ED

3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Spanish
10
In the city & Mexico
12 days

Stage 1 Desired Results

Established Goals:

LC1 attend to form

LC1.2 orthography
LC1.3 lexicon
LC1.4 grammatical elements

A1 to receive and impart information

A1.1 share factual information

GC1 historical and contemporary elements of the cultures of the

Spanish-speaking world

GC1.1 accessing/analyzing cultural knowledge of the Spanish-speaking world

GC2 affirming diversity

GC2.3 awareness of own culture

GC3 personal and career opportunities

GC3.1 Spanish and Spanish-speaking cultures

Understandings:
Students will understand that
1. Learning a second language (Spanish)
can be very beneficial to their future.
2. Communicating through speaking
activities can help you to learn new
grammatical concepts.
3. We cannot make assumptions about
other cultures, we must do our own
research and dig deeper.

EDUC 3604 Unit Assessment Plan Template

Essential Questions:
There are no essential questions because this is a
beginner second language class, and the focus is on
learning the basics of the language and starting to
communicate in it.

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Spanish
10
In the city & Mexico
12 days

Students will know

Students will be able to do

LC 1.2 Orthography

b. Use spelling patterns and mechanical conventions

correctly; e.g., capitalization, punctuation

LC 1.3 Lexicon

a. Use a repertoire of words and phrases in familiar

contexts, within a variety of lexical fields

LC 1.4 Grammatical Elements

a. Use, in modelled situations, the following

grammatical elements:

- me/te/les
- affirmative/negative/interrogative sentences in the
present tense
- regular er verbs in the present tense
- ir + a + infinitive (immediate future)
GC 2.3 Awareness of own culture

Explore and recognize similarities between their own

culture and other cultures; e.g., celebrations, food, roles
of family members

GC 3.1 Accessing/analyzing cultural knowledge Identify purposes for learning Spanish

of the Spanish-speaking world

A 1.1 Share factual information

EDUC 3604 Unit Assessment Plan Template

Ask for and provide basic information

Subject Area
Grade Level
Topic
Length of Unit (days)

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Spanish
10
In the city & Mexico
12 days

Assessments
Title

Learning Outcomes

Type

(Formative/Summative)

Weighting

LC1.4 grammatical elements

1.4.1 me/te/les

LC1.4 grammatical elements
1.4.2 ir + a + infinitive

LC1.4 grammatical elements
1.4.3 regular ER verbs in the present
tense

LC1.4 grammatical elements

1.4.4 Ir

LC1.4 grammatical elements
1.4.5
affirmative/negative/interrogative
sentences in the present tense

LC1.3 lexicon
1.3.1 in the communityplaces
1transportation

Pre-Assessment

Quiz

Performance
Task

Formative

Summative

Summative

n/a

15%

30%

Journal
Writing
Formative/
Summative
10%

Unit Test

Exit Slips

Summative

Formative

35%

n/a

Workbook
Activities
Formative/
Summative
10%

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

LC1.2 orthography
1.2.1 use spelling patterns and
mechanical conventions correctly;
e.g., a + el, de + el.
GC1.1 accessing/analyzing cultural
knowledge of the Spanish-speaking
world
GC 1.1.1 ask questions and make
observations about elements of
Spanish-speaking cultures, using their
first language
GC2.3 awareness of own culture
2.3.1 explore and recognize
similarities between their own culture
and other cultures
A1.1 share factual information
A 1.1.1 ask for and provide basic
information

GC3.1 Spanish and Spanish-speaking
cultures
3.1.1 explore personal reasons for
learning Spanish; e.g., travel, friends,
family

Subject Area
Grade Level
Topic
Length of Unit (days)

Spanish
10
In the city & Mexico
12 days

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Spanish
10
In the city & Mexico
12 days

Assessment Tool Overview

Assessment Tool

Pre-Assessment

Quiz

1.4.1
1.4.3
1.4.4
1.3.1
1.2.1

Performance Task

1.4.2
1.4.3
1.4.4
1.3.1
1.2.1
1.1.1

Journal Writing

1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
1.3.1
1.2.1
GC1.1.1
A 1.1.1
2.3.1

Assessment
FOR Learning

Assessment
AS Learning

Assessment
OF Learning

This quiz will contain the material that we have

covered so far. I am taking it in for a
summative mark, but we are also going to do
corrections together as a class after and I will
address anything that students did not
understand and need clarification on.

The performance task will be a

research/writing piece about travelling to
Mexico with their friends and family, since my
unit is themed around Mexico. They will have
to use new vocabulary and structures learned
in order to complete it.

I will be having the students write in journals

periodically throughout the unit. The actually
journal entries will be in English and Spanish,
depending on the topic. I am taking a
summative mark of completion for having
done the entries, but I will be reading them
and giving them feedback every time they
write, therefore it is also formative.

Brief Description
For a pre-assessment, I am having my students
fill out a learner profile in the first class. It
contains questions about their favorate
learning and studying methods, what they are
passionate about outside or inside of school,
and other questions that will help me get to
know them better as a person. I will use this
information to better shape my lessons,
through knowing what works best and what
interests them the most.

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Spanish
10
In the city & Mexico
12 days

3.1.1


Unit Test

1.4.2
1.4.3
1.4.4
1.4.5
1.3.1
1.2.1
GC1.1.1
A 1.1.1
2.3.1

Exit Slips

3.1.1
A 1.1.1
1.4.3
1.3.1
GC 1.1.1
2.3.1


WorkBook Activities

1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
1.3.1
1.2.1

The unit test will be on the last day of the unit,

but it will not be a huge daunting test. It will be
similar to the half-way quiz, just with a little
more content since we will have covered a lot
more by then.

I have made four exit slips to be done

throughout the unit. They are a mixture of
showing me examples of the structures
learned, reflecting on our activities, telling me
about themselves and their learning strategies,
and demonstrating critical thinking about interculturality. Similar to the journal writing, I will
be using this as a completion mark.

This workbook follows along with the text book

that the students have. It is full of very good
practice activities that go along with the new
vocabulary and structures we will be learning;
therefore, I will be assigning a few short
exercises every class for the students to do. I
will be giving the students a mark for
completion, as well as going through their
activities and marking them for formative
feedback.