Arabic

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Joining The Global Community

I can...

• Identify basic classroom objects.
• Use classroom expressions with my teacher and classmates.
• Understand and respond to the teacher's instructions and directions.
• Express basic needs related to classroom objects for specific classes and activities.

• Identify places where Arabic is spoken.
• Discuss stereotypes and recognize similarities between languages.
• Compare traditions and celebrations in Arabic-speaking countries.
• Identify different nationalities in Arabic.
• Discuss the diversity of the Arabic-speaking world.
• Recognize regional language variations in English and Arabic.
• Identify cognates (similar words) between English and Arabic.

• Compare the Arabic and English alphabets.
• Recognize Arabic letter sounds.
• Ask and answer how to say and spell words and names in Arabic.
• Identify letters when words and names are spelled out in Arabic.

• Recognize culturally appropriate greetings and etiquette in formal and informal situations.
• Introduce myself and others.
• Ask for and give the day and date.
• Understand the date when spoken or written.
• Use days of the week and months of the year.
• Use numbers from 0 to 40 in Arabic.

• Ask for and give names.
• Ask for and state ages.
• Ask for and give birthdates.
• Ask and tell where I and others are from.
• Request and provide contact information.

Unit 2: My Life at School

Marking Period 2

Unit 2: My Life at School

I can…

• Understand what time it is by reading an analog and/or digital clock.
• Understand when someone is telling time.
• Identify different time systems used in Arabic-speaking countries, such as the 12-hour and 24-hour clocks.
• Identify the numbers 0 –100.
• Describe daily routines.

• School subjects
• Basic classroom objects
• Locations and places in and around the school
• Clothing
• Weather and seasons
• Feelings and personality traits
• Identify where objects are located in a classroom.

• Understand a school schedule.
• Discuss school schedule and daily activities.
• Explain the order of classes on a school day.
• Talk about my daily activities using words, phrases, and memorized expressions such as:
• Listing my classes and stating what time they start and end.
• Discussing my after-school activities, including when and where they are held.
• Describing what I wear to school.
• Describing how I get to school.

• Talk about what school supplies I have or need for classes and describe them.
• Compare and contrast different school systems.
• Present information expressing likes and dislikes about school and related topics such as:
  • School subjects, favorite subjects, and teachers
  • Schedule, lunchtime, and after-school activities
  • School places and descriptions
  • Clothing

Marking Period 3

Unit 3: My Life at home

I can… 

• Identify family-related vocabulary.
• Ask for and give descriptions of family members and friends.
• Describe relationships between family members.
• Compare and contrast different types of families.

• Identify parts of the body.
• Describe what other people and I look like.
• Describe personality traits, including my own and others’.
• Identify opposites in physical and personality traits.
• Describe the characteristics and personality traits of animals and pets.

• Recognize locations where different leisure activities take place.
• Ask and answer about where, when, and how often a leisure activity occurs.
• State information about extracurricular activities and sports.

• Ask and give information about what activities people like or dislike and why.
• Express your opinion about screen time habits.

Marking Period 4

Unit 4: My life in the community

I can...

• Recognize different locations within the community.
• Talk about the leisure activities I enjoy in my community.
• Answer questions about my likes and dislikes, such as:
• Places I enjoy visiting (e.g., restaurants, stores, malls).
• Shopping preferences, including favorite stores and brands.
• Extending, accepting, and declining invitations to places of interest in the community.
• Explore the different ways teenagers use their free time on their phones.
• Talk about how I utilize my cellphone.
• Discuss my plans to develop good habits with technology.

• Interpret transportation options listed on a schedule.
• Discuss the type of transportation I prefer for getting around the city or community.

• Order a simple lunch or dinner at a restaurant.
• Share and discuss personal opinions about eating habits.
• Describe the condition of a food or beverage item. (e.g., fresh, stale, hot, cold).
• Express and describe the flavors of different foods and drinks. (e.g., sweet, spicy, bitter)
• Talk about typical meals I eat for breakfast, lunch, and dinner.
• Explain what I would like to eat and drink when dining out.
• Practice appropriate interactions and conversations in a restaurant setting.

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Personal Care and Daily Routines

I Can…

Talk about daily routines and personal care.

• Describe lifestyle habits and offer recommendations for healthy living.
• Use time expressions, adverbs of frequency, and sequence words to clearly describe routines.
• Organize and express daily activities using time-related vocabulary and logical sequencing.
• Understand personal care habits and daily routines across various cultures.
• Ask and answer questions about daily routines, personal care, and healthy habits.
• Talk and write about daily routines, my own and others’.
• Recognize bathroom and grooming items used in daily routines across different cultures.

Identify healthy habits and food preferences in daily routines from different cultures.

• Compare healthy and unhealthy eating habits in different Arabic-speaking cultures.
• Analyze food-related practices using authentic cultural sources, including fictional narratives and informational texts.
• Compare traditional family foods featured in stories, dialogues, celebrations, and weekend activities.

Discuss healthy habits and food choices.

• Discuss physical health, common illnesses, and ways to stay healthy.
• Recognize signs of pain or injury that may result from unhealthy daily routines.
• Communicate effectively about pain or injury in both oral and written forms.
• Clearly describe pain or injury using both spoken and written language.
• Identify and critique healthy and unhealthy eating habits.
• Distinguish between facts and opinions in diet-related content from social media and informational texts.
• Ask and respond to questions about healthy habits and food choices.

Marking Period 2

Unit 2: Travel, Trips, and Tourism

I Can…

Talk about travel, trips, and tourism experiences.

• Talk about travel preferences.
• Describe travel experiences by plane, bus, train, and other forms of transportation.
• Identify and discuss different types of accommodations.
• Use time-related, expository, narrative, and argumentative transition words to sequence events in travel experiences.
• Communicate likes and dislikes related to travel or vacation.
• Understand excerpts from travel books and short articles about global travel experiences.
• Describe personal or observed tourist experiences in detail.
• Make predictions about future travel plans and experiences.

Analyze and compare different cultures.

• Compare a variety of texts about travel to Arabic-speaking countries.
• Describe the geography and weather of Arabic-speaking countries to support travel planning.
• Understand tourist experiences through authentic texts by analyzing characters, settings, themes, etc.
• Compare foreign currencies to find the best travel deals on flights, trains, and bus tickets.

Discuss travel and tourism preferences.

• Discuss the personal and cultural effects of traveling.
• Use questions in conversation to identify key check-in procedures at airports, train stations, bus terminals, etc.
• Analyze essential aspects of travel planning, including booking transportation and accommodation, evaluating travel deals, and understanding check-in processes.
• Interpret conversations or texts about travel experiences.

Marking Period 3

Unit 3: Living in the City

I can…

Locate and identify places within a school, neighborhood, and city.

• Describe a neighborhood, including its services, businesses, and key features.
• Describe places of interest and attractions within a city.
• Categorize different modes of transportation used to navigate a city.
• Identify and describe typical meals, grocery items, foods, and stores in Arabic-speaking cultures, including their costs and where they are commonly purchased.
• Understand and use commands for giving and receiving directions in school, neighborhood, and city settings.

Analyze and compare different cultures.

• Explain rules and regulations commonly found in neighborhoods and cities.
• Evaluate the spatial organization and layout of cities across different cultures.

Discuss activities and attractions available in a city.

• Explore food, shopping, and tourism practices in Arabic-speaking cultures.
• Compare major tourist cities in the Arabic-speaking world to learn more about their cultural significance.
• Analyze key routes and locations—such as museums, restaurants, transportation hubs, and shopping centers—in historical Arabic-speaking cities to better understand their typical festivities.
• Propose, accept, and decline plans or invitations in a culturally appropriate way.

Marking Period 4

Unit 4: Experiences and childhood memories

I can…

Describe past experiences and childhood memories

• Describe a memorable experience, place, or event from childhood.
• Share and describe games played during childhood.
• Narrate habitual actions and routines from early years.
• Identify key story elements and actions in personal childhood memories.
• Recommend childhood destinations such as the zoo, amusement parks, water parks, the circus, etc.

Analyze and compare different cultures.

• Compare childhood experiences in North America and Arabic-speaking countries.
• Analyze a short article about a memorable childhood event in Arabic-speaking culture.
• Compare and contrast childhood games, music genres, television shows, foods, cartoons, and technologies across different eras and Arabic-speaking cultures.
• Discuss aspects of Arabic-speaking education in the past.

Discuss things we did when we were kids.

• Talk about my favorite things and explain why they are meaningful to me.
• Explore cultural perspectives by discussing childhood-related products and practices such as invitations, special occasions, rites of passage, games, clothing, and accessories.
• Compare the childhood experiences of an adult I know with my own childhood.

By the end of each marking period, students can perform the following functions:

Italic font indicates themes, topics, or functions in advanced classes that are not implemented in regular level 3 classes.

Marking Period 1

Unit 1: My Family, My Friends, and Me

I can…

Talk about my family’s and my own healthy habits.

• Give advice to family and friends about health-related issues.

• Talk about things I enjoy and that are important to me.
• Express my opinions about the role of young people in society.
• Understand and describe how my family, my friends, and I feel.
• Explain my emotions to others.
• Ask for advice and make recommendations to solve personal issues.

Use descriptive vocabulary to talk about my family and friends, including their physical appearance and personality traits.

• Distinguish between how people are and how they seem to be.

Understand and tell personal stories and anecdotes.

• Ask for and provide details about a story or anecdote.
• Describe how I met someone special.

I can understand and give biographical information.

• Create a biography based on one of my family members.
• Talk about influential people in my community and their life history through a biography.

Describe objects and habits from the past.

• Compare past and present situations (Leisure activities, working, studying, etc.)
• Compare past and present items. (Music, movies, technology, clothing, etc.)

Understand surveys related to young people’s concerns.

• Design a survey to learn about my family and friends and what we have in common.
• Collect and analyze data.
• Use visual tools to identify and interpret patterns in data (e.g., bar charts, histograms, scatter plots, box plots, etc.).

Marking Period 2

Unit 2: Throwback to Summer

I can…

Describe past travel experiences in detail.

• Describe and locate fun or interesting places in my community.
• List important landmarks near my neighborhood.
• Talk about the cultural sites I have visited.
• Compare different places based on their culture, appearance, and atmosphere.
• Talk about famous travel routes in my country through stories or illustrated articles.
• Create a brochure with helpful information for exchange students.

Provide information about activities I’ve done while traveling.

• Talk about trips and offer travel and packing advice.
• Compare travel experiences to different destinations (e.g., beach vs. mountains, driving vs. flying).
• Recognize and describe different types of food encountered while traveling.
• Understand and retell stories about past events.

Talk about summer jobs.

• Talk about different reasons for studying abroad over the summer.
• Compare the pros and cons of studying abroad
• Understand volunteers’ personal testimonials.
• Compare the pros and cons of working as a volunteer vs working for a salary over the summer.

Marking Period 3

Unit 3: Mindful communication

I can…

Understand and share information about internet usage habits.

• Express opinions about cell phone use and digital behavior.
• Discuss responsible internet use and digital etiquette.
• Exchange perspectives on social media behavior.
• Describe what I like and dislike about social media platforms.
• Explain how to use the internet responsibly.
• Identify best practices for safe and respectful online behavior.
• Discuss the qualities of a responsible digital citizen.

Analyze the impact of social media on mental health.

• Describe personality traits and factors that influence relationships.
• Discuss how inappropriate social media use can affect others.
• Recognize signs of mental health challenges (e.g., stress, anxiety, peer pressure).
• Offer advice and recommendations for resolving relationship issues (e.g., apologies, requests, suggestions).
• Respond to advice using appropriate emotional expressions, hopes, wishes, and doubts.

Understand the role and impact of assistive technologies.

• Recognize and evaluate inaccurate or misleading news.
• Explain how algorithms influence internet users’ experiences.
• Collect, analyze, and present data on popular apps across different age groups.
• Write emails that are clear, efficient, and respectful.
• Explain how social media can be used to promote reading and literacy.

Marking Period 4

Unit 4: Live Well!

I can…

Reflect on my skills to plan for my professional future.

• Identify and understand my own skills and abilities.
• Talk about other people’s skills and talents.
• Ask others about their hidden talents.
• Express my future goals and career plans.
• Understand job offers and discuss the type of job I’d like to have.
• Participate confidently in a job interview.

Reflect on healthy eating habits to plan for a healthier lifestyle.

• Describe food using characteristics such as color, size, shape, freshness, taste, and nutritional value.
• Understand information about ancestral and traditional foods.
• Discuss eco-friendly and healthy eating habits.
• Talk about the food I eat, where it comes from, how it is grown, and its nutritional content.
• Follow recipe directions accurately.
• Order a healthy meal in a restaurant.

Understand and talk about training, achievement, and career expectations.

• Develop a resume using different media.
• Write a cover letter for a scholarship.
• Talk about sustainable food.