Vous êtes sur la page 1sur 84

Backwards planning for

content-based instruction
The Core Practices: Backwards Planning Standards-Based, Student-Centered Units

#miwla16
Erin Parris-Dallia,
Plymouth-Canton Community Schools & MIWLA President 2018

Lucas Hoffman,
Sylvania Schools & OFLA President 2016-2017

Access This Presentation at


https://goo.gl/XSWyxH

https://padlet.com/parrisdallia/backwardsquestions

Day 1
1.
2.
3.
4.

Definition
Research/Why
Goal
Themes & Essential
Questions
5. Clementi/Terrill
Template
6. DONT FREAK OUT
7. IPAs

DAy 2
1. Culture Contexts
2. Language Content
3. Lessons Flow &
Learning Activities
4. Resources
5. ?

Defining Content-Based Instruction

Teaching ABOUT something using the language

Like immersion, BUT:


Includes about-the-language instruction
(grammar, pronunciation, strategies) in context
Allows for 10% native language use as needed

Planning a CB Unit
1. Write an essential question
2. Find your authentic sources; plan your assessments
3. Plan culture and language functions needed for those
assessments
4. Map out major lessons and plan their flow
a.

Plan in time for students to process and reflect

b.

How do the lessons, and pieces of lessons, connect? They should


relate to the central theme somehow

WHY CBI?: What the Research Says


1. Fred Genesee: students learn best in an
immersion-style setting with
form-focused, contextually-based language
instruction
2. Colin Baker: Empathy for the Other,
sensitivity to other cultures
3. Grabe & Stoller: Context makes L2
learning more concrete; allows for
meaningful communication

GOAL: Proficiency in a
World Language Classroom

Spiraling Language Functions: Key to Vertical Articulation


Advanced Placement

Personal & Public


Identities
Families & Communities
Contemporary Life
Beauty & Aesthetics
Science & Technology
Global Challenges

International Baccalaureate

Social Relationships
Cultural Diversity
Customs & Traditions
Leisure
Science & Technology
Global Issues
Health
Communication & Media

From Donna Clementi's "Spiraling Language Functions:


Key to Vertical Articulation" handout, CSCTFL 2016

ACTFL KEYS Book

Identity/Belonging
Well-being
Exploring Time & Place
Creativity
Discovery
Challenges

Essential Questions
SHOULD BE....

SHOULD NOT BE...

Broad

Able to be answered the

Debatable topics

first day

Problem-solving oriented

Easily answered

Able to be answered by Ss
in the TL by end of unit

Pause/Think/Discuss

How could this apply


to what you teach?

UNIT DESIGN

Using a Template to Plan


Link to the unit

template

Spanish 1
city unit

French IV
Education
Unit

Dont Freak OUt

This takes years!


Start with small tweaks

90% TL for teachers and students


Make tasks more realistic
Use something like rubric strips to manage speaking tasks

Put a communication strategies poster on your wall (he


French version)
Here are some of our works-in-progress:
FR 1: Who am I?
FR 1: How do/will my interests shape my life?
SP 1: Design of new units

Mini-Work Break
Think of a unit you
could update; open a
template and
brainstorm some
themes and essential
questions

https://goo.gl/XSWyxH

Planning Your Assessments


IPAs can be daunting...feel free to start with just
one piece!

Link to the IPA overview

Present the assessment


overview to students at start
of unit

Spanish 1 City IPA

Tour la Nuit en YouTube

Hacer planes en YouTube

French IV
IPA on
Education

Mini-Work Break
What performance
assessments do you use,
or have you thought
about, that you could
modify into part of an
IPA?

What could you keep?


What would have to
change?

https://padlet.com/parrisdallia/backwardsquestions

Day 1
1.
2.
3.
4.

Definition
Research/Why
Goal
Themes & Essential
Questions
5. Clementi/Terrill
Template
6. DONT FREAK OUT
7. IPAs

DAy 2
1. Culture Contexts
2. Language Content
3. Lessons Flow &
Learning Activities
4. Resources
5. ?

Lesson Flow Examples

Language Content
How do you teach
language content
in your
classroom?
Do you have any
ideas for the
future?

https://padlet.com/parrisdallia/backwardsquestions

Lesson Flow
From Fredricka Stoller, Content-Based Instruction: A Shell
for Language Teaching or a Framework for Strategic Language
and Content Learning

Stick with your theme and sub-topics


Consider your transitions between lessons
Is there a common thread between the parts of your
lessons?

What do you like to do?


Latin Icons

Spanish version
French version & unit

- multi-day lesson Recognize icons


Find activities in the bilingual
dictionary
Identify 3 groups of infinitive
verbs
Look up, put together a verb phrase

What do you like to do?


I like...
And I really like...
But I dont like...
And I really dont like...

What do you like to do?


I like...watching Netflix
And I really like...dancing
But I dont like...skating
And I really dont like...skiing

*THIS IS ALL IN THE TL!

COPY:

NOTES

LATIN ICONS
If you miss something, ask:
Qu le gusta hacer?
What does s/he like to do?

De dnde es l/ella?
From where is

NAME

s/he?

S/HE IS FROM... S/HE


FROM...
SHE IS
LIKES

TEXT TYPE
QUANTITY AND
QUALITY OF
LANGUAGE

Does Not Meet


Expectations
5
No target language
used.

Meets Expectation:
Minimal
6
More English than
target language
used.

Meets Expectations:
Strong
7-8
More target language
than English used, or
only target language
but isolated words

Exceeds Expectations
9
Only target language
used, and more than a
word at a time.

Mara Juncal

Shakira

Do you like to dance? Do you like to sing?


Me too!
I like ____
Not me.
Me neither!
I dont like ____
I do.

Leo Messi

Fernan Origel

Do you like to play soccer?


Do you like to skate?
Me too!
I like ____
Not me.
Me neither!
I dont like ____
I do.

1. On a scale of 0-10, how


proud do you feel of your
ability to function in Spanish
today?

Students observe and write in ONLY


the blanked-out verb endings

Shakira es de Colombia.
A Shakira le gusta escuchar msica.
(...Y cantar, y bailar!)

Sofa Vergara es de Colombia.


Le gusta ver, y estar en, la tele.

Students get time to think and


discuss (maybe 2 min.) - I tell them I
wont be answering questions
because I want them to puzzle it
over!

Type your new phrases into the Google Form.

Pick-a-card interpersonal activity

Mini-Work Break
Consider your chosen
unit. Do you have any
lessons, or ideas, that
could work?

What would you need


to do for them to
flow together
thematically?

Cultural Contexts

Where Do You Find the Culture?


These naturally come from the texts (images, readings,
videos, podcasts) you choose hence backwards planning

Great curated resources, courtesy of Thomas Sauer:

tinyurl.com/authenticresources
The Ohio Department of Education
Some of Lucas's favorites

Language Content

End-of-Lesson
Observational
Notes

Remember this?

...and this?

Language Content
How do you teach
language content
in your
classroom?
Do you have any
ideas for the
future?

Learning Activities

Individual Lessons

Thomas Sauer: Dont go looking for resources until youve


identified your learning target first!
Textbooks arent necessarily bad...some great lessons can
use material from them!
Seasons of the world
listening activity
in Spanish & in French

Resources

Implementing Integrated Performance Assessment

Resources

Teacher's
Handbook

The Keys to
Planning for
Learning

The Keys to
Assessing
Language
Performance

Content-Based
Foreign Language
Teaching

Thomas Sauers Curated Authentic Resources List


Clementi & Terrills Keys to Planning Examples and Related Materials
MakeGIF Video Capture