World Languages: Unit Order

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Unit Order and Lesson PlanningEssentials : 

Unit Order and Lesson PlanningEssentials

You’ve already decided… : 

You’ve already decided… Standards Objectives Final Assessment(s) Functions Vocabulary Basic movement of theme: beginning, middle, end So, what should I teach first? By the way, is it okay to go back and alter some of these if something comes up while you are planning the activities of the unit?

How will I teach it? : 

How will I teach it? Story form: Beginning, Middle, End Opportunities for listening first Add reading as appropriate, whenever possible Early speaking opportunities for quick learners, not required until later Writing or copying as appropriate

Beginning 1 : 

Beginning 1 Teacher performs a skit or tells a story that either introduces unit and/or mirrors final assessment Puppet skits/dialogues Students interact with items TPR anything Singing anything Use of a “mystery box” Setting the stage for a story-unit, a “hook” Perhaps announcing the purpose of the unit (service-learning, task-based, etc.) Comprehensible Input

Beginning 2 : 

Beginning 2 Students help teacher with something Story mapping, sequencing, drawing Matching/copying exercises Putting words or sentences in order Collecting items for the unit Yes/no questions One word responses Personal responses (written or oral) Moving toward output

Middle 1 : 

Middle 1 Whole class practice of dialogues, TPR Volunteers act out skits, perform dialogues, TPR Drawing/labeling/filling in personal information with longer sentences or listening experiences Providing personal information in longer sentences (name, age, likes, etc.) Whole class games (in teams) Word games, phonemic awareness activities Karuta, Go fish, etc. Daily songs, volunteers perform Divide class into two for dialogue practice Comprehensible Output

Middle 2 : 

Middle 2 Creating projects that will be the basis of the final assessment (scrapbook page, commercial, collage, skit, etc.) Mini-quizzes or teacher checklists to find out if students are have knowledge needed for final assessment Begin to practice final assessment in different ways Orally with feedback/pair work Mini-version in writing with feedback/pair work Mini-version of reading with feedback/pair work Go over rubric for final assessment Show examples of different levels on rubric Comprehensible Output Assessment Preparation

End : 

End Performance Assessment Required performance of skit/dialogue/speech Performing action with teacher or peers (shopping, etc.) Reading/Hearing something needed to complete task Writing something that summarizes learning or helps to complete task Presenting a finished product to class or teacher Peer scoring Teacher Scoring Feedback

A little diversion…what do other students do during assessments? : 

A little diversion…what do other students do during assessments? Peer involvement Reporters asking questions Inside-outside circles Peer Scoring 2-4 peer scorers per student Everyone (pros and cons) Peer Checklists Keeping track of something Peers Working Working on own project (have a back-up) Working in Centers Peer Keep ‘Em Busy Show a great movie with a “watching sheet” Peers not even there!

After the “End” : 

After the “End” Charting or reporting results of checklists FEEDBACK: peers, teacher Reflecting on what students have learned Sending homework to show off what students learned and/or assessment score or progress report

Lesson Planning Essentials : 

Lesson Planning Essentials

Slide 12: 

Every activity is a language activity Where's the language? C L C B M E from Carol Ann Dahlberg, co-author of Languages and Children: Making the Match

What do you think you need? : 

What do you think you need? Objectives Guiding Questions Beginning, Middle, End Warm-up Review New Material Practice Closure

Lesson Plan Template : 

Lesson Plan Template

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