Instructional Planning Portfolio
Contents:
1.
2.
3.
4.
Unit Plan
Observation Hours and Report
Peer-Teaching
Files of Supplementary Materials
1. Unit Plan
Basics:
Develop and submit a 10-day unit plan for a first-year language class. Each daily lesson
is 50 minutes long. Use the guidelines for lesson plan form handed out earlier. Include
complete, detailed lesson plans, with all the necessary materials.
Purpose and Guidelines:
Through our readings and discussions, you have become familiar with the K-12 student
standards that are organized around the five goal areas of language learning—the 5Cs—
and you have had a chance to implement some strategies in your peer-teaching lessons.
These student standards are also the foundation of the standards that define our teacher
education programs. To prepare teachers of foreign languages for their profession and to
realize the student performance-based standards, the American Council on the Teaching
of Foreign languages (ACTFL) has developed 6 program standards, that describe the
knowledge, skills, and dispositions you need to have when you begin your teaching
career. These six program standards were handed out and discussed earlier in the
semester.
Your final unit plan is one means for gathering information on your performance
regarding these program standards. In short: You have the opportunity to demonstrate
your knowledge, skills, and dispositions to integrate the five goal areas--the 5Cs-- into
your planning and teaching. Your unit plan is especially important in demonstrating
ACTFL Program Standards II, III, IV, and V (Note: I omit ACTFL Standard I and VI
here since they will be assessed with other tools, not the unit plan).
Before you embark on your unit plan, remind yourself of the following IMPORTANT
Program Standards. I list them below, with some tips so you can demonstrate your
knowledge and skills pertaining to these standards in the best possible way.*
* adapted from Dr. Valerio, LHU, program assessments
ACTFL Program Standard II:
Cultures, Literatures, Cross-Disciplinary Concepts
Culture:

The cultural framework:
Demonstrate your understanding of the cultural framework for foreign language
standards. Your unit has to show your understanding of the connections among
the perspectives of a culture and its products and practices, and how you integrate
this understanding into your instruction.
For example, while introducing food vocabulary, you can show how geography
and climate influence the foods enjoyed in the target culture. You can show how
food is eaten and when. While introducing clothing vocabulary, you can show
types of clothing from the target culture and discuss how native speakers would
dress for special occasions or every day. While introducing housing vocabulary,
you can show types of housing and architecture.

Recognize the value of using authentic texts to initiate cultural learning.
Demonstrate your understanding of the value and role of literary and/or other
cultural texts. Integrate these texts into your lessons and design activities. Use
these texts to reflect upon the perspectives of the target culture. Poems, stories,
songs, advertisements and other authentic texts (often found on the Internet) are
effective ways to familiarize learners with multiple viewpoints of the target
culture.
Connections:
Demonstrate integration of other disciplines. Integrate concepts from math,
science, social studies, art, music etc. For example, if your topic is food, you can
integrate vocabulary regarding the measurement system (liters versus quarts;
grams versus ounces). You can discuss eating habits and issues pertaining to
health in the target culture.
ACTFL Program Standard III:
Language Acquisition Theories and Instructional Practices
Engage your students in COMMUNICATION. Consider the three modes of
communication (see also Standard IV)
 Provide many opportunities for students to interact meaningfully with each other.
For example: Provide engaging contexts that reflect students’ interests.
Integrate task-based activities and real-world contexts.
 Consider multiple ways of learning and use a variety of instructional techniques.
 Indicate work in pairs/small groups/large-group instruction.
 List adaptations that show how you will present material to address learner needs
and specific learning styles.
ACTFL Program Standard IV:
Integration of Standards into Curriculum and Instruction

Overall, demonstrate integration of the 5 C’s:
Communication
Cultures
Comparisons
Connections
Communities

Especially important for “Communication:”
Integrate activities that show the three modes of communication:
Interpersonal: direct oral (or written) communication between individuals in
personal contact (speaking, writing, listening, reading)
Interpretive: reception of written and oral messages (listening, reading,
viewing)
Presentational: speaking to and/or writing for an audience (speaking, writing,
showing; one-to-many mode)

Especially important for “Cultures:”
Integrate the cultural framework—the connections between products—
practices—and perspectives in the target culture.

Selecting and Designing Instructional Materials:
Make sure you do not restrict yourself to the textbook and its activities! Locating
(and adapting) authentic material and creating additional material is an important
skill. Of course, you need to demonstrate that you know the “5 Cs” when
developing your own material or when locating additional material. As stated
before: Don’t forget the value of authentic materials!
ACTFL Program Standard V:
Assessment of Languages and Cultures
During the course of the unit, demonstrate that you formally and informally assess your
learners’ performance. There are various ways to inform yourself of learner progress in
acquiring specific skills you want them to demonstrate. Show you are familiar with
multiple assessments.
You should demonstrate your awareness of multiple assessments, such as informal and
formal measures, IPAs (integrated performance assessments), oral formats, such as
interviews, performance tasks with grading rubric, etc. Include informal checking for
understanding activities as well as formal (and graded) oral and written assessment
activities.
In Section IV of the Unit Plan (see Organization of Unit Plan), you need to include two
specific instruments: a “pre-test” instrument (given at the outset of the unit ) and a unit
exam/test, as well as a reflection for each.
“Pre-Test” Instrument:
Develop and attach a “Pre-Test” instrument (activity or survey) that measures what level
of understanding learners already have of the various elements of the unit at the outset.
Reflect on how the results will direct your instruction.
Unit Exam/Test:
Develop and attach a unit exam (see ACTFL Standard V) to discover what learners know
at the conclusion of the unit. Anticipate the need for modifications for special needs
students. Although you are not implementing your plan with real students, include
modifications that you believe will be appropriate. Reflect on how results will direct
your instruction.
The Unit Exam should include:
vocabulary
language structures
listening kills
reading skills
writing skills
cultural content
Include copies of all measures and the grading rubrics. For all assessments, indicate any
modifications/adaptations that might be made for special needs students.
Organization of Unit Plan
Section I:
Cover Sheet
Indicate the following information:
Your name
Title of Textbook
Publisher and Publication Year
Language Level of Students
Unit/ Chapter Title
Section II:
Scenario Overview
Provide an overview of the teaching and learning topics, activities, and projects that you
plan for the unit. Make sure that you utilize materials from the textbook as well your
own. Be prepared to adapt or supplement the textbook, its activities, materials in order to
develop the best unit of instruction possible.
Section III:
Lesson Plans
Attach a lesson plan for each 50-minute lesson (10 days). Follow lesson plan format
(including “Procedures” section). Number your lessons (1-10). Begin each lesson plan on
a new page.
Section IV: Assessments
See instructions for Standard V above.
Attach “Pre-Test” Instrument and Unit Exam here.
2. Observation Hours and Report
After completing your ten hours of observation and completing the 13-page observation
packet, compose a 2-page (minimum) summary of the teaching you saw and its impact
on you. Attach to the packet.
Specifics:
1. Ten hours of observation are required by the College of Education as part of FLE 3400
and your Pre-Student-Teaching Clinical Experiences.
2. You are not allowed to use the same observation for more than one course.
3. Teachers observed must be high school teachers.
4. Please complete the yellow (“goldenrod”) sheet and have it signed after each
observation. I will send these to the student teaching office at the end of the semester.
5. You may observe one teacher for several classes, but please observe a minimum of 2
teachers. Please do not use names in your packet and report. Refer to the teachers as
Teacher A, Teacher B, etc.
6. Make arrangements now if you plan to observe at a high school other than those in the
Mattoon-Charleston area.
7. Classroom observations are more likely to be beneficial if you are looking for
specifics. In your observation packet, you will find activities to complete. Some require
input from the teachers and students you are observing. Be certain to explain this to the
staff member before you begin your observation. Do not question students during the
class unless you are granted permission to do so. It would be better to do this before class
begins or after class ends (or if some study time is given).
Please look over all activities prior to an observation so that you use each
observation to the maximum. The activities pertain to the following areas:






classroom atmosphere
classroom exercises
a reading or listening comprehension activity
an oral practice activity
teaching of culture
testing
In addition to these specific activities, you will find two handouts to guide you in your
observing (attached at the end of packet). The first handout lists characteristics of
effective foreign language instruction. The second handout is a sample of an evaluation
form showing criteria commonly used to evaluate foreign language teachers.
3. Peer-Teaching
Candidates prepare and present a series of short lessons to their peers in the class.
These micro-teaching assignments last about 15 minutes, and focus on certain topics
(such as vocabulary, culture, grammar, authentic materials: reading or listening) or
techniques (such as inductive approach to grammar; PACE lessons). All peer teaching
plans are directed to first-year foreign language students. Candidates submit written
lesson plans, followed by self-reflections. As of fall 2007, one micro-teaching lesson is
professionally filmed by the Center for Academic Technology Support (CATS) and
reviewed by candidate and instructor.
Instructions to candidates: The focus of your peer-teaching lessons will be
vocabulary, culture, structure (grammar), authentic materials: reading or listening) or a
particular technique (such as inductive approach to grammar; PACE lesson etc.).
Evaluation Form for Teaching Mini-Lessons (Peer Teaching)
In the lessons you choose to teach, utilize multiple approaches: Cooperative learning,
TPR, visuals, realia, and a variety of presentations that appeal to diverse learners and
learning styles (visual, auditory, kinesthetic, etc.).
Value: 39 points
Each component is worth 3 points. 3=element effectively included; 2=adequately
included; 1=element was present but needs work; 0=element missing
___ 1. Appropriate use of the target language (and English).
___ 2. Use of a variety of activities to teach and reinforce learning, including
communicative practices.
___ 3. Highly organized presentation, which includes making students
aware of his/her goals.
___ 4. Clear, brief, accurate explanations.
___ 5. Effective use of the board and teaching materials (visuals, realia, etc.)
___ 6. Enthusiasm and vitality while teaching.
___
7. Written lesson plan is complete and in sufficient detail to allow someone else to
duplicate the lesson.
___ 8. Support materials are complete (handouts, worksheets, etc.)
___ 9. Realistic estimate of time usage.
___
10. Demonstration of how to teach _________________________ by
implementing suggestions and ideas from the text, readings, and class discussions.
___ 11. Written requirements for this peer teaching as described in the guidelines are
complete.
___ 12. Active involvement of students throughout the presentation and continuously
checking for students’ understanding.
___ 13. Self-evaluation, reflecting on such questions on what pleased you about this
lesson and what you might do differently and why.
____ Total Points:
Grade:
Comments:
Lesson Plan (Basics)
These are some basics and a general outline for your peer teaching micro-lessons (here: vocabulary).
Name:
Context/ Theme:
Situate your lesson.
Examples:
The purpose of this lesson is to introduce prepositional phrases to the students in the target language by
describing where people or things are in relationship to other people. /
By the end of this lesson, students will be able to talk about what classes they have, which classes they like.
Student Profile:
Grade Level:
Second Language Proficiency Level:
Novice, Intermediate. . . . .
Learning Standard(s):
Write IL Learning Standards and stages in sentence form.
Example:
28D: Use the target language to present information, concepts and ideas for a variety of purposes for different
audiences.
28. D.1b: Describe people, activities and objects from school and home.
Indicate National Goal Areas (5 C’s).
National Standard(s):
Indicate the 5 C’s and their supporting standards.
Prerequisites:
Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you,
and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that
students can meet the lesson objectives. What must students already be able to do before this lesson? What
concepts have to be mastered in advance to accomplish the lesson objectives?
Objectives
Objectives describe what students will be able to do upon completion of the lesson. For example, each
performance objective should include an action statement identifying the action that the teacher expects the
student to perform. Identify an action verb. This action verb describes the student behavior you will observe
as the student successfully completes the learning task. Be precise. Use the following 3 categories.
Content Objective(s):
What idea /point will you teach?
Examples: Be able to ask questions, in Spanish, about where they are and how to get to a specific place. /
Give directions in Spanish. / Use a direct object pronoun in written and spoken communication. / Practice and
improve their pronunciation of minimal pair phonemes. / List some school supplies they use. /
Identify and use greeting words and simple expressions. / Identify 5 items found in a doctor’s office. / Use
vocabulary for different school subjects. / Describe weather. / . . .
Cultural Objective(s):
How can you tie these ideas to the culture of the country/countries? Keep National Standards in mind:
Cultural information includes products, practices perspectives.
Examples: How to begin a letter in Spanish. / Relate the happenings in the story to the landscape and culture
of Mexico …/ Identify similarities and differences in gestures between French friends and American friends.
/ Understand aspects of high school system in Germany.../ . . .
Language Objective(s):
What new vocabulary will be presented?
Examples: Describe selves and others using adjectives. / Describe personality traits. / Use cognates to
comprehend written advertisement... / Ask and respond to simple questions. /…
Key Words:
List the key words.
Expressions, phrases, structures:
How will this vocabulary be used in context? List.
Materials Needed:
Complete list of materials. Examples: worksheet, cutouts of . . . , puppets, overhead, example of letter,
comprehension questions, textbook, composition sheet, Bingo sheets. . .
Time:
Est. # of minutes
(Note: 10-15 minutes for peer teaching micro-lesson)
Procedure:
This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson
plan objectives. This is usually intended for the teacher and provides suggestions on how to proceed with
implementation of the lesson plan. It also focuses on what the teacher should have students do during the
lesson. This section is basically divided into several components: an introduction, a main activity, and
closure.
When providing input present the material in achievable steps. Use a variety of input techniques. Engage
your learners effectively through discovery, discussion, reading, listening, observing etc. Demonstrate what is
to be learned (modeling). Allow for guided and independent practice. Include activities to check for
understanding/assessment.
Time
What To Do
Ex.: 1 minute
Ex.: Culture & set scene
5 minutes
Relate story to students....
accomplish your goal)
Ex.: What are types of landscape in
Mexico? . . .
Tell story using cutouts. . . .
…
…
…
Open bag and show objects.....
Introduce each object by holding it
up and saying . . . Students will
repeat . . .
3 minutes
...
How To Do It (how you will
...
...
Additional Activity/Follow-up/Reinforcement (for our peer-teaching assignment):
Include an additional activity that could be used the following day for reentry of the vocabulary words into
that day’s lesson.
4. Files of Supplementary Materials
Prepare supplementary materials to enhance your teaching and support the national
standards and various learning standards listed under Illinois State Goals for Foreign
Languages (Goals 28, 29, 30).
Organize your materials by topic. Indicate how you will use the materials in a
classroom activity, the language and grade level for each activity, the Illinois Learning
Standard(s) addressed by each activity.
Include as many of the following as possible. Materials should represent at least 10 of
the 15 categories:
1. Visual aids for vocabulary, grammar, etc.
2. Question & answer cards for small groups
3. Flash cards/ cue cards for vocabulary
4. Songs (lyrics, tapes, CDs)
5. Poems; proverbs
6. Cultural realia (maps, brochures, menus, stamps, foreign currency, etc.)
7. Games; puzzles
8. Communicative activities (include instructions)
9. Listening comprehension tapes
10. Newspapers; magazines (or pictures from magazines, mounted)
11. Overhead transparencies
12. Props (e.g. puppets)
13. Posters
14. Authentic materials from the Internet
15. Additional resources
Evaluation criteria for this project:
1. Originality and Creativity
2. Quantity of material
3. Diversity of material types
4. Organization, includes appropriate container for materials and table of contents
5. Appropriateness to grade level
6. Neatness
7. Inclusion of activities that require meaningful, communicative language use on
the part of the students.
8. Tie-in to Illinois Learning Standards for FL teaching and learning and the 5 C’s.
(adapted from Jean LeLoup, SUNY Cortland)