Unit Planning Matrix – Foreign Language
Big Ideas
What are the
benefits of
learning how to
read, write, speak,
and understand a
foreign language?
How will the
material addressed
in this chapter be
useful in a real life
situation?
Why is it
important to learn
vocabulary about
this topic?
Why is it
necessary to have
explicit grammar
instruction?
Skills and
Standards
5 Cs for Foreign
Language
Standards addressed in
this unit:
C1.2 Students understand
and interpret written and
spoken language on a variety
of topics
C2.2 Students demonstrate
an understanding of the
relationship between the
products and perspectives of
the cultures studied.
C3.2 Students acquire
information and recognize
the distinctive viewpoints
that are only available
through the foreign language
and its cultures
C4.1 Students demonstrate
understanding of the nature
of language through
comparisons of the language
studied and their own.
C4.2 Students demonstrate
understanding of the concept
of culture through
comparisons of the cultures
studied and their own.
Learning objectives
TSWBAT:
·Describe the rooms and
items in a house or
apartment by using
written and oral
communication in the
target language
Student and Family
Knowledge
Assessment
(formative and
summative)
Instructional Strategies or
Practices
Lesson One:
Introduce chapter and ask
students to provide
information about what
rooms and items in a house
would are the most
important to know. This
draws on background
information from the
students’ lives and will
reiterate the information
that was taught in the
previous chapter.
Formative Informal:
Vocabulary columnsstudents will categorize
vocabulary words into
categories. This will help
them with the summative
assessment, which will
mention a vocabulary
word in Spanish and they
will have to determine
which part of the house it
belongs to.
Picture activity: provides
scaffolding because
students are shown a
picture and must match the
vocabulary words to the
pictures. It will help them
associate their vocabulary
words to a visual.
Review homework- will
help me determine what
areas students understand
well and what areas need
more attention.
Lesson one: 52 min
1. Introduce new vocabulary
2. Practice saying new vocabulary
words
3. Break down vocabulary into
categories
Lesson two: 52 min
1. Review vocabulary with picture
activity. Students label the pictures
with the appropriate vocabulary word.
2. Vocabulary quiz
3. Review vocabulary quiz.
4. Students will start a worksheet in
class and finish it for homework.
Lesson three: 92 min
1. Review homework.
2. Use 2 stories to introduce key verbs
for this unit.
3. Notes on key verbs
4. Play game (flyswatters) to practice
using verbs
5. Students will complete a worksheet
to practice writing the verbs.
6. Review worksheet.
7. Assign homework and allow
students to start in class in case they
have questions
Lesson Two:
Use pictures to help the
students learn the new
vocabulary. Students
recognize pictures because
they are familiar to t hem.
They will be able to apply
then new knowledge to
familiar items that they
know through their life
experience.
Lesson Three:
Two stories followed by
questions that students must
answer to introduce them to
the key verbs for the
chapter. The first is a joke,
which is of high interest
because of its humor. Also,
the joke can only be
understood in the target
language, so it also gives
students a reason to learn
the language. Games are
also of high interest to
Formative Formal:
Vocabulary Quiz
Will help me determine
how much more time
should be devoted to
vocabulary practice and
instruction.
Quick Write
This will give students
practice with the
vocabulary and grammar
for this chapter and it will
help them prepare for the
Lesson four: 52 min
1. Review homework
2. Quiz: Chapter 6
3. Pass out homework
Lesson five: 52 min
1. Review homework
2. Review quiz. Take questions from
students.
3. Review for chapter test with a
listening activity using whiteboards.
Resources and
Materials
Lesson One:
Overhead projectorwill be needed for
multiple lessons
throughout the unit
Transparencies with
vocabulary word list
Blank transparency to
model how to divide
vocabulary list into
categories
Lesson Two:
Transparencies with
visual representation of
the vocabulary
Enchantedlearning.com
Vocabulary quiz
Worksheets 137-138
“El plano del
apartamento”
Lesson Three:
Transparency with 2
stories and questions
Transparency with
notes on “decir” and
“poner”
Flyswatters- 2 different
colored flyswatters and
words on paper or on
transparency for the
students to swat
Worksheet 134
Worksheet 132
Worksheets 139-140
Lesson Four:
Quiz: Chapter 6
Tape player for
Unit Planning Matrix – Foreign Language
·Identify the present and
preterite forms of the
irregular verbs “decir”
and “poner”
·Comprehend basic
reading material (such as
advertisements and
newspaper listings) with
information related to
homes, apartments, and
home furnishing
students because it allows
them to be hands on with
the language and it gives
them a chance to receive
high praise for their
participation in the game.
Lesson Four:
Solicit answers from
students to review
homework.
Lesson Five:
Using the whiteboards
allow is an interactive way
of reviewing the
information. It sustains
their interest because it
requires their attention and
it can become a game where
they race each other to see
who can answer first.
upcoming test’s writing
portion.
Chapter Quiz
Will help me determine
what areas need more
attention in the review
lesson before the Chapter
Test. It will have the same
format as the chapter test.
Summative:
Chapter Test
Will assess students on the
skills and objectives for
this lesson. It will have a
listening comprehension
section, writing and
grammar section, and
reading comprehension.
Students review vocabulary and verbs
by listening to the questions and
writing down the answers on the
whiteboards.
Lesson six: 92 min
1. Take Chapter 6 Test
2. Review test.
3. Begin new unit
listening section
Audio Cassette
Lesson Five:
Transparency of quiz
Tape player and audio
cassette
Whiteboards- 1 per
student
Dry erase marker- 1
per student
Tissue or paper towel
for eraser
Lesson Six:
Chapter 6 Test
Tape player
Audio cassette
Additional resources:
Ya Verás, Nivel 2
Textbook and Testing
program
www.enchantedlearnin
g.com
Unit Planning Matrix – Foreign Language
Rationale and explanation
The criteria specified by Wiggins serve to develop essential questions that determine the
main ideas for a unit. The essential questions that I developed for this unit can be applied to all
of the units I teach, but the explanation that is given for every unit in response to those questions
is what will differ. One of the reasons this problem arises in foreign language is because the
content standards are not explicit. There are not any explicit standards that are specific for every
level of a Spanish language classroom. The 5 Cs (communication, cultures, comparisons,
connections, and communities) are general and broad standards, which makes perfect sense
because every language has its own structure. The standards are always taken into consideration
and addressed in lesson planning. One must always find a way to incorporate several aspects of
the 5Cs when planning listening, speaking, writing, or reading activities. However, the 5Cs do
not explicitly dictate the direction of the curriculum. Therefore, it is a departmental decision as
to what objectives will be attained in every level of Spanish and how those objectives will be
taught throughout the course of the school year.
In this unit students will come away with skills that will further develop their ability to
read, write, speak, and listen in the target language. This unit is actually the last chapter of a unit
called “Vamos a instalaranos” (Let’s get settled in) and the theme for this particular chapter is
called “Buscamos un apartamento” (We are looking for an apartment). It is important for
students in a foreign language classroom to learn new vocabulary, grammar, and cultural
concepts in a theme because it contextualizes the information. Therefore, it is comprehensible to
the students and easier to memorize. The chapter revolves around vocabulary words of items in
a home, but these can be linked to situations other than the home. For example, eating utensils
are covered in the chapter, but the ability to name eating utensils in the target language can
Unit Planning Matrix – Foreign Language
transfer to situations other than the home, like eating at a restaurant. Therefore, we make a lot of
connections to other information learned. However, the answers for the essential questions
should come from the students. I let them come up with examples that express how this chapter
will be useful to them. I use the essential question: How will the material addressed be useful in
a real life situation? I pose this question to students at the beginning of every chapter. Students’
answers vary, but the question is posed to give meaning and relevance to the lesson. I also
provide students with my reasons that show how the information they will learn will be useful in
real life situations. Reasons such as study abroad purposes, living abroad, visiting relatives or
friends in Spanish speaking country, and jobs are reasons why it is important to learn the
information from this chapter.
Aside from the themed vocabulary, grammar instruction must also be included. This can
seem repetitive because we have been covering the preterite tense since November. However, it
is important to reiterate the information to students for various reasons. The first is that
repetition and practice helps students remember the rules for conjugation. Key verbs are also a
good way of scaffolding grammar instruction because it gives them practice with particular
verbs, then conjugation skills can be applied to other verbs. Grammar instruction in general is
very important to every lesson because it teaches students how the language works. Once they
know the basics, students will be able to apply the skills in more complex situations. The
grammar instruction is also tied to the theme to help students link the information together.
Again, this all ties back to the standards because those 5Cs are guidelines that show how the
information should be tied together, but not what should be taught. However, the reasons
previously stated show why this chapter is included as part of the curriculum for level two
Unit Planning Matrix – Foreign Language
Spanish. It is a chapter with valuable information that will increase students’ vocabulary and
grammar skills.
CIAS Links
As previously noted, linking the information learned in previous chapters is essential in a
Spanish class. However, presenting the material in an engaging manner is also extremely
important in order to keep a high student interest level. This chapter ties together the concept of
the CIAS because all of the components are taken into consideration when lesson planning. The
curriculum takes students into consideration and that is why the information is presented using
contextualized activities. The curriculum also requires students to continue building with new
information learned, but it also constantly draws from student’s prior knowledge. In this chapter,
from the very first lesson students are asked to provide information from their life experience.
This information then transfers to the vocabulary that students are presented with. Then,
students are presented with a variety of activities that will appeal to different learning styles.
However, before those activities are planned the assessment tools must be examined. Every
worksheet, quiz, test and any other assessment tool that may be used should be examined before
planning the lesson. It is important to look at these in advance and plan backwards. This helps
teach a lot of valuable material, but also highlights what information needs emphasis. After this
has been done, then the activities can be planned that will support students in learning the
material. It is important to choose a variety of activities to appeal to different students to sustain
students’ interest in the material. Notes and lectures are given, but kept short. They are
necessary to give explanation of the material. Then, other activities are presented, such as
games, which allow students to use the language in a fun and engaging way. The games provide
practice with the language, but also help develop their listening and speaking skills. Worksheets
Unit Planning Matrix – Foreign Language
are also given in order to prepare students for the reading and writing portion of their quiz and
test. The exercises in the worksheets model the exercises that will be used in the various
assessments. This aligns the assessment tools with the instruction and students will be familiar
with the various assessment. This will help avoid validity problems. Also, it should be noted
that there are a lot of informal and formative assessments to give me information about the
students’ progress throughout the unit. This information helps determine future planning and
assessment practices. In conclusion, all of the items discussed in this section show that CIAS
links are evident in the planning of this unit.
RSVP
In order to avoid problems with reliability issues, I come up with a scoring guide and
answer key for the assessment tools. The scoring guide determines how points will be awarded
for every section of every assessment. The information about how the assessment will be scored
is given to the students, so that they are aware of what I will be looking for as I grade their quiz
or test. The quiz and test format are consistent with the same format I have used throughout the
year, but I still go over the directions with my students to clarify any problems that may come up
beforehand. The quick write is evaluated using the same criteria that will be used for the writing
portion of the assessment. The key with assessment in foreign language is having a scoring
guide or rubric prepared to avoid problems with reliability.
In order to avoid problems with validity I examine the assessment first and then work
backwards. This way I make sure that the instruction matches the assessment and also falls in
line with the curriculum. The objectives, instruction, and assessment need to be aligned in order
for validity to be in place. By examining the unit planning matrix, it is evident that the
objectives, the instruction, and the assessment for this unit are aligned. Again, this was
Unit Planning Matrix – Foreign Language
addressed by looking at the summative assessment first and carefully examining it. Then, the
lessons and formative assessments are planned that will support the students achieve the outcome
intended. Students know ahead of time what will be measured and how it will be scored. That
information comes from the scoring guide that is created from the very beginning. Also, as
previously mentioned, the worksheets that are assigned have exercises similar to the summative
assessment to familiarize the students with the format. Many steps were taking in planning this
lesson to avoid validity problems.
It is difficult to determine problems with standardization. I always administer quizzes
and tests the same way, so my administration of the test is standardized. However, my
classroom is in a portable and weather conditions can be a problem. Sometimes it is too cold,
but I don’t want to turn on the heater because it is extremely noisy and I don’t want it to interrupt
students. That is about the only problems that come up with standardization. The test is always
the same format for response for all of my classes, they are all allowed the same amount of time,
and I use the same scoring guide to grade all of their assessments. The same goes for the quick
write and all other assessment tools. The same conditions are applied to all classes, unless it is a
factor that is not within my control.
Assessment tools in a foreign language are rarely practical, in my opinion. They are
fairly practical for administering, but not for grading. Due to the different areas that students
need to develop (oral, reading, and writing), all of those components must be included in the
assessment. This makes grading the assessments fairly time consuming, but developing the
assessments is quite practical and inexpensive. However, having a good scoring guide or rubric
will definitely help any teacher grade at a much faster rate.