Florida's Preinternational Baccalaureate German 3  (#0702820) 


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Course Standards

Name Description
WL.K12.AL.1.1: Demonstrate understanding of extended speech on familiar and unfamiliar topics.
WL.K12.AL.1.2: Follow presentations on familiar and unfamiliar topics in different situations.
WL.K12.AL.1.3: Demonstrate understanding of factual information about everyday life, study, or work- related topics.
WL.K12.AL.2.1: Demonstrate understanding of viewpoints expressed in literary and non-literary texts from a variety of culturally authentic sources.
WL.K12.AL.2.2: Make inferences and predictions from a written source.
WL.K12.AL.3.1: Communicate with moderate fluency and spontaneity on familiar topics, even in complex situations.
WL.K12.AL.3.2: Express and connect ideas when engaged in a lengthy conversation.
WL.K12.AL.3.3: Justify personal preferences, needs and feelings in order to persuade others.
WL.K12.AL.3.4: Engage comfortably in extended conversations and discussions on a wide variety of topics related to daily life.
WL.K12.AL.4.1: Deliver a short presentation on social, academic, or work topics with appropriate complexity for the target audience.
WL.K12.AL.4.2: Explain viewpoints on an issue of interest, giving advantages and disadvantages of various options.
WL.K12.AL.4.3: Speak using different time frames and appropriate mood with good control.
WL.K12.AL.5.1: Express, in writing, ideas on a variety of topics presented in clear, organized texts.
WL.K12.AL.5.2: Write work-related documents (fill out an application, prepare a resume, write a business letter).
WL.K12.AL.5.3: Write well-organized essays, summaries, and reports on a broad range of topics including those that have been personally researched using authentic texts.
WL.K12.AL.5.4: Use idioms and idiomatic expressions in writing.
WL.K12.AL.6.1: Compare and contrast cultural practices and perspectives among cultures with the same language in order to dispel stereotyping.
WL.K12.AL.6.2: Explain why the target language has value in culture and in a global society.
WL.K12.AL.7.1: Apply knowledge gained in the target language to make connections to other content areas.
WL.K12.AL.8.1: Apply new structural patterns acquired in the target language.
WL.K12.AL.9.1: Apply knowledge gained in the target language to make presentations as part of extra curricular activities beyond the school setting.
WL.K12.IH.1.1: Demonstrate understanding of the main idea and supporting details in conversations, presentations, and short discussions, on familiar topics.
WL.K12.IH.1.2: Demonstrate understanding of the main idea and supporting details on familiar and unfamiliar topics.
WL.K12.IH.1.3: Follow informal presentations on a variety of topics.
WL.K12.IH.1.4: Confirm understanding of the message and purpose of a variety of authentic sources found in the target culture such as TV, radio, podcasts and videos.
WL.K12.IH.1.5: Identify the main idea and supporting details from discussions and interviews on familiar topics.
WL.K12.IH.1.6: Demonstrate understanding of complex directions and instructions in unfamiliar settings.
WL.K12.IH.2.1: Demonstrate understanding of the main idea and supporting details in texts on familiar and unfamiliar topics.
WL.K12.IH.2.2: Demonstrate understanding of the main idea and supporting details in fictional literary texts containing unfamiliar vocabulary that can be interpreted in context.
WL.K12.IH.2.3: Demonstrate understanding of general written information presented through a variety of sources and intended for practical applications in academic and workplace contexts.
WL.K12.IH.2.4: Demonstrate understanding of the main idea and supporting details when gathering information from texts that contain unfamiliar vocabulary when reading for information.
WL.K12.IH.3.1: State and support different points of views and take an active part in discussions.
WL.K12.IH.3.2: Sustain a conversation in uncomplicated situations on a variety of topics.
WL.K12.IH.3.3: Express degrees of emotion and respond appropriately to the feelings and emotions of others.
WL.K12.IH.3.4: Exchange detailed information related to areas of mutual interest including careers of choice, job opportunities, etc.
WL.K12.IH.3.5: Initiate, maintain, and end a conversation on a variety of familiar topics.
WL.K12.IH.3.6: Often use circumlocution when faced with unfamiliar vocabulary and difficult language structures.
WL.K12.IH.3.7: Ask for, follow, and give directions in complex situations.
WL.K12.IH.3.8: Describe and elaborate on a personal situation or problem using details.
WL.K12.IH.4.1: Present information on familiar topics with clarity and detail using multimedia resources.
WL.K12.IH.4.2: Present viewpoints on an issue and support opinions with clarity and detail.
WL.K12.IH.4.3: Describe personal experiences and interests with clarity and detail.
WL.K12.IH.4.4: Produce reports and multimedia compositions in order to present a group project.
WL.K12.IH.4.5: Use paraphrasing, circumlocution, and illustrations to make self more clearly understood when relating experiences and retelling a story.
WL.K12.IH.4.6: Formulate and deliver a presentation on an assigned topic using multimedia resources to support the presentation.
WL.K12.IH.5.1: Write communications, narratives, descriptions, and explanations on familiar topics using connected, detailed paragraphs.
WL.K12.IH.5.2: Describe, in writing, personal experiences and interests with clarity and detail.
WL.K12.IH.5.3: Present, in writing, viewpoints on an issue and support opinion with clarity and detail.
WL.K12.IH.5.4: Provide clear and detailed information in writing on academic and work topics with clarity and detail.
WL.K12.IH.5.5: Describe, in writing, events in chronological order.
WL.K12.IH.5.6: Write about a story and describe reactions with clarity and detail.
WL.K12.IH.5.7: Write a short essay or biography using descriptive details and a variety of sentence structure.
WL.K12.IH.6.1: Investigate practices and perspectives of past and contemporary life in the target culture through a variety of media.
WL.K12.IH.6.2: Apply language and behaviors that are appropriate to the target culture in an authentic situation.
WL.K12.IH.6.3: Discuss historical or current contributions of groups representing other languages or cultures (e.g., explorers, historical figures, artists, inventors, etc.)
WL.K12.IH.6.4: Describe various products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature).
WL.K12.IH.7.1: Gather and interpret information from various disciplines in the target language to reinforce academic knowledge.
WL.K12.IH.7.2: Gather and interpret information on historic and or contemporary influences from the target language and culture and transfer this information to the language classroom and other disciplines.
WL.K12.IH.8.1: Compare similarities and differences between the target language and own language.
WL.K12.IH.8.2: Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and own.
WL.K12.IH.8.3: Compare the cultural traditions and celebrations that exist in the target cultures and other cultures with own.
WL.K12.IH.9.1: Use knowledge acquired in the target language to reach out to the community to discuss a variety of topics and present point of view.
WL.K12.IH.9.2: Participate in activities where communication in the target language is expected (i.e., writing a letter to the editor or engaging in an online discussion on a community issue).
LAFS.1112.RH.1.2 (Archived Standard): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
LAFS.1112.SL.1.1 (Archived Standard): Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 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 promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
LAFS.1112.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax 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.1112.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant 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 complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
  5. Provide a concluding statement or section that follows from and supports the information or explanation provided (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

German 3-Pre-IB provides mastery and expansion of skills acquired by the students in German 2-Pre-IB. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities which are important to the everyday life of the target language-speaking people. 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 Florida Standards 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


General Information

Course Number: 0702820 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: German >
Abbreviated Title: FL PRE-IB GERMAN 3
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Highly Qualified Teacher (HQT) Required
Course Type: Elective Course Course Level: 3
Course Status: Terminated
Grade Level(s): 9,10



Educator Certifications

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


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