M/J Haitian Creole for Haitian Creole Speakers, Beginning   (#0703000)

Version for Academic Year:
The course was/will be terminated at the end of School Year 2016 - 2017

Course Standards

General Course Information and Notes

General Notes

Major Concepts/Content:
The purpose of this course is to enable students whose heritage language is Haitian Creole to develop, maintain, and enhance proficiency in their heritage language by reinforcing and acquiring skills in listening, speaking, reading, and writing, including the fundamentals of Haitian Creole grammar. Language Arts Standards are also included in this course to enable students to become literate in the Haitian Creole language and gain a better understanding of the nature of their own language as well as other languages to be acquired.

The course content will reflect the cultural values of Haitian Creole language and societies.

Special Note. Course content requirements for the two-course sequence M/J Haitian Creole for Haitian Creole Speakers, Beginning (0703000) and Intermediate (0703010) are equivalent to Haitian Creole for Haitian Creole Speakers 1 (0700300). Course content requirements for the three-course sequence that includes M/J Haitian Creole for Haitian Creole Speakers, Beginning (0703000), Intermediate (0703010), and Advanced (0703020) may be equivalent to the two-course sequence Haitian Creole for Haitian Creole Speakers 1 (0700300) and Haitian Creole for Haitian Creole Speakers 2 (0700310). It is each district school board's responsibility to determine high school world languages placement policies for those students who complete the M/J Haitian Creole for Haitian Creole Speakers sequence in middle school.

The standards and benchmarks listed for this course are aligned with the expected levels of language proficiency rather than grade levels.

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: 0703000
Course Path:
Abbreviated Title: M/J HAITIAN CREOLE B
Course Level: 2
Course Status: Terminated
Grade Level(s): 6,7,8

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

What's for Lunch?:

Learn how arguments are formed with claims, reasons, and evidence. In this interactive tutorial, you'll read several short speeches from students hoping to be elected president of the Student Council. We'll trace the claim made by each student and the reasons and evidence they use to support it.

Type: Original Student Tutorial

Yes or No to GMO?:

Learn what genetic engineering is and some of the applications of this technology. In this interactive tutorial, you’ll gain an understanding of some of the benefits and potential drawbacks of genetic engineering. Ultimately, you’ll be able to think critically about genetic engineering and write an argument describing your own perspective on its impacts.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.
Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.