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World Language Unit Plan Template

Language
Course/level
Targeted Proficiency
Level
Thematic unit
Unit length

Spanish
Spanish [level]
Novice-Mid / Novice-High / Intermediate-low / Intermediate-Mid
[Name of the unit]
6 WEEKS
Stage 1: Desired Results

Standards: Check as
many as apply.

Enduring
Understanding(s)
Essential Question

____ 1.1 Interpersonal communication


____ 1.2 Interpretive communication
____ 1.3 Presentational communication
____ 2.1 Cultural practices and perspectives
____ 2.2 Cultural products and perspectives
____ 3.1 Connections to other disciplines
____ 3.2 Acquiring new information
____ 4.1 Language comparisons
____ 4.2 Cultural comparisons
Students will understand that
[this is a goal, not an objective. List the big ideas or concepts that you want them to come
away with, not facts that they must know]
[What leading questions can you ask of students to get them to understand the big ideas?]
[Address the heart of the discipline, are framed to provoke and sustain students interest;
unit questions usually have no one obvious right answer]

Guiding Questions
Learning goals

Students will know and be able to


[These are observable, measurable outcomes that students should be able to
demonstrate and that you can assess. Your assessment evidence in Stage 2 must show
how you will assess these.]
[Your learning activities in Stage 3 must be designed and directly linked to having
students be able to achieve the understandings, answer the essential questions, and
demonstrate the desired outcomes.]
Functions
Knowledge
What can learners do?
What context, structure and culture will learners need to show their knowledge?
Functions
Context
Structure
Culture
[What students will
[Specific context
[Structures that
[What cultural
do with language]
the language will
need to be
aspects are
be applied to]
learned to
pertinent to the
communicate
functions and
effectively]
contexts]

Stage 2: Assessment Evidence


Summative Performance Assessments

The components of the framework for the performance task are outlined in the acronym
GRASPS. The goal states the purpose of the task; the role explains student involvement in the
scenario; the audience identifies the people the students address; the situation explains the
scenario; the product is the tangible evidence of student understanding; and the
standards/criteria describes how
students can complete the task successfully.
[Authentic, performance-based tasks that have students apply what they have learned and
demonstrate their understanding.]
[Designed at least at the application level or higher on Blooms Taxonomy though employing

appropriate levels of rigor and relevance for your learners.]


[Rubrics can be used to guide students in self-assessment of their performance.]

Interpretive
Interpersonal
Presentational
Self-Assessments

Other Evidence

[Includes peer editing, graphic


[Includes pre-assessment, formative
organizer completion/review,
assessment, and summative assessment
formative assessment
evidence]
review/retakes, and individual
[Can be individual or group-based]
meetings with instructor]
[Can include informal methods (such as
[Can be individual or group-based]
thumbs up, thumbs down, and formal
[Can include formal written
assessments, such as quiz, answers to
reflection, as well as informal
questions on a worksheet, written reflection,
methods (such as thumbs up,
essay]
thumbs down, and formal
assessments)]
Stage 3: Learning Activities
This is the core of your lesson plan and includes a listing describing briefly (usually in easy-to-follow
bulleted or numbered form) what:

the teacher will do to assess students prior knowledge of the big idea/essential question &
outcomes.
the students will do during the class to prepare them for the outcomes you expect of them
the teacher will do to guide the learning including formative assessments and allowing
students time (ideally every 10-15 minutes) for information processing.

Purpose: Create learning experiences and instruction that promote student understanding through the
WHERE process, as well as intentionally using Rigor, Relevance, and Relationship building in daily
lesson plans
Teachers list daily lesson activities, materials needed, and process elements (WHERE, RRR) based on
Desired Results and Assessment Evidence as outlined on page one of the Daily Lesson Plan Template
and course Learning Plan for current unit of study.
Interpersonal

Day one

Interpretive

Presentational

[Briefly list (in bulleted or numbered form) what students will do during class to prepare
them for the outcomes you expect of them, assessments determining these outcomes, and
guided learning activities]
Materials Needed:
[Briefly list all necessary materials for lesson activities described above]

Day two

Feedback Strategies
Based on the article Seven Keys to Effective Feedback by Wiggins (2012) and the Secondary
Response to Instruction and Intervention (RtII), how will you ensure you provide your learners with
effective feedback throughout and at the conclusion of this lesson?

[Briefly list (in bulleted or numbered form) the feedback strategies you would employ with this lesson.
Consider itemizing your strategies based on the unique abilities and learning styles of the learners you
work with.]
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