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This is the first course in a two-course sequence and focuses on everyday communication in American Sign Language for the Deaf. It introduces students to the basic signs, techniques, and cultural knowledge, which will support the students to start signing beginning level conversational ASL. Each lesson is built upon a familiar topic such as family, self and friends so that students will find meaningful connection to the lessons. Students will be asked to use various media tools including online resources, online dictionaries, a web cam, and the web based audio-visual tool VoiceThread to master the content presented in the course. Students will be producing their own signing videos to demonstrate their learning. The goal of this course is to help develop fundamental ASL skills, and to understand Deafness, knowledge, and interest that students will need to advance to the higher levels of ASL courses.

This course is the second in a two-course sequence. Topics addressed in the course include information about the Deaf culture, communication problems associated with deaf individuals, and the linguistic heritage of the Deaf community and its influence on our own culture. The online text includes many videos that include role-playing conversations as well as vocabulary. There will be live sessions using a web cam during which time students will demonstrate a mastery of general sign vocabulary along with producing their own conversations.

This is the first course of the second year ASL courses and must be taken after the successful completion of the first year ASL courses. This course continues to focus on everyday communication in ASL by introducing students to the basic signs, techniques and culture. To help develop receptive skills without relying on lip movements of the signers, the signing videos will be all “voice off.” To develop expressive skills, students will continue to express their thoughts in signs within the given context in the lessons. Through the introduction to some of the higher ASL techniques such as classifiers and indexing, this second year courses is designed to helps students to develop an understanding that ASL is a visual language that delivers one’s ideas and thoughts using more than the individual signs. Students will continue to use various media tools including online resources, online dictionaries, a web cam and the web based audio-visual tool VoiceThread to master the content presented in the course.

This is the second course of the second year of ASL courses. The course continues to focus on useful communication that students should be able to carry out in ASL. Students study the basic signs and phrases, techniques, and cultural nature of the language. This course introduces the students to the new concept of conceptually accurate signing that places emphasis on awareness of differences between ASL and English. Lesson topics shift from the everyday interaction in one’s immediate environment to interactions in the community to help students to build signing skills for obtaining and providing information rather than simply exchanging information. To support students build conceptual accuracy, the lessons stress ASL classifiers; students will be challenged to receptively identify some of the most common classifiers in contexts, and to apply them in their own signing. As a part of culture learning, students will continue to learn more facts about the Deaf culture as well as current and past challenging social issues. The signing videos will be all “voice off” to help develop students’ receptive skills without reading lips. Students will continue to produce their own signing videos to demonstrate their learning. The goal of this course is to help utilize the fundamental ASL skills and knowledge into simple interpersonal and social interactions, and to build confidence needed to advance to the higher levels of ASL courses.

AP Chinese course is designed for students who have completed 4-5 years of Chinese or have equivalent proficiency in Mandarin Chinese. The course will reinforce the language skills acquired in previous years and further developed the language proficiencies in oral and formal written communication. Harvest Shouhuo is the primary textbook used in this course, along with other supplementary materials, such as AP practice test, Chinese stories, newspaper articles and video clips. The course engages the students in an exploration of both contemporary and historical Chinese, including topics as schools and family, foods and sports, festivals and customs. The course is delivered entirely online in Chinese. Students will acquire more sophisticated linguistic elements to increase their language abilities. The primary goal of the course is to help students master the advanced-level Chinese language structures, communicative strategies, reading comprehension skills, linguistic accuracy, and cultural awareness through the use of multimedia authentic materials and real-life language tasks. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.

At this level, students continue their preparation for the Advanced Placement (AP) Chinese Language and Culture Exam. Students continue to develop their integrated skills of listening, speaking, reading and writing, and will be guided to pay more attention to their usages in interactive daily life and formal settings. Meanwhile, students will deepen their knowledge of Chinese culture through Chinese history, Chinese literature and arts. Harvest Shouhuo is the primary textbook used in this course, along with other supplementary materials, such as AP practice test, Chinese stories, newspaper articles and video clips. The course engages the students in an exploration of both contemporary and historical Chinese, including topics as travelling, famous people and history, literature and arts. The course is delivered entirely online in Chinese. Students will acquire more sophisticated linguistic elements to increase their language abilities. Language skills are enhanced through interpretive, interpersonal, and presentational activities. Listening skills are developed during class discussions, listening exercise, watching video clips movies, etc. Reading skills are improved through various readings of essays and articles, newspaper articles, advertisements, biographies, plays, and poetry. Speaking skills are practiced through debates, pair and group discussions, acting from scripts and interview. Written strategies are introduced to guide students organizing the compositions; students practice the written skills through bi-weekly compositions. To help students get familiar with the test format, assignments designed in AP exam format and the previous AP exams are provided. Students are frequently assessed on character-handwriting skill, vocabulary usage, expressive abilities and listening and comprehension skill. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.

This course is the first semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for French Language and Culture. AP French is designed as an immersion experience requiring the use of French exclusively. The online learning coach uses mostly French to communicate with students and almost all reading, listening, speaking and writing is in French. The course teaches language structures in context and focuses on the development of fluency to convey meaning. Students explore culture in both contemporary and historical contexts to develop an awareness and appreciation of cultural products, practices, and perspectives. Course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.

This course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for French Language and Culture. AP French is designed as an immersion experience requiring the use of French exclusively. The online learning coach uses mostly French to communicate with students and almost all reading, listening, speaking and writing is in French. The course teaches language structures in context and focuses on the development of fluency to convey meaning. Students explore culture in both contemporary and historical contexts to develop an awareness and appreciation of cultural products, practices, and perspectives. Course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.

This course is the first semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Spanish Language. AP Spanish is an advanced language course in which students acquire proficiencies that expand their cognitive, analytical and communicative skills. The AP Spanish Language and Culture course prepares students for the College Board’s AP Spanish Language and Culture exam. It uses as its foundation the three modes of communication (Interpersonal, Interpretive and Presentational) as defined in the Standards for Foreign Language Learning in the 21st Century. The course is designed as an immersion experience and is conducted almost exclusively in Spanish. In addition, all student work, practices, projects, participation, and assessments are in Spanish. The course is based on the six themes required by the College Board: Global challengesScience and technologyContemporary lifePersonal and public identitiesFamilies and communitiesBeauty and aesthetics The course teaches language structures in context and focuses on the development of fluency to convey meaning. Students explore culture in both contemporary and historical contexts to develop an awareness and appreciation of cultural products, practices, and perspectives. In addition, students participate in a forum where they are able to share their own opinions and comments about various topics and comment on other students’ posts. The course also makes great use of the Internet for updated and current material. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.

This course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Spanish Language. AP Spanish is an advanced language course in which students acquire proficiencies that expand their cognitive, analytical and communicative skills. The AP Spanish Language and Culture course prepares students for the College Board’s AP Spanish Language and Culture exam. It uses as its foundation the three modes of communication (Interpersonal, Interpretive and Presentational) as defined in the Standards for Foreign Language Learning in the 21st Century. The course is designed as an immersion experience and is conducted almost exclusively in Spanish. In addition, all student work, practices, projects, participation, and assessments are in Spanish. The course is based on the six themes required by the College Board: Global challengesScience and technologyContemporary lifePersonal and public identitiesFamilies and communitiesBeauty and aestheticsThe course teaches language structures in context and focuses on the development of fluency to convey meaning. Students explore culture in both contemporary and historical contexts to develop an awareness and appreciation of cultural products, practices, and perspectives. In addition, students participate in a forum where they are able to share their own opinions and comments about various topics and comment on other students’ posts. The course also makes great use of the Internet for updated and current material. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.

This course is the first in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the second in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the first in a two-course sequence and is designed for students who have at least 1-2 years of prior experience in learning Chinese. This course focuses on taking students from a tentative understanding of Chinese basics to a greater level of sophistication by having students participate in sentence-level conversations through project-based language learning activities. Topics in this level include weather, dining out, asking directions, birthday party, and seeing a doctor. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the second in a two-course sequence and is designed for students who have at least 1-2 years of prior experience in learning Chinese. This course focuses on taking students from a tentative understanding of Chinese basics to a greater level of sophistication by having students participate in sentence-level conversations through project-based language learning activities. Topics in this level include renting an apartment, sports, and travel. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the first in a two-course sequence and is designed for students who have at least 2-3 years of prior experience in learning Chinese. This course focuses on cultivating students’ skills in using more advanced vocabulary and more complex sentence structures to express themselves through project-based language learning activities. Topics in this level include starting a new semester, dorm life, at a restaurant, shopping, and choosing courses. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the first in a two-course sequence and is designed for students who have at least 2-3 years of prior experience in learning Chinese. This course focuses on cultivating students’ skills in using more advanced vocabulary and more complex sentence structures to express themselves through project-based language learning activities. Topics in this level include making friends, computers and the Internet, working part-time, education, and major Chinese cities. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the first in a two-course sequence and is designed for students who have at least 3-4 years of prior experience in learning Chinese. Aiming at preparing students for Advanced Placement (AP) Chinese course, this course focuses on developing students’ integrated skills of listening, speaking, reading, and writing through project-based language learning activities. Topics in this level include Chinese holidays, changes in China, traveling, lifestyle, health, and gender equality. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

This course is the second in a two-course sequence and is designed for students who have at least 3-4 years of prior experience in learning Chinese. Aiming at preparing students for Advanced Placement (AP) Chinese course, this course focuses on developing students’ integrated skills of listening, speaking, reading, and writing through project-based language learning activities. Topics in this level include protecting environments, finance, China’s history, job interview, and adjusting life. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.

COURSE RATIONALE: To provide students with the basic skills needed to comprehend, converse, read and write in the French language. CATALOG DESCRIPTION: FR 101: Introductory French I. The essentials of the French language and culture are introduced in this course. Students begin to achieve basic facility in speaking, understanding, reading and writing the language as well as acquiring insight into French life and customs. Audio materials are employed to enhance the students’ speaking and comprehension skills.

In French 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and the world around them. The theme for the course is Ma vie (My Life). Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to do for fun, and describe their daily routine at home and school. Throughout the course, students will follow along on the fictional journey of three students learning French, seeing them in school, at home, and in other parts of their daily lives. French 1A is the first semester of a two-semester course. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.

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Limited Course Capacity

We’re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You’ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment.

With many students across the state 100% remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback.

While the Michigan Virtual team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we’ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3. 

For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. While some of our teacher-led courses are full, we may still have the capacity to help you in upcoming terms or can discuss timing to implement a whole-school or collaborative program in which local teachers from your school/district use our online course content to teach students. We also have free course content and resources available for you to use.

We know this is an incredibly stressful time for all, and we’re sorry if the courses you’re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. 

We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.