OK I can tell how you guys might play this. The template is so poorly written that you might ignore it. So I’m making it sticky so that it never scrolls out until our young teacher has all the answers she wants. Have a heart. How would you like to be the one to deal with this thing? I am going to stick this article to the highest article position until we get ‘er done and have a real set of lesson plans that align with this odd, way too busy, template. Just comment on whatever you can below in the comment fields as per my suggestions. It’s going to be a group effort. The person who wants this can then arrange the comments from the mess we offer. I will start with comments in green/red below. It’s a mess now but it won’t be when we’re done. Just keep formulating answers to all these questions. We just need to throw enough stuff at this person. C’mon. It could be you in this lesson plan hell.
Unit Planner Unit title Unit 1 CCGPS or other standards included Interpersonal Mode of Communication (IP)
MLI.IP1 The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. The students:
B. Express likes, dislikes, emotions, agreement and disagreement. C. Make simple requests. D. Ask for clarification. E. Give simple descriptions. F. Comprehend basic directions. G. Ask questions and provide responses based on topics such as self, family, school, etc. See below the **** paragraph for clarification on this misinterpreation of standards here in favor of early output, which, according you your understanding of the research, is not the best plan. Explain how you will address these questions, but that you will focus primarily on input and on the Interpretive Mode so that you are following standards with your students that are best focused on the Interpersonal skill later and especially later on the Presentational Skill – much later for that one. For more on this click on the Robert Harrell/Assessment category and read all those posts back to May of 2011. Also read the Administrator/Teacher/Parent Re-education category. You are not only going to write great lesson plans that align perfectly with ACTFL and the Three Modes of Communication, you are also going to re-educate a few people in your building, winning their admiration for making it all so clear, and you will make some new friends in the process!
MLI.IP2 The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language. The students:
Initiate, participate in, and close a brief oral or written exchange.
Interpretive Mode of Communication (INT)
MLI.INT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on Topics such as self, family, school, etc. The students:
A. Identify main ideas and some details when reading and listening. Teacher(s) Subject and grade level 8 th grade language B Dates unit will cover
Stage 1: Desired Results
Established Goals:
Relevant goals depend upon the scope of the work. If you are writing a single lesson, then one or two benchmarks might be the goals. Larger work encompassing many daily lessons would use content standards, course or program objectives, or learning outcomes that provide the structure for the unit. Understandings
* Specific enduring understandings to be addressed * The ideas and information students will remember after they have forgotten the details * Any misunderstandings that may occur
Essential Questions
These questions will be: * Provocative and interesting * Enlightening in perspective and appreciation of different points of view * Frames for self-knowledge of limits in experiences and assumptions Students will be able to…
This section provides the specific benchmarks to be taught and learned (verbs from standards)
*What key knowledge and skills will students acquire as a result of this unit? *What should they eventually be able to do as a result of such knowledge and skills?
Students will know…
* This section is based on the nouns from the standards. How will vocabulary be taught? The nouns from the standards will be listed on the wall. They will be used repeatedly in class in interpersonal and especially in interpretive modes of class questioning (PQA). What specific strategies will be used? Here I would take the information from the Circling with Balls, Word Association, Word Chunk Team, One Word Image and Name Game notes on the resource pages of this site. Just paste them in here and take out 90% of the details, leaving you with short and focuses answers to this question. What key terms will be included on the classroom word wall? nouns, common adverbs and adjectives, and common verbs. Prepositions will be taught in context with the hand posititioning technique (Skill #27 – TPRS in a Year! – p. 27). How will non-fiction reading and/or writing be included? now here just go to FVR and Reading as categories and also to Free Write Rules on the posters page and convey a section of that information here in answer to that question. Just paste it into your answers to these questions and keep it streamline. Actually I am not so freaked about this anymore. We can do this. We can answer these questions, and well! Just pull stuff from the site. Clarify by asking questions here. We can address the assessement piece below in the same way by referring to articles on assessment from that category. We address formative and summative assessment in detail here on this site so your answers just need to be mined and brought into your plans.
Stage 2: Assessment
Assessment Evidence Performance Tasks (Summative):
Performance tasks are typically authentic and provide for students a real-world opportunity to demonstrate their understanding of the topic.
Criteria must be carefully written to provide a clear target so that students know exactly what they must do to show knowledge and skills.
Formative Tasks: teaching to the eyes, finger assessments, What did I just say, daily quizzes written by the quiz writer at the end of each class in the last ten minutes. All the stuff we do! Only it’s actually real.
Pre-assessment Task(s):
Stage 3: Unit Design
Metacognitive skills, Habits of Mind and Higher-Order Thinking OK we have this too. We just put it in last spring. We have the posters – find them on the resources/posters page.
Learning Activities
What learning experiences and instruction will enable students to achieve the desired results? How will the design…
And all the questions below have real answers in a CI class. We just need to answer them. How bout if your last name is A-C you take the first one. Every two ot three letters you answer that one as indicated below. Send in your answers as comments. Make sure you repeat the question when you answer it. I know this is a mess now but a lot of teachers may be able to draw from this document when we get it framed out.
Help students know where the unit is going and what is expected? A-C Hook all students and hold their interest? D-F Equip students, help them experience key ideas and explore the issues? G-H Provide opportunities to rethink and revise their understandings and work? I-J Allow students to self-assess their work and its implications? K-L Be tailored or personalized to the different needs, interests, and abilities of learners? M-N Be organized to maximize initial and sustained engagement as well as effective learning? the answer to this is that stories keep interest and the textbook doesn’t.
Teaching strategies What research-based strategies will you use? O-S – this is an easy one. Just click on Krashen in the category field and pick anything. It will work. Heck, the administrators are going to smell something fishy when the CI teacher – you – gives all these great answers to the questions but the traditional teacher gives the same old worn out mealy mouthed answers that really don’t ring true anymore. What differentiation strategies will you use? Laurie Clarcq answer this one. How will you use flexible grouping? this one is for Laurie too. How will you determine the flexible groups? Michel Whaley answer this one. I know you are expert at this. Others chime in. How will you include the use of instructional technology? This one goes to Nathan or anyone who wants it. How will you demonstrate high expectations for all learners? here you use the Rigor posters Clarice did last spring – go to the posters page and find the answer to this question and get ready to see your administrator melt with pleasure at our new Rigor poster answers to this question. How will you provide criterion-based feedback during the learning process? Harrell on this. Are you back yet?
Modifications
What modifications will you need to incorporate for students with special needs? Who wants this one?
Resources
What resources are needed to make this unit successful? I’ll take this one right now. You need no books, first of all. Really need those no books. Gotta have them. Gotta order them from the No Book Arsenal. Get them right away. Having no books is a big advantage and a primary resource to make this unit successful. You are shure that the principal of your school will back you up on getting as many class sets of these no books as soon as possible.
**** Note that most of this unit is based on the Interpretive Mode of Communication – the students must hear the language repeated to them in interesting and meaningful ways over and over before the Interspersonal skill can be effective, according to current research. Memorization of small phrases at the beginning of the year is not the goal here. The children’s minds are not wired for output yet according to all the new research. It used to be an accepted part of the old standards but you, this newteacher, are ready to discuss this change of alignment by ACTFL in terms of the current research to anyone interested.