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