Actful Template1

Appendix I.
Standards-Based Unit Template by Clementi & Terrill November 2013
Approximate Length
15 days
Language and ELD 1 Grade 7 of Unit
Level / Grade Emerging Approximate Number
260 minutes weekly
of Minutes Weekly
Theme/Topic Identity: Who am I?
What factors make up your identity? How does what I do define who I am? Why is my identity
Essential Question
important?
Goals Learners will be able to:
 identify the factors that make up my identity.
What should learners know  state and define the multiple intelligences people have.
and be able to do by the  create a self-portrait that represents their identity.
end of the unit?
Interpretive Mode
Summative
Performance
Assessment
 Learners will listen to and
 These tasks allow interpret a read out loud
learners to demonstrate poem.
how well they have met  Learners will watch and
the goals of the unit. interpret a video on what
 They are integrated people represent
throughout the unit.
themselves as.
 The template encourages
multiple interpretive  Learners will predict
tasks. information related to a
 The interpretive tasks character’s identity.
inform the content of the  Learners will learn to
presentational and
recognize the factors that
interpersonal tasks.
 The tasks should make up identity to have
incorporate 21st Century conversations about this.
Skills.
ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013
Presentational Mode Interpersonal Mode
 I Learners will present what self-portrait  Learners will collect and display information
represent to you. about a scientist with a partner.
 Learners will create a self-portrait that  Learners will talk about my partner’s identity.
represents my identity.  Learners will ask and answer questions of who,
what, when, where, and why to conduct an
interview with my partner.
 Learners will create a brief graph to show the
kids of intelligences people have.
 Learners will talk and explore about the
concepts of discovering my identity.
Product: An interview
Cultures Practice: Interview a friend.
(Sample Evidence) Perspective: Getting to know each other.
Indicate the relationship
between the product, Product: Self-portrait
practice, and perspective. Practice: Creating a self-portrait with elements that represent one’s identity.
Perspective: Self-identity/diversity
Making Connections Acquiring Information and Diverse Perspectives
Art: create a self-portrait and learn about Differences in personalities and self -between artists,
how artist use their identity through characters in stories, and peers.
Connections paintings Importance of accept own identity and others’.
(Sample Evidence) Compare and contrast other characters to
self
Science: research a scientist

Compare and contrast own intelligence to
others’ intelligences

Language Comparisons Cultural Comparisons

Comparisons Similar intelligence/opposite intelligence
(Sample Evidence) Where you come from
N/A Life experiences
Who we are inside and out
School and Global Communities Lifelong Learning

Present: To an audience of classmates and
diverse learners about their identity through
a painting/ Share one’s identity with
community.
Communities
(Sample Evidence) Learn to accept others and find an appreciation for
Present: To tell peers and parents how to
diversity.
research people using encyclopedia/
Share information on a scientist with
community.
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue under study.
Connections to Present claims and findings (e.g., argument, narrative, summary presentations), emphasizing salient points in a focused,
Common Core coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and
clear pronunciation.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
CCSS.ELA-LITERACY.L.7.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or drama. (See grade 7 Language standards 4–6 for additional expectations.)
CCSS.ELA-LITERACY.RL.7.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
CCSS.ELA-LITERACY.RH.7.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/ social science.
CCSS.ELA-LITERACY.RH.7.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RST.7.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6–8 texts and topics.
CCSS.ELA-LITERACY.RST.7.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and
to an understanding of the topic.
CCSS.ELA-LITERACY.WHST.7.1A
Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1

Ask and respond basic questions based on the Interrogative pronouns and intelligent, irresponsible, irritable,
comprehensible input image and the readings of poems adjectives lazy, merits, optimistic, positive,
shortcomings, brave, thoughtful
Tier 2
List what the character does and what the character is Present tense verbs and adjectives character, discover, create,
like/ describe an interesting person research, art piece, portrait, feature,
express, decide, accept, paraphrase,
discuss
Tier 3
Classify vocabulary/ ideas “merits” and “shortcomings” Grouping disadvantages and Inference, motive, personal
advantages/ categorization of experience, causes and effects,
adjectives compare, opinion, judgement,
practice, identify, find, writing
prompt, brainstorm, graphic
organizer, draw conclusions
Use learned language in written and oral conversations I learned, I think this word means,
I think this means/represents, I
would describe __ as, this word
Use learned pronouns in oral and written conversations Me, he, she, them, they
Write created sentences that tell what the character of He is, he wants to discover
the poem is like
Use created sentences to write flowing sentences to I think __ because, I believe__

draw conclusions/ predictions because, I feel___ because

Compare and contrast yourself to the character in the The character is the poem ___but I
poem to have verbal conversations am, The character likes__ but I
like, The character believes__ but I
believe, I am __and he is__, I
like___ and he likes__, We are
similar because, we are different
because, alike, we both are
Interpret the authentic text’s theme of identity; who am I understand, I think, this
I? means/represents/symbolize
Create a free-verse poem using a poetry frame learned I love to__.

language to fill in the blanks I want to discover a _____.
Up to now, I have discovered I am
this kind of person:
I am___.
I am____.
I love to discover.
Analyze what is heard/read/viewed to compare, give an How are you like __? How are you
opinion, personal experience and predict different? Would ___ be a good
friend? Why or why not? How did
the poem make you feel? What
would you think __ will do in the
future?
I am like/ I am not like__ because,
I am not the same/ I am the same,
we are different in, some
similarities are,
the differences are, I believe, I
think, in my experience, from my
experience, through life,

as a result of, I can predict
Question starters to ask in interview questions Who, what, when, where, how,
why
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 need to
Day 1: recognize and sound out
-Students will watch a video on identity: who am I? new words when
https://youtu.be/SR8j_P1O0os. Students will fill out graphic speaking, reading, or
organizer and have discussions of answers after using yes/ no listening in order to enrich
questions and opened ended. their vocabulary.
-Students will learn new vocabulary words (10) after they go Students will use formulaic
over the pronouns, which will require the use of the board language to communicate
and body gestures. They will be given time to look up the and use their background
words and draw an image that describes that word. knowledge to answer
questions.
-Students will look at an image on page 10, where they will
describe the person in the image through yes/ no questions Students will engage in
Interpretive Self
and open-ended questions. Then using their background conversational exchanges
knowledge, students will describe themselves by answering with the teacher through
the questions corresponding to the image using the phrases. answering yes-no
Then we will have discussions of their answers as a class. questions and wh-
Students will be given feedback through conversations. questions and responding
using simple phrases.

Students will be able to

use new created language
related description of one
self to give sentences
meaning.
Students will recognize the

meaning of new words
related to character traits
when they are spoken or
written.
Students will listen and

interpret a read out loud
Day 2:
poem.
Students will read a poem Outside and In and create a graphic
Students will define new
organizer to describe what the person does and what the
vocabulary words on
person likes in the poem. Students will think of more words
adjectives that describes a
that are not in the poem to add to the chart. Students will
person using context and
create a poem with a partner using an interesting person or
prior knowledge.
character in a story.
Interpretive/
Self
Students engage in short collaborative
written exchanges with
peers and collaborate on
simple written texts on
familiar topics, using
technology when
appropriate.

Day 3:
-Students will activate prior knowledge by making a circle

graph that describe who they are, using only words. An
Students will work in small
example will be provided on page 14 of the textbook High
groups to have
Point.
conversations and
-Students will categorize their own discovery of character by
discover about each
grouping their merits and shortcomings in a chart using the
other’s identity. Interpretive/
vocabulary words used in the previous activity. Self
collaborative
Students will learn to
-Students will learn to classify things by putting words in
classify ideas as a reading
groups and giving them a group name that tells how the ideas
strategy.
are like. An example is provided on page 14 of the textbook.
This will prepare them to classify ideas for the poem they will
read the next day.
Day 4: Students will be able to

Identify the factors that
Students will read the poem “Discovery” by John Y. Wang. make up my identity.
Students will make reading pauses to classify ideas page by
page using a created chart. They will used learned nouns, Students listen and interpret
a discovery about own-self
pronouns and adjectives to create sentences. Then students
poem. Interpretive/ Self
get into groups of 2-3 to answer comparison, opinion,
Students can determine the collaborative World
personal experience, and prediction questions about the meaning of words and
poem. Then they will share answers with the class. phrases as they are used in a
text.
Students will analyze the

structure an author uses to

organize a text, including

how ideas are classified.
Students need to use

knowledge of language and
its conventions when writing,
speaking, reading, or
listening.

express inferences and
conclusion drawn based on
close reading of grade-
appropriate texts and
viewing of multimedia using
some frequently used verbs.

expand noun phrases in
Day 5:
basic ways in order to
enrich the meaning of
-Students will learn how to use verbs and character traits in
sentences and add details
the present and past tense. They will use Am, is, and are in
about ideas, people, and
phrases.
things.
-Students will tell a partner about themselves and write in a Interpretive/
Self
Venn diagram their comparisons. Then students will practice collaborative
Students will use
individually out the sentences.
knowledge of morphology
- Students will create a free verse poem using a poetry frame.
to appropriate select
Then they will share it with the class.
affixes in basic ways.
Students need to adjust

language choices

according to social setting

and audience.
Students will have

spontaneous
conversations about the
concepts of self -identity.
Day 6:
Students will have
To activate prior knowledge, students will have the acquired and use
opportunity to work with a partner who they haven’t work accurately grade-
with before to spontaneously tell each other about appropriate general
themselves, who they are and what they want to become. academic and domain-
Students then will share with the class what they learned specific words and
about their partner. phrases; gather
vocabulary knowledge
Self
-Students will be given instructions to research a scientist, when considering a word
Collaborative Community
create a poster, and share the poster with an oral or phrase important to
presentation of 2 minutes. Students will do the research for comprehension or
the rest of the period and be given the materials to start their expression.
posters. This is a group activity in partners. This will help
students to understand scientific intelligence and how there Students will be able to
are multiple intelligences. engage in short written
exchanges with peers and
collaborate on simple
written texts on familiar
topics, using technology
when appropriate.
Students will need to

collect and display

information about a
scientist with a partner.

use their creativity to
create a poster about
Day 7: research found on a
scientist.
Students will finish writing the information found from the
research in their posters and using their creativity to create Students will be able to
their poster. engage in short written
Students will be given feedback through monitoring and will exchanges with peers and
make revisions and modifications as needed. collaborate on simple
written texts on familiar
topics, using technology
when appropriate.
Self
Collaborative Community
Students will need to
collect and display
information about a
scientist with a partner.
Students will have the

opportunity to explore
intelligences.
Students will need to use

the right punctuation,
capitalization, and world
selection to match the
sentence meaning.


collaborate with a partner
or group as part of the 21st
century skills.
Day 8:
Students will share their posters. They will tell why the
produce clear and
discovery is important and explain the information and how
coherent writing in which
they found it. This will help students to practice presentations
the development,
for their final presentation and learn about multiple
organization, and style are
intelligences.
appropriate to task,
purpose, and audience.
Self
Students will use Collaborative/
Community
technology such as productive
chromebooks, including
the Internet, to produce
and publish writing and
link to and cite sources as
well as to interact and
collaborate with others.
Students will create and

explain a brief graph to
show the kids of
intelligences people have.
Day 9: Students will be able to Interpretive/ Self

collaborate with a partner Collaborative Community

Students will work on the activities from page 22 of the book or group as part of the 21st
about an interview. century skills.
Then they will learn the vocabulary words from page 24 and
make a word web of what they think happens in the interview. Students will ask and
Example on page 24. This will prepare students to conduct answer questions of who,
their own roll-play interview. what, when, where, and
why to conduct an
interview with my partner.

collaborate with a partner
or group as part of the 21st
Day 10: century skills.
Students will read an interview from page 25-28 of the Students will demonstrate
textbook. They will look at page 29 to make a comparison active listening in oral
chart and answer the questions from the book about the presentation activities by
interview questions with a partner. Students will then roll-play asking and answering
an interview with a partner from the given ideas in the basic questions, with
textbook. This interview will help students to prepare for prompting and substantial
asking question on their final project. support.

Self
explain ideas, phenomena, Collaborative/
Community
processes, and text productive
relationships
(comparisons) based on
close reading of a variety
of grade-appropriate texts
and viewing of

multimedia, with
substantial support.

engage effectively in a
range of collaborative
discussions (one-on-one,
in groups, and teacher-led)
with diverse partners on
grade 7 topics, texts, and
issues, building on others’
ideas and expressing their
own clearly.

maintain a conversation in
an interview setting.
Engage in conversational
exchanges and
Day 11: express ideas on familiar
topics by asking
Students will start with learning vocabulary. Then students will and answering yes-no
fill in True or False predictions from the article they will read (true-false) questions and Self
Interpretive/
on pages 37-40 to understand the different intelligences wh- questions Community
productive
people have. After reading, students will complete the and responding using World
prediction activity. Then students will create a graph that simple phrases.
shows all 7 intelligences with words and pictures.
state the multiple
intelligences people have.

Students will learn to

analyze how a drama’s or
poem’s form or structure
contributes to its meaning.
Day 12:
explain ideas, phenomena,
Students will read and learn how artists use their intelligence
processes, and text
to self-portrait themselves. Then students will relate their
relationships
cause and effects with a partner. This will help students to do
(cause/effect) based on
their final project creating a portrait about themselves and be
close reading of a variety
ready to have conversations about their self-portrait with the
of grade-appropriate texts
class.
and viewing of
multimedia, with
Self
substantial support. Interpretive/
Community
Productive
World
expand noun phrases in
basic ways in order to
enrich the meaning of
sentences and add details
about ideas, people, and
things.

engage effectively in a
range of collaborative
discussions (in groups)
with diverse partners on
grade 7 topics, texts, and

issues, building on others’

ideas and expressing their
own clearly.
Students will plan and
deliver brief informative
Day 13: oral presentations on topic
of study. Self
You will be given the entire class period to create self-portrait Productive Community
using materials from class and brought from home. Students will be able to World
create a self-portrait that
represents their identity.

oral presentations on topic
Day 14:
of study.
You will be given the entire class period to create self-portrait Self
using materials from class and brought from home. Productive Community
create a self-portrait that
World
represents their identity.
Day 15: Students will be able to

adjust language choices
Students will present their self-portrait with the class and according to social setting
answer questions. and audience.
Self
Productive Community
World
oral presentations on topic
of study.

Students will present what

self-portrait represent to
them.
Students will make cross-

disciplinary connections
with art.
Resources Technology Integration
Textbook: High Point Success in Language Literature Content by Hampton  Research on the internet
Brown  Chromebooks
 PowerPoint Presentation
Poems:  A YouTube video
“Discovery” by John Y. Wang
“Outside and In” by Daphne Liu
Video: https://youtu.be/SR8j_P1O0os.
Graphic organizers, Venn Diagram, pictures, flash cards, paint, construction

paper
Audio CD: Interview with Anna
Readings: “Meet Téssely Estévez” by Gilbert Socas

“A Self-Portrait” by Nancy Hom
“A Self-Portrait” by George Littlechild

Actful Template1

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Actful Template1

Diunggah oleh

Hak Cipta:

Format Tersedia

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

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

Presentational Mode Interpersonal Mode

Science: research a scientist

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

Language Comparisons Cultural Comparisons

School and Global Communities Lifelong Learning

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

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

Use created sentences to write flowing sentences to I think __ because, I believe__

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

Create a free-verse poem using a poetry frame learned I love to__.

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

as a result of, I can predict

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

Students will be able to

Students will recognize the

Students will listen and

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

-Students will activate prior knowledge by making a circle

Day 4: Students will be able to

Students will analyze the

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

organize a text, including

Students need to use

Students will be able to

Students will be able to

Students need to adjust

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

according to social setting

Students will have

Students will need to

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

Students will be able to

Students will have the

Students will need to use

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

Students will be able to

Students will create and

Day 9: Students will be able to Interpretive/ Self

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

Students will be able to

Students will be able to

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

Students will be able to

Students will be able to

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

Students will learn to

Students will be able to

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

issues, building on others’

Students will plan and

Day 15: Students will be able to

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

Students will present what

Students will make cross-

Resources Technology Integration

Graphic organizers, Venn Diagram, pictures, flash cards, paint, construction

Audio CD: Interview with Anna

Readings: “Meet Téssely Estévez” by Gilbert Socas

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

Anda mungkin juga menyukai

Use created sentences to write flowing sentences to I think because, I believe