MTIHS: Arabic
Arabic I (Grade 9) — “Foundations of Modern Standard & Arabic”
Catalog description
Introductory Arabic emphasizing sound recognition (makhārij overview), reading/writing of the script, survival vocabulary, and high-frequency structures through comprehensible input and task-based interaction. Students build functional communication (greetings, introductions, school/home, time, routines), read short texts (notices, bios, hadith snippets with gloss), and produce short written messages. Culture modules highlight Arab world diversity and adab of language learning. Target language is used frequently with supports (visuals/gestures). Course outcomes align to ACTFL Novice-High Can-Do statements; Michigan 5Cs embedded (World-ReadinessStandardsforLearningLanguages.pdf)
Prerequisite/Materials. None. Teacher-curated excerpts (e.g., kid-friendly authentic materials), short nasheeds, mini-glossed Quranic vocabulary; dictionary/keyboard tools.
Key Outcomes & MTIHS Educational Goal Links (0–3 Scale)
| Outcome | Description | EG1 | EG2 | EG3 | EG4 | EG5 | EG6 | EG7 |
| O1 | Recognize and produce all Arabic letters and sounds accurately (makhārij basics) | 1 | 3 | 2 | 1 | 1 | 0 | 1 |
| O2 | Exchange basic information (name, origin, greetings, likes, routines) in oral and written form | 1 | 3 | 2 | 1 | 2 | 2 | 1 |
| O3 | Understand and respond to classroom instructions and simple questions | 1 | 3 | 2 | 1 | 1 | 2 | 1 |
| O4 | Describe people, objects, and places using nouns, adjectives, and simple idāfa phrases | 1 | 3 | 2 | 1 | 2 | 1 | 1 |
| O5 | Read and comprehend short authentic texts (notices, bios, hadith snippets) | 1 | 3 | 3 | 1 | 1 | 1 | 1 |
| O6 | Write 6–8 sentence paragraphs on familiar topics with accurate script and basic grammar | 1 | 3 | 2 | 1 | 1 | 1 | 2 |
| O7 | Use digital tools (keyboards, audio, spaced repetition) ethically to support learning | 1 | 2 | 1 | 3 | 1 | 1 | 2 |
| O8 | Reflect on adab al-ʿilm and personal identity as a language learner and Muslim student | 3 | 1 | 2 | 1 | 2 | 1 | 2 |
Quarterly Map (Units & Performance Tasks)
| Quarter | Thematic Focus | Performance Task (PT) | Linked Outcomes |
| Q1 | Arabic alphabet, pronunciation, and classroom phrases | “My Name Tag & Intro Clip” (video in Arabic) | O1, O2, O3 |
| Q2 | Family, school life, time and daily routines | “A Day in My Life” slideshow with Arabic captions | O2, O4, O6 |
| Q3 | Places, directions, and food vocabulary | “Restaurant Menu & Ordering Skit” | O2, O3, O4, O7 |
| Q4 | Short stories and self-description projects | “Mini Storybook” (8–10 panels with illustrations) | O5, O6, O8 |
Grading. Performance assessments 40% (Can-Do tasks), quizzes/exams 25%, homework 15%, projects 15%, participation 5%.
Arabic II (Grade 10) — “Functional Communication & Morphology I”
Catalog description.
Builds on Arabic I to reach consistent Novice-High → Intermediate-Low performance. Emphasizes functional tasks (narrating routine events; making plans; asking for help), grammar in context (past/present, future with sa-/sawfa, object/possessive pronouns, broken plurals, idāfa, adjective agreement), and roots & patterns awareness (Form I and high-frequency Form II/III verbs). Increased use of authentic texts (short bios, announcements, ads) and structured output.
Prerequisite. Arabic I or placement.
Key Outcomes & MTIHS Educational Goal Links (0–3 Scale)
| Outcome | Description | EG1 | EG2 | EG3 | EG4 | EG5 | EG6 | EG7 |
| O1 | Narrate routine past events (8–10 sentences) using sequence connectors and correct verb forms | 1 | 3 | 2 | 1 | 1 | 1 | 2 |
| O2 | Handle common real-life transactions (giving information, making requests, apologizing) | 1 | 3 | 2 | 1 | 2 | 2 | 1 |
| O3 | Read graded authentic texts (150–200 words) and identify main ideas and details | 1 | 3 | 3 | 1 | 1 | 1 | 1 |
| O4 | Apply verb patterns (Forms I–III) and object/possessive pronouns accurately in context | 1 | 3 | 2 | 1 | 1 | 1 | 1 |
| O5 | Compare MSA and regional dialect features respectfully to appreciate linguistic diversity | 3 | 2 | 2 | 1 | 3 | 1 | 1 |
| O6 | Use research and AI tools to build thematic glossaries with citations and ethical use of sources | 1 | 2 | 2 | 3 | 1 | 1 | 2 |
| O7 | Collaborate in paired dialogues and group presentations to develop fluency and confidence | 2 | 3 | 2 | 1 | 2 | 3 | 2 |
| O8 | Reflect on Islamic adab in communication and service-oriented use of language | 3 | 2 | 2 | 1 | 2 | 2 | 2 |
Quarterly Map (Units & Performance Tasks)
| Quarter | Thematic Focus | Performance Task (PT) | Linked Outcomes |
| Q1 | Past-tense narratives; daily life routines | “Weekend Recount” narrative blog post | O1, O3, O4 |
| Q2 | Planning events & making invitations | “Event Poster + RSVP chat” simulation | O2, O4, O7 |
| Q3 | Health & travel vocabulary and dialogues | “Clinic Role-Play + Travel Note” | O2, O3, O5, O7 |
| Q4 | Roots and patterns (Form I–III) project | “Verb Family Mini-Zine” design | O4, O6, O8 |
Grading. Perf. tasks 45%, quizzes 20%, projects 20%, homework 10%, participation 5%.
Arabic III (Grade 11) — “Content-Rich Reading & Morphology II”
Catalog description.
Targets Intermediate-Mid with heavier authentic input (short news briefs, biographies, STEAM blurbs) and sustained output (paragraph chains with connectors). Grammar expands to hollow/defective verbs, masdars, participles, relative clauses, annā/inna, conditionals, comparative/superlative. Students lead discussions, write summaries, and craft explainers linking Arabic texts to community issues (service & civics).
Prerequisite. Arabic II or placement.
Key Outcomes & MTIHS Educational Goal Links (0–3 Scale)
| Outcome | Description | EG1 | EG2 | EG3 | EG4 | EG5 | EG6 | EG7 |
| O1 | Summarize short authentic texts (100–150 words) and express opinions orally & in writing | 1 | 3 | 3 | 1 | 2 | 1 | 2 |
| O2 | Explain step-by-step processes (e.g., wudu, design cycle) using sequencing language | 1 | 3 | 2 | 1 | 2 | 2 | 2 |
| O3 | Analyze and apply advanced verb patterns (Forms IV–X) and nominal derivatives | 1 | 3 | 2 | 1 | 1 | 1 | 2 |
| O4 | Conduct and transcribe a short interview with a community member; produce a bilingual summary | 2 | 3 | 3 | 2 | 3 | 3 | 3 |
| O5 | Compare perspectives across Arabic-language media respecting cultural diversity | 3 | 3 | 3 | 1 | 3 | 2 | 2 |
| O6 | Use digital corpora / AI ethically to verify vocabulary and register accuracy | 1 | 2 | 2 | 3 | 1 | 1 | 2 |
| O7 | Deliver a group presentation summarizing findings with visual support in Arabic | 2 | 3 | 2 | 2 | 2 | 3 | 3 |
| O8 | Reflect on adab al-ʿilm and ethical reporting in language and media | 3 | 2 | 2 | 1 | 3 | 2 | 2 |
Quarterly Map (Units & Performance Tasks)
| Quarter | Thematic Focus | Performance Task (PT) | Linked Outcomes |
| Q1 | News bites & biographies | “Who’s Who” Profile Presentation | O1, O3, O5 |
| Q2 | Science & society topics | “Explain a Process” Poster + Oral Report | O2, O3 |
| Q3 | Community interviews & media literacy | “Bilingual Interview One-Pager” | O4, O5, O6 |
| Q4 | Independent reading circle & synthesis | “Capstone Presentation on Theme” | O1, O7, O8 |
Grading. Perf. tasks 40%, projects 25%, quizzes 20%, participation 10%, homework 5%.
Arabic IV (Grade 12) — “Seminar & Capstone (Interm-High → Advanced-Low)”
Catalog description.
A seminar-style, almost Arabic environment. Students read short authentic selections (editorials, thought pieces, speeches, Qur’anic rhetorical devices with linguistic focus), lead discussions, and write argumentative and informative pieces with evidence and citations. Optional AP/dual-enrollment alignment where available. Culminates in a Capstone tied to community needs (e.g., newcomer resource guides, museum audio labels, oral-history mini-docs).
Prerequisite. Arabic III or placement.
Key Outcomes & MTIHS Educational Goal Links (0–3 Scale)
| Outcome | Description | EG1 | EG2 | EG3 | EG4 | EG5 | EG6 | EG7 |
| O1 | Participate in extended discussions using formal Arabic, elaboration, & turn-taking | 2 | 3 | 3 | 1 | 3 | 3 | 2 |
| O2 | Write 250–400 word argumentative or analytical essays with sources & citations | 1 | 3 | 3 | 1 | 2 | 2 | 3 |
| O3 | Conduct research and curate a bilingual product for a real community audience | 2 | 3 | 3 | 2 | 3 | 3 | 3 |
| O4 | Analyze rhetorical and stylistic devices in Arabic texts & speeches | 2 | 3 | 3 | 1 | 2 | 2 | 2 |
| O5 | Present a formal khitāb or seminar summarizing argument & evidence | 2 | 3 | 3 | 2 | 2 | 3 | 3 |
| O6 | Apply adab al-ikhtilāf and discuss ethics of representation in media & translation | 3 | 2 | 3 | 1 | 3 | 2 | 2 |
| O7 | Manage Capstone timeline & document progress with professional habits | 2 | 2 | 2 | 2 | 3 | 2 | 3 |
| O8 | Reflect on personal language growth & future applications in study and service | 3 | 2 | 2 | 1 | 3 | 2 | 3 |
Quarterly Map (Units & Performance Tasks)
| Quarter | Thematic Focus | Performance Task (PT) | Linked Outcomes |
| Q1 | Rhetoric & style analysis | “Mini-Khitāb” (Speech Delivery & Reflection) | O1, O4, O5 |
| Q2 | Policy & community issues | “Op-Ed in Arabic + English Abstract” | O2, O3, O6 |
| Q3 | Capstone fieldwork & data collection | “Prototype Deliverable + Progress Report” | O3, O7 |
| Q4 | Capstone presentation & defense | “Public Capstone Showcase & Defense” | O3, O5, O8 |
Grading. Project/Capstone 35%, seminars 25%, performance tasks 25%, quizzes 10%, reflection 5%.
ISM 130 Quranic Studies
ISM 230 Quranic Studies
ISM 330 Quranic Studies
ISM 430 Quranic Studies