Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate Length
2 weeks
Language and of Unit
ELD 1
Level / Grade Approximate Number
265
of Minutes Weekly
Theme/Topic Career Connections
For which careers do I need to be multi-lingual?

Essential Question In which careers would knowing multiple languages (including English) be a benefit?

Which professions/jobs are valued in the United States?

Knowledge:
 Students identify careers that require proficiency in multiple languages.
 Students recognize careers that are valued and/or desirable in the United States.
 Students will identify the education requirements for one selected career.
 Students will identify the salary range for one selected career.
 Students will identify the hiring rate for one selected career.
 Students will identify one class at MHS that will help prepare students for the selected career.
Goals
Communication:
What should learners know  Students will interpret a chart/graph of America’s most valuable career paths.
and be able to do by the  Students will present written and visual information using Google Slides.
end of the unit?
 Students will use written and spoken language to collaborate with one partner to create a short
presentation.
 Students will present information in a short (<5min) oral presentation for classmates.
 Students will seek additional information by selecting and asking appropriate follow-up questions from a
provided list of sentence-frames.

Accuracy:
 Students integrate at least 3 appropriate visuals to support informative claims within a short, Google Slides
presentation.

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

 Students use coordinating conjunctions (i.e., FANBOYS) to connect ideas within compound sentences.
 Students use conjunctions such as because, since, and as to create complex sentences that add supportive
reasoning to written and spoken claims.
 Students cite textual evidence to support informative claims.
Interpretive Mode
Summative
Performance
Assessment Students will read two articles Students will watch one video As students read, watch, and
about the demand for bilingual about the skills that go along with interpret the information, they will
 These tasks allow employees in the American work being bilingual. write down their observations in a
learners to demonstrate force. graphic organizer.
how well they have met
the goals of the unit.
 They are integrated
throughout the unit.
 The template encourages
multiple interpretive
tasks.
 The interpretive tasks
inform the content of the
presentational and Presentational Mode Interpersonal Mode
interpersonal tasks.
 The tasks should Students will present a short, Google Slides Students will work with one partner to plan and
incorporate 21st Century
presentation about a chosen career to their create a short, Google Slides presentation about a
Skills.
classmates. career that they are interested in.

After each presentation, students will ask appropriate

follow-up questions to gather additional information.

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Product: Bilingual employees

Practice: Using language skills to earn a better position in the workforce
Cultures Perspective: American careers value employees who are bilingual because of their communication skills
(Sample Evidence) and acceptance of multiple cultures.
Indicate the relationship
between the product, Product: Careers
practice, and perspective. Practice: Pursuing higher education/vocational training in order to obtain a career of interest
Perspective: Adults who work toward meeting the qualifications and requirements of desirable careers,
either through higher education, specific training, or certification, will earn a comfortable living.
Connections Making Connections Acquiring Information and Diverse Perspectives
(Sample Evidence) Students will make connections between their Students will use research and technology to acquire
own likes and interests with careers that additional information about a chosen career of interest.
foster those likes and interests.
Language Comparisons Cultural Comparisons
Comparisons Students will use prior knowledge to make comparisons
(Sample Evidence) Students will make comparisons between
between careers that are valued in their native cultures and
their L1 language and English as they learn
careers that are valued in American culture.
new language functions and forms.
School and Global Communities Lifelong Learning
Students will be able to identify courses
Communities within their own school that could benefit a Students will learn the requirements and qualifications of
(Sample Evidence) student interested in a chosen career. Students career pathways that interest them. Students will be able to
will also analyze how being bilingual use this information to set future goals for success after high
prepares them to be more valuable within the school.
community.

CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
Connections to
clearly and accurately through the effective selection, organization, and analysis of content.
Common Core
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology's capacity to link to other information and to display information
flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA.SL.9-10.1.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.

CCSS.ELA.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats

(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA.SL.9-10.5.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA.L.10-9.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1
ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013
Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Describe job duties The job of, responsibilities include, School subjects/classes, basic
tasks/duties (teach, lead, ,
conjunctions (since, because, as),
coordinating conjunctions
(FANBOYS), monetary terms
Tier 2
Explain job requirements It’s necessary to, you need, is Precision words:
required. in-demand
require
qualification
benefit

Academic vocabulary:
Describe
Explain
Identify
Present
Collaborate
Plan
Research
Plan a presentation with a partner We should, what do you think
about, I can do, can you do
Express opinions about presentation ideas I think, I feel, I like/don’t like
Offer alternatives to presentation ideas Instead we could, it might be better
if,
Request additional information about a career Can you tell me more about, I
would like to know
Suggest/Recommend classes at MHS We recommend, a suggestion
would be
Interpret an article/graph/chart I discovered, I noticed, this shows,
Express interest in a career I like, I’m interested in, I would

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

choose
Give reasons and explain claims made about career Conjunctions (because, since, as)
choice AND suggested MHS class
Greet a presentation audience Salutations (hello, good afternoon,
welcome)
Introduce presentation topic I am/we are going to talk about
Conclude a presentation Thank you,
Key Learning Activities/Formative Assessments
Interculturality
How does this activity
Key Learning Activity/Formative Assessment Mode of Self
support the unit goals or
(representative samples from beginning to end of unit) Communication Community
performance tasks?
World
Students will read two short articles about the benefits of being Explore the skills, benefits,
bilingual in the workforce. After reading, students will list the and hiring industries that
Interpretive S,C,W
skills and benefits bilingual workers have, as well as evaluate go along with being a
their own skills as a bilingual learner, in a graphic organizer. bilingual employee.
Explore the benefits of
Students will watch a video about the benefits of being bilingual
being bilingual in the
in the workforce, as well as look at chart that illustrates the
workforce, and evaluate
numbers of jobs in all American job industries. Students will Interpretive S,C,W
the number of
then answer questions relating to both pieces of media in a
opportunities in the
Google form.
American job market.
Students will create a list of career options that are interesting Evaluate desirable jobs in
Interpretive S
or appealing. America.
Discuss careers of interest,
Students will pair up and discuss the jobs that they found
and use two-way
interesting after exploring the articles, video, and chart. Pairs
conversation to make a Interpersonal S,C
will decide, together, on one career they would like to explore
collaborative choice on a
further.
career to focus on.
Pairs will use a presentation planning form to gather and record Research & identify Interpersonal
S,C,W
research about their chosen career. required education, salary, Presentational

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Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

hiring rate, and valuable

high school classes for a
chosen career.
Present information
Pairs will use the information gathered to create a short Google
gathered about a specific Presentational S,C,W
Slides presentation, which they will present to the class.
career.
Seek additional
information about a
Students viewing presentations will ask questions, from a list of Interpretive
selected career using S,C
sentence-frames, in order to seek additional information, Interpersonal
appropriate question-
asking protocol.
Resources Technology Integration

 Articles on bilingualism Students will use Chromebooks, Google Slides,

 Graphic organizer and the internet to research, produce, and present
 Video information.
 Chart
 Google Form
 Presentation planning form
 Presentation example
 California Colleges

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013