UNIT WRITING TEMPLATE
Amanda Robustelli-Price
Unit essential questions:
HTTP://BIT.LY/1ZWKO5K
Integrated performance assessment description:
Task
 I can _________________________________
 I can _________________________________
 I can _________________________________
 I can _________________________________
Task requirements (tied to rubric)
 ___________________________________
 ___________________________________
 ___________________________________
 ___________________________________




___________________________________
___________________________________
___________________________________
___________________________________
Presentational writing rubric, modified from Laura Terrill (https://lauraterrill.wikispaces.com/Presentations), FCPS
(http://www.fcps.edu/is/worldlanguages/pals/), Jefferson Country
(http://resourcesfromgreg.wikispaces.com/file/view/JCPS+Rubric+Color.pdf) and IPA rubrics http://1.usa.gov/1ZvVEzw.
Criteria
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Task completion
How much
language do I
deliver?
Impact
Is my presentation
interesting?
4-3
_________________________
2.5-1.5
_____________________________
1-0
___________________________
4-3

Text visually interesting,
including appropriate pictures
and headlines of key ideas.

Content is thoughtfully selected
for the audience.
4-3
I am easily understood, and express
my ideas clearly.
6-4.5
Errors do not interfere with
message. Good control of
structure(s) studied in the unit.
2.5-1.5

Visuals and design of the
presentation keep the audience
focused on key ideas.

Content is relevant to the
audience.
2.5-1.5
I am generally understood and my
ideas are clear.
4-2.5
Errors do not interfere with
message. Some errors occur in
studied structure(s).
6-4.5

Wide variety of vocabulary
from this unit and prior units.

7 + expressions from future
units or independent study
used appropriately.
4-2.5

Variety of familiar vocabulary is
used appropriately.

3 + expressions from future
units or independent study
used appropriately.
1-0

Little visual interest or focus on
design. Key ideas are difficult
to find.

Content not always appropriate
for the audience.
1-0
I am sometimes difficult to
understand; most ideas are clear.
2-0
Errors occur and do cause some
confusion; inappropriate or
inconsistent use of studied
structure(s).
2-0
Simple, familiar vocabulary is used.
*Text Type
How do I organize
my thoughts (word,
phrase, paragraph,
transitions, etc.)
4-3
2.5-1.5
Cultural
awareness
How is my
knowledge of the
target culture
evident?
4-3

Information about the target
culture is accurately presented.

_________________
Comprehensibility
Am I understood?
*Language control
How accurate is my
language,
specifically
_________________?
*Vocabulary
How rich is my
vocabulary?


Use simple sentences and
strings of sentences, with
different types of sentences.
Transition words used to
connect sentences.


Use some simple sentences.
Few transition words.
2.5-1.5

Information about the target
culture is mostly presented
accurately.

_________________
1-0
Uses words, phrases, chunks of
language, and lists.
1-0

Information about the target
culture is presented, with
inaccuracies.

_________________
DICTIONARY SKILLS
Dictionary Use: Nouns and Verbs www.wordreference.com (app also available). You can use dictionaries to
personalize your communication.
1. Look up words.
a. Nouns.
i. S – Singular
ii. F – Feminine
iii. M – Masculine
b. Verbs.
i. You may see “intr” or “tr”
ii. You may see “to” in front of it in
the English definition
2. Which articles for nouns?
a. Masculine singular – ______________
b. Feminine singular – ______________
c. Masculine or feminine plural – ________
Insert dictionary screen shot here.
3. Task. _____________________________________________________________________________________________
Sentence starters:
a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________
English
Target language
1.
2.
3.
4.
5.
TRANSLATORS
English to target language
(write below)
Sentence
1.
1
2
2.
1
2
3.
1
2
Translate same sentence back to
English
Try it out: Write a paragraph in English, translate it to a language, to another, then back to English.
What happened?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
What are your conclusions about translators?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
CLASS WRITING ACTIVITIES
Exit slips
Write three sentences in the target language about today’s topic.
Write-pair-share
Prompt:__________________________________________________________________________________
Write five sentences to describe___________________________________________________________.
Later, rewrite, adding transitions.
Quick write topic: ___________________________________________________________________________
Round 2:
What did you learn from the feedback?
SCAFFOLDING FOR THE PRSENTATIONAL TASK
List-group-label: In small groups, brainstorm as much vocabulary as you can about ______________.
Then divide the list into at least three categories.
List
Group and label the list
Gallery walk: Add vocabulary to the posters around the room. Later, walk around and add useful
expressions to the chart (charts) below.
GRAPHIC ORGANIZERS

Venn diagram

Sentences by Subject Pronoun

Singular
Charts
Plural
1st
1st
2nd
2nd
3rd
3rd
FIRST DRAFT: PROCESS
In-class
6 minutes solo
3 minutes groups
No books or
notes, silence
Books, notes,
discussion
ROUGH DRAFT: PRESENTATIONAL TASK
Repeat cycle
Task requirements (tied to rubric)
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
 __________________________________________________________________________________________________
Draft
Questions / Notes / To Look Up
PEER EDIT CHECKLIST
Category
Checklist
Peer
Goals
Task completion
Impact
Comprehensibility
and language control
Vocabulary
Text type
Cultural awareness
AFTER THE FINAL DRAFT:
Did you meet your goals? Why or why not?
What will you change in your process for the next assignment?
RUBRIC
Conversion chart from FCPS: http://bit.ly/1hDrQyJ
Criteria
Exceeds Expectations
Meets Expectations
Task completion
How much
language do I
deliver?
Impact
Is my presentation
interesting?
4-3
_________________________
2.5-1.5
_____________________________
4-3

Text visually
interesting, including
appropriate pictures
and headlines of key
ideas.

Content is thoughtfully
selected for the
audience.
4-3
I am easily understood, and
express my ideas clearly.
2.5-1.5

Visuals and design of the
presentation keep the
audience focused on key
ideas.

Content is relevant to the
audience.
1-0

Little visual interest or
focus on design. Key
ideas are difficult to
find.

Content not always
appropriate for the
audience.
2.5-1.5
I am generally understood and
my ideas are clear.
*Language control
How accurate is my
language,
specifically verb
agreement?
*Vocabulary
How rich is my
vocabulary?
6-4.5
Errors do not interfere with
message. Good control of
structure(s) studied in the
unit.
6-4.5

Wide variety of
vocabulary from this
unit and prior units.

7 + expressions from
future units or
independent study
used appropriately.
4-2.5
Errors do not interfere with
message. Some errors occur in
studied structure(s).
1-0
I am sometimes difficult to
understand; most ideas are
clear.
2-0
Errors occur and do cause
some confusion;
inappropriate or inconsistent
use of studied structure(s).
2-0
Simple, familiar vocabulary
is used.
*Text Type
How do I organize
my thoughts (word,
phrase, paragraph,
transitions, etc.)
4-3
2.5-1.5
Comprehensibility
Am I understood?


Cultural
awareness
How is my
knowledge of the
target culture
evident?
Use simple sentences
and strings of
sentences, with
different types of
sentences.
Transition words used
to connect sentences.
4-3

Information about the
target culture is
accurately presented.

_________________
4-2.5

Variety of familiar
vocabulary is used
appropriately.

3 + expressions from
future units or
independent study used
appropriately.


Use some simple
sentences.
Few transition words.
2.5-1.5

Information about the
target culture is mostly
presented accurately.

_________________
Does Not Meet
Expectations
1-0
___________________________
1-0
Uses words, phrases, chunks
of language, and lists.
1-0

Information about the
target culture is
presented, with
inaccuracies.

_________________
Teacher
Feedback