture do we pride ourselves with during cultural celebrations?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (cultural celebrations
and their history, changes over time,
values, customs, today’s values)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…







What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.
LEVEL 3
Theme(s): Global Issues
Unit: Poverty and Famine
Essential Question: What causes poverty and famine and how can it be prevented?
Interpretive/Receptive
Listening/Reading
Audio, Visual, Written/Print, Interpretive
Communication
Students can…
 Build vocabulary and make connections
between what they know and what they are
learning.
 Understand and respond to speech at the
learner’s comprehension level and 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.
 Answer questions and summarize.
Interpersonal/Interactive
Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can…





Ask questions about what they
read/heard.
Discuss/debate/evaluate information.
Compare/contrast the USA with views in
studied cultures (poverty and famine,
causes, prevention, intervention,
political issues, effects on the world and
our personal lives)
Explain the concept, its effects on the
world
Apply personal perspective and describe
what they would do in similar
circumstances
Presentational/Productive
Speaking/Writing
Spoken/Written Presentational Communication
Students can…







What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
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, email, a blog, website, a speech, etc.)
Synthesize, analyze, hypothesize, and
evaluate through written and oral response.