Model Unit Instructional Design for a Unit (Backwards Design)
Institution:
Year of study:
Octavo
Student description:
30 students
English Level:
A1 but material is on A2 level
Professor:
Karen Nieto
Unit title:
Pandemic Ficha - Proyecto 4 (Nov-Dec 2020)
Topics Digital Devices (p.9), Movie Genres (p. 13), Pop Art
(p.17), Digital Age (p. 21)
4 weeks
Weeks:
Remote learning:
60 minute Zoom synchronous. 60 min asynchronous
WhatsApp for materials, receiving homework, and giving
feedback.
EFL National Curriculum Standards – Subnivel Superior (EGB 8-10) 2016
Oral Communication
EFL 4.2.1 - Understand phrases and expressions related to areas of most immediate priority within
in the personal and educational domains provided speech is clearly and slowly articulated.
EFL 4.2.1 - Use a series of phrases and sentences to describe aspects of personal background,
immediate environment and matters of immediate need in simple terms using grammatical
structures learnt in class (although there may be frequent errors with tenses, etc.)
EFL 4.2.3 – Follow and understand short, straightforward audio messages and/or the main
idea/dialogue of a movie or cartoon if delivered slowly and visuals provide contextual support.
EFL 4.2.11 – Give short, basic descriptions of everyday activities and events within familiar
contexts and use simple descriptive language to compare and make brief statements about
objects and possessions.
EFL 4.2.12 – Describe habits, routines, past activities and experiences within the personal and
educational domains.
Reading EFL 4.3.1 – Understand main points in short simple texts on familiar subjects.
Writing
EFL 4.4.1 – Convey information and ideas through simple transactional or expository texts on
familiar subjects using ICT tools and conventions and features of English appropriate to audience
and purpose.
2
CEFR Standard – Spoken Production A2 Sustained monologue: describing
experience - Can describe simple aspects of his/her everyday life in a series of simple
sentences, using simple words and basic phrases, provided he/she can prepare in advance. (CEFR,
p. 70)
Spoken Production categories
Grammar/vocabulary
Pronunciation
Content only for spoken production (relevant,
organized, interesting)
Transfer Goal Content
Vocabulary: technology, movie genres, pop
art, question words
Grammar: past participles, time advergs
Read podcast with clear pronunciation.
Write an interesting, organized podcast that
answers two guide questions appropriately
based on readings and own experience.
Interaction (if goal is interactive, asking and
answering questions to keep the conversation
going.)
Transfer goal
- Students will learn vocabulary related to technology, to movie genres, to pop
art and question words; grammar related to past participles and time adverbs; read with correct
pronunciation and (content) answer questions appropriately, so that in the long run and on their
own they will be able to understand what they read and hear about the text and prepare a
monologue about the topic with clear pronunciation.
A. If we see & hear them
do this, they can transfer
this learning:
B. If we see & hear
them do this, then they
cannot (yet) transfer:
C. What I will commit to doing differently in
my classroom to ensure my results look like
If they understand most of
what they read and hear,
they will be able to
answer questions orally or
in writing on their own
although there may be
frequent errors of tenses.
Unable to generate a
response to a question.
Model the desired responses orally and in
writing. (GRR – I do)
Rely on Google Translate
to respond to questions.
Create worksheets to help learn vocabulary and
phrases for the four activities.
Response is not about
the task.
Make a vocabulary list of new words
accompanied by an audio of correct
pronunciation based on the worksheet. Remind
them of the cognates to help them remember.
Use new vocabulary and
formulaic phrases to
prepare and record a
monologue about the
topic with little help
although there may be
errors of tenses.
Only one or two word
responses rather than
phrases or sentences.
Written monologue will
be incomplete and the
audio will have frequent
hesitations.
Pronunciation will not
always be intelligible.
Practice interacting using the vocabulary and
phrases to answer questions. (Zoom games)
Train students to self-assess with checklist.
Provide weekly feedback on work.
Formative feedback on summative assessment
podcast using a checklist before recording
audio.
2
Performance task (summative)
Goal
To write and record a podcast using new vocabulary and grammar related to the
topic.
Role
You are a podcaster.
Audience
Teachers and students from your school.
Situation
Your school has started a morning podcast to share topics of interest via
Whatsapp groups with teachers and students. You have been asked to tape the
podcast for next Monday.
Performance Use new vocabulary from Project 4 to write a short text answering the following
questions:
1. What have been the positive and negative aspects of reading online for
you?
2. How have modern artists used technology?
Then make a 1-minute audio reading of your text, which will be your podcast.
You may be creative when presenting yourself and closing.
Standards
Checklist including vocabulary and grammar, pronunciation, content
Knowledge and Skills (necessary for the performance task)
What students will need to know.
The skills students will need to be able to
do.
Vocabulary from Project 4 related to digital
devices.
Time adverbs and present perfect
Advantages and disadvantages of digital
devices and reading online according to
information in the ficha.
Answer questions about readings.
Talk about reading including advantages and
disadvantages of digital devices.
Write about the positive and negative effects
of reading online.
Speak clearly.
Know correct pronunciation of new words.
Use a self-assessment checklist to assess
podcast.
Essential questions
Essential Questions support the transfer goal, signal inquiry, guide instruction, and can be asked
over and over throughout the unit without reaching a final answer.
1. When should I memorize vocabulary and grammar and when should I learn by listening
and reading?
2. How do I know that my message is clear and interesting to the reader or listener?
2
Learning Activities
Transfer goal - Students will learn vocabulary related to technology, to movie genres, to pop art
and question words; grammar related to past participles and time adverbs; read with correct
pronunciation, so that in the long run and on their own they will be able to understand what they
hear and read the text and prepare a monologue about the topic.
Performance task – Write a podcast for your school about the Digital Age. Focus on advantages
and disadvantages of reading online and how technology has helped art evolve.
Learning Activities (from students perspective)
Intention
Related to Column C
Commitments
Week 1 Digital Devices (One 60 min. Zoom class)
OBJECTIVES: Read article and complete a table of positive and negative
aspects of digital devices.
HOOK: Talk together (in Spanish) about good and bad experiences with
technology (3 min) (MM)
Engage to topic
Introduce and model the final task for Project 4 plus the self-assessment
checklist. (20 min) (A, MM)
T plays 1 time a 30 sec audio “Technology I Like”
T and Ss read a transcript of audio
T plays audio second time
T and Ss use a checklist to assess it. Discussion and Q&A
GRR (I do, we do)
Introduce
innovation and
train Ss to selfassess
Introduce Essential Questions as a way to help them learn English. (MM)
(3 min)
Game: Pass the ball. Asking and answering questions about digital
devices. T-Ss use Worksheet #1 to learn new vocabulary and ask and
answer questions. T asks S1, S1 answers and asks S2, S2 answers and asks
S3, etc. (10 min) (A)
Ficha: p. 9, Activity 5 Digital Devices. List/circle new words in reading.
Share. Write a list of the words and translation/definition to help
understand the reading. (10 min) (A)
Audio (send to Ss via WhatsApp) – Explain how to use audio to improve
pronunciation. (5 min) (A)
Homework – (10 min)
(1) Ficha, p. 9. Complete activities 1 and 2 for feedback. Send photo via
WhatsApp, (MM)
(2) Audio – practice pronunciation (A)
Reflection on
learning English
Practice vocab
Identify grammar
Practice
pronunciation
Reading comp
Practice
2
(3) PRETEST PRACTICE 1 – Write three sentences about “Technology I like”
and send audio of you reading it and photo of sentences. (T)
(4) Self-assessment checklist - #s 1-4 (send photo) (T)
Week 2 – Movie genres, p. 13-14 (60 min. Zoom class)
GRR You do
Self-assessment #1
Objective: Write sentences using the present perfect tense to talk about
past actions without a specific time.
HOOK: Game: Would you rather? Make questions that focus on movie
genres and new vocabulary. Vote in chat. (5 min) (MM)
Hook –
-Engage
Worksheet #2 –Ask and answer questions together about movies. (15
min) (A)
Intro vocab
Examples
Lecture ppt. on present perfect tense using examples from our
conversation together. (20 min) Practice writing together sentences with
present perfect tense. (A)
-Explain
-Practice
Individually – Underline present perfect tense in the model Podcast.
Share and discuss. (15 min) (MM)
-Model
-Practice
Audio (send via WhatsApp): Practice together pronunciation. (5 min) (A)
Practice
Homework: Ficha p. 13. (1) Complete Activities 1 and 2. Send photo via
WhatsApp for feedback.
(2) Practice pronunciation with audio.
(3) PRACTICE 2 – Answer 3 questions about pandemic. Read and send
audio, sentences and self-assessment checklist #s 1-6 to your T for
feedback. (A and T)
Self-assessment #1
Formative
assessment from T
Week 3 Pop Art, p. 17-18 (60 min. Zoom class)
Objective: Use time adverbs (yet, already, just) with present perfect tense
to fill in blanks and answer questions about a letter.
HOOK - Talk together: Different kinds of art. (5 min) (In English) (MM)
Engage
Game: Memory - Put 10 items related to digital devices and Project 4 on
a tray. Then remove one item and see who can guess first by writing in the
chat. (10 min) (A)
Engage
Review vocab
Worksheet #3 – (1) Ask and answer questions about pop art using new
vocabulary. (2) Together, create a dialog for a storyboard about a Pop Art
Gallery. (20 min) (A, T)
New vocab
Practice (GRR do
together)
Ficha: p. 17. Read letter together. Individually find new vocabulary, make
a list, translate, underline present perfect tense. (15 min) (MM)
Practice
2
Audio: Practice pronunciation of new vocabulary and phrases.
(5 min) (A)
Practice
Ask for four volunteers to share diaporamas (ppt or photos) next class
Practice
Homework: (1) Ficha p. 17-18 – Complete Activities 1 and 2. Send photo
for feedback. (MM)
(2) PRACTICE 3 Project – Christmas diaporama. Think of a Christmas
message for the class. Find photos of Christmas clipart on internet about
your message. Make a 4-slide ppt with your photos and write a message
for each slide for your T and classmates, then read and record the message
to play during the presentation of your diaporama. (MM, T)
(2) Self-assessment checklist #s 1-6. Send photo. (T)
(3) Practice pronunciation with audio. (A)
Self-assessment #3
Formative
assessment from T
on speaking and
self-assessment
Week 4 The Digital Age, p. 20-21 (60 min Zoom class)
Objective: Write and then read orally a paragraph about the Digital Age.
Hook: Share 4 diaporamas. Discuss art and technology. (5 min)
Engage
Game: (in English) Pass the ball asking and answering questions about
advantages and disadvantages of reading on line and about how artists use
technology. Have question prompts and vocabulary on screen. (10 min)
Practice vocabulary
Summative assessment –
Model podcast: (1) Play audio recording of model. Ask comprehension
Model
questions. (A)
Review
(2) Lecture about model: paragraph structure, present perfect and time
adverbs. Do example sentences together. (A)
(3) Individually, students find time adverbs and present perfect verbs in
the model. Write as many of the verbs in the chat as you can. Discuss. (30
min.) (MM)
Final task: POST TEST / Summative assessment - evidence of transfer)
(1) Review ficha, p. 20-21
(2) Answer questions about the adapted task.
Use new vocabulary from Project 4 to write a short text answering
the following questions:
1. What have been the positive and negative aspects of
reading online for you?
2. How have modern artists used technology?
Then make a 1-minute audio reading of your text, which will be
your podcast. You may be creative when presenting yourself and
closing. PRACTICE 4 Self-assess before sending to your teacher.
Summative
assessment
With one chance to
improve if
necessary.
Post-test and
Practice 4
2
Homework: Due in 3 days. Via WhatsApp: (1) Send audio of final task.
(2) Send photo of final self-assessment.
Self-assessment #4
Resources
Ministerio de Educacion (2020). Educacion Basica - General Subnivel Superior. Plan Educativo
Aprendemos Juntos en Casa, Proyecto 4, Costa 2020-2021.
Games for Zoom
MODEL MONOLOGUE - Example of (1) using time adverbs (yet, already, just) and (2) present
perfect tense and (3) vocabulary from Project 4 and own ideas.
Introductory monologue – Technology I like
I like Google. I have used Google for many years now. Google helps me in many ways. I can
answer my questions, translate from English to Spanish, and I use Google docs. I like Google Docs
because I can do group work on the same document. Google really helps me.
Summative Task
Podcast: Reading During the Digital Age
Good morning. My name is Karen Nieto. Today the topic is the Digital Age. The Digital Age is good
and bad. For example, there are advantages and disadvantages of reading online. There are many
good things to read online. I have found good information for school. The information has been
free. But one problem of reading online has been too many ads. A smart phone call has just
interrupted my reading. The ads and calls distract me. There has also been bad information for
children and I have felt addicted to games and WhatsApp.
Technology is good for artists in the Pandemic. Singers have used Zoom to sing together. Spotify
has helped artists share music. People have learned to play the guitar and piano with Internet.
We like the Digital Age, but we must be careful. Thank you. (1 min. 08 sec.)
Student’s SELF ASSESSMENT Checklist
Week 1 (#s 1-4), Week 2 (#s 1-6), Week 3 (#s 1-6), Week 4 (#s 1-8)
Al final de Proyecto 4 puedo…
(1)…comprender mucho de lo que leo en inglés sobre el tema.
(content)
(2)…comprender mucho de lo que oigo en inglés sobre el tema.
(3)…contestar por escrito preguntas en inglés sobre el tema.
Si
A veces
Todavia no
2
(4)…contestar oralmente preguntas sencillas en inglés sobre el
tema.
(5)…identificar el presente perfecto en una lectura.
(6)…escribir usando el presente perfecto.
(7)…escribir sobre la edad digital. (content)
(8)…leer lo que escribo con buena pronunciación.
SUMMATIVE ASSESSMENT of Audio Monologue – Week 4
The audio…
1. …content provides evidence of understanding the readings of
Proyecto 4 because the content is appropriate.
2. …uses some new vocabulary and grammar from Proyecto 4.
3. …has intelligible pronunciation.
FINAL GRADE PROYECTO 4 English
Yes
Sometimes
Not yet
/5.0
4.0/4.0
/3.0
/2.5
/2.0
/1.5
/2.5
/2.0
/1.5
/10
/8.0
/6.0
2