Florida's Preinternational Baccalaureate Japanese 1 (#0712810) 


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Course Standards

Name Description
WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts.
WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics.
WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media.
WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives.
WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations.
WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context.
WL.K12.NH.2.2: Identify the elements of story such as setting, theme and characters.
WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places.
WL.K12.NH.2.4: Identify key detailed information needed to fill out forms.
WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.
WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information.
WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.
WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why.
WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement.
WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task.
WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood.
WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.
WL.K12.NH.4.2: Describe aspects of daily life using complete sentences.
WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.
WL.K12.NH.4.4: Present personal information about one’s self and others.
WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.
WL.K12.NH.4.6: Use verbal and non verbal communication when making announcements or introductions.
WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences.
WL.K12.NH.5.2: Write simple statements to describe aspects of daily life.
WL.K12.NH.5.3: Write a description of a familiar experience or event.
WL.K12.NH.5.4: Write short personal notes using a variety of media.
WL.K12.NH.5.5: Request information in writing to obtain something needed.
WL.K12.NH.5.6: Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken).
WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher- directed topics.
WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.
WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s).
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines.
WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.
WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.
WL.K12.NH.9.2: Use communication tools to establish a connection with a peer from a country where the target language is spoken.
WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions.
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech.
WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings.
WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media.
WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories.
WL.K12.NM.1.6: Follow short, simple directions.
WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals.
WL.K12.NM.2.2: Demonstrate understanding of short, simple literary stories.
WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support.
WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics.
WL.K12.NM.3.1: Introduce self and others using basic, culturally-appropriate greetings.
WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions.
WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences.
WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics.
WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations.
WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message.
WL.K12.NM.3.7: Understand and respond appropriately to simple directions.
WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning.
WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions.
WL.K12.NM.4.2: Present personal information about self and others.
WL.K12.NM.4.3: Express likes and dislikes.
WL.K12.NM.4.4: Provide an account of daily activities.
WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics.
WL.K12.NM.4.6: Present simple information about a familiar topic using visuals.
WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases.
WL.K12.NM.5.2: Fill out a simple form with basic information.
WL.K12.NM.5.3: Write simple sentences about self and/or others.
WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication.
WL.K12.NM.5.5: Write about previously acquired knowledge and experiences.
WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task.
WL.K12.NM.5.7: Draw pictures in sequence to demonstrate a story plot.
WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.)
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s).
WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances.
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).
WL.K12.NM.7.1: Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes.
WL.K12.NM.7.2: Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines.
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language.
WL.K12.NM.8.2: Recognize true and false cognates in the target language and compare them to own language.
WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s own.
WL.K12.NM.9.1: Use key words and phrases in the target language to participate in different activities in the school and community settings.
WL.K12.NM.9.2: Participate in simple presentations, activities, and cultural events in local, global, and/or online communities.
LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.1.1: Write arguments focused on discipline-specific content.
  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Japanese 1-Pre-IB introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities. In addition, the purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the Next Generation Sunshine State Standards and Florida Standards for English language arts and mathematics taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, holistic view of knowledge, intercultural awareness embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.

GENERAL NOTES

Special Note. Pre-IB courses have been created by individual schools or school districts since before the MYP started. These courses mapped backwards the Diploma Programme (DP) to prepare students as early as age 14. The IB was never involved in creating or approving these courses. The IB acknowledges that it is important for students to receive preparation for taking part in the DP, and that preparation is the MYP. The IB designed the MYP to address the whole child, which, as a result, has a very different philosophical approach that aims at educating all students aged 11-16. Pre-IB courses usually deal with content, with less emphasis upon the needs of the whole child or the affective domain than the MYP. A school can have a course that it calls “pre-IB” as long as it makes it clear that the course and any supporting material have been developed independently of the IB. For this reason, the school must name the course along the lines of, for example, the “Any School pre-IB course”.

The IB does not recognize pre-IB courses or courses labeled IB by different school districts which are not an official part of the IBDP or IBCC curriculum. Typically, students enrolled in grade 9 or 10 are not in the IBDP or IBCC programmes.
https://ibanswers.ibo.org/app/answers/detail/a_id/5414/kw/pre-ib. Florida’s Pre-IB courses should only be used in schools where MYP is not offered in order to prepare students to enter the IBDP. Teachers of Florida’s Pre-IB courses should have undergone IB training in order to ensure seamless articulation for students within the subject area.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


QUALIFICATIONS

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree with locally documented proficiency in Japanese.


General Information

Course Number: 0712810 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: Japanese >
Abbreviated Title: FL PRE-IB JAPANESE 1
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 3
Course Status: Course Approved
Grade Level(s): 9,10



Educator Certifications

Japanese (Secondary Grades 7-12)
Japanese (Elementary and Secondary Grades K-12)


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