LEVEL 4
Theme(s): Cultural Diversity / Self Identity
Unit: Language Diversity
Essential Question: What aspects in our lives are influenced by language?
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 (language diversity
within countries, minorities/majorities,
dialects, cultural heritage, linguistic
influences)
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 4
Theme(s): Family and Community
Unit: Human Rights
Essential Question: How are human rights recognized around the world?
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 (human rights around
the world, organizations, bullying, 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.
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 4
Theme(s): Leisure
Unit: Social Status Indicator through Leisure Activities
Essential Question: How do leisure activities indicate social status?
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 (leisure activities, social
status, social interactions)
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 4
Theme(s): Communication and Media
Unit: Media through generations
Essential Question: How does the use of media for communication differ through generations?
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 (media, generational
preferences, norms, values, use of
communication devices)
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 4
Theme(s): Health
Unit: Health Care
Essential Question: How does health care influences 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 (health care system,
modern medicine, alternative medicine,
political implications, costs)
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 4
Theme(s): Science and Technology
Unit: Current Advances in Science and Technology
Essential Question: How do advances in science and technology influence 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 (current advances in
science and technology)
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 4
Theme(s): Customs and Traditions
Unit: Etiquette
Essential Question: How does etiquette differ amongst cultures?
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 (etiquette, protocol,
reasoning behind mannerisms)
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 4
Theme(s): Global Issues
Unit: Climate Change
Essential Question: How could climate change influence 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 (climate change, global
warming)
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.