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Sandra E.

Garcia
EDSC 542F WORLD LANGUAGES UNIT PLAN TEMPLATE
(Adapted from Keys to Planning Unit Template)

Language and Course Level Proficiency Level

Spanish 4 Advance Low-Advance Mid

Stage 1 Desired Results


Standards (CA, World Readiness, CCSS ELA/Literacy Tech Subjects) and Skill Sets (21st Century)
California Standards CCSS College and Career Readiness
World Readiness Standards 21st Century Skill(s)
(WL or ELD) Anchor(s) (CCRA)

CONTENT 1.0.WRSFLL.COMMUNICATION CCSS.ELA-LITERACY.CCRA.R.2 COMMUNICATION:


A.4.0 Students acquire information, 1.1 Interpersonal Communication: Determine central ideas or themes of Students as effective communicators
recognize distinctive viewpoints, and Learners interact and negotiate a text and analyze their development; use languages to engage in
further their knowledge of other meaning in spoken, signed, or summarize the key supporting details meaningful conversation, to
disciplines. written conversations to share and ideas. understand and interpret spoken
A.4.1 Students address complex, information, reactions, feelings, and CCSS.ELA-LITERACY.CCRA.R.7 language and written text, and to
concrete, factual, and abstract topics opinions. Integrate and evaluate content present information, concepts, and
related to the immediate and external 1.2 Interpretive Communication: presented in diverse media and ideas.
environment, including: Learners understand, interpret, and formats, including visually and COLLABORATION:
A.4.1.d. World events, social and analyze what is heard, read, or quantitatively, as well as in words. Students as collaborators use their
political issues viewed on a variety of topics. CCSS.ELA-LITERACY.CCRA.R.2 native and acquired languages to
COMMUNICATION 1.3 Presentational Communication: Write informative/explanatory texts learn from and work cooperatively
B.4.0 Students use extended Learners present information, to examine and convey complex across cultures with global team
language (coherent and cohesive concepts, and ideas to inform, ideas and information clearly and members, sharing responsibility and
multiparagraph texts). explain, persuade, and narrate on a accurately through the effective making necessary compromises
B.4.1 Engage in oral, written, or variety of topics using appropriate selection, organization, and analysis while working toward a common
signed (ASL) conversations. media and adapting to various of content. goal.
B.4.2 Interpret written, spoken, or audiences of listeners, readers, or CCSS.ELA-LITERACY.CCRA.R.6 CRITICAL THINKING AND
signed (ASL) language. viewers. Use technology, including the PROBLEM SOLVING:
B.4.3 Present to an audience of 2.0.WRSFLL.CULTURES Internet, to produce and publish Students as inquirers frame, analyze,
listeners, readers, or ASL viewers. 2.2 Relating Cultural Products to writing and to interact and and synthesize information as well
B.4.4 Discuss, compare and contrast, Perspectives: Learners use the collaborate with others. as negotiate meaning across
and support an opinion; persuade. language to investigate, explain, CCSS.ELA- language and culture in order to
CULTURES and reflect on the relationship LITERACY.CCRA.SL.1 Prepare for explore problems and issues from
C.4.0 Students improvise between the products and and participate effectively in a range their own and different perspectives.
appropriate responses to perspectives of the cultures studied. of conversations and collaborations INFORMATION LITERACY:
unpredictable situations. 3.0.WRSFLL.CONNECTIONS with diverse partners, building on Students as informed global citizens
C.4.1 Demonstrate culturally 3.1 Making Connections: Learners others ideas and expressing their access, manage, and effectively use
appropriate use of products, build, reinforce, and expand their own clearly and persuasively. culturally authentic sources in
practices, and perspectives to others. knowledge of other disciplines CCSS.ELA-LITERACY.CCRA.L.4 ethical and legal ways.
C.4.2 Explain similarities and while using the language to develop Determine or clarify the meaning of TECHNOLOGY LITERACY:
differences in the target cultures and critical thinking and to solve unknown and multiple-meaning Students as productive global
between students own cultures. problems creatively. words and phrases by using context citizens use appropriate technologies
C.4.3 Explain the changes in 4.0.WRSFLL.COMPARISONS clues, analyzing meaningful word when interpreting messages,
perspectives when cultures come in 4.1 Language Comparisons: parts, and consulting general and interacting with others, and
contact. Learners use the language to specialized reference materials, as producing written, oral, and visual
STRUCTURES investigate, explain, and reflect on appropriate. messages.
D.4.0 Students use knowledge of the nature of language through
extended discourse to understand comparisons of the language Key subjects and 21st century
abstract and academic topics. studied and their own. themes:
D.4.1 Use extended discourse 5.0.WRSFLL.COMMUNITIES
(native-like text structure) to 5.1 School and Global GLOBAL AWARENESS
produce formal communications. Communities: Learners use the Using 21st century skills to
SETTINGS language both within and beyond understand and address global
E.4.0 Students use language in the classroom to interact and issues Civic Literacy
informal and formal settings.4.1 collaborate in their community and Exercising the rights and obligations
Sustain age-appropriate cultural or the globalized world. of citizenship at local, state,
language-use opportunities outside national and global levels
the classroom.

Unit Theme Essential Question(s)

Theme: Global Issues and Challenges | Human Trafficking What is a global citizen and what are the responsibilities?

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Unit Communicative Learning Objectives for:
Knowledge Communication Accuracy
(Linguistic and cultural understandings) (About what will they communicate and how? (Language functions and structures)

I can evaluate, and summarize I can describe what is human I can apply new vocabulary to speak,
diverse media regarding the topic of trafficking, how it is done, and why. read, and write regarding human
human trafficking in the United I can explain the local, national, and trafficking.
States, Latin America, and the world. international impact and I can compare the different types of
I can explain some of the consequences of human trafficking. human trafficking that exist today
connections, differences and I can discuss my reactions, feelings, and the different methods used by
similarities of human trafficking and opinions regarding human traffickers.
between the United States, Latin trafficking and its effects. I can summarize important data
America, and the world. I can debate (in oral and/or written regarding modern day slavery.
form) individual and governmental I can explain some of the causes and
responsibilities to stop human effects of human trafficking in the
trafficking. United states, Latin America, and the
I can create a technological tool world.
(e.g. blog, podcast, webpage, Prezi, I can persuade others to get involved
etc) to inform local and in the prevention and abolition of
international communities regarding human trafficking.
the issue of human trafficking and
its prevention.

Stage 2 Summative Assessment


IPA Overview
(Brief Summary FOR STUDENTS of all IPA Tasks Describing Each Task and Interrelating Them)

IPA Overview Intermediate High Level


Global Issues and Challenges: Human Trafficking

You are studying the responsibilities of a global citizen. This study has brought our class to research one of the
most pressing issues affecting the world right now, human trafficking. To learn about this topic in depth you
will first watch a video from Ecuadors Department of the Interior. In a pair-share, you will discuss what you
already know about the topic, and your reactions, feelings, and thoughts regarding the information presented in
the video. Second, with your assigned group, you will then explore three different documents: the UNODC
document on relevant facts regarding human trafficking from Chile and Brazil, UNICEFs basic information on
human trafficking document from Costa Rica, and a web page on the prevention of human trafficking from
Mexico. You will complete a comprehension guide to assess your understanding of these documents. Third, as
a class we will analyze additional information on the topic specifically relating to the social and economic
impact of human trafficking, protection and assistance for the victims, and general recommendations on what
can we do as citizens to stop this type of crime. You, will then be formally assessed in your understanding of
the different aspects involved in human trafficking. Fourth, you will conduct an online investigation on cases of
human trafficking in your community and/or place of origin. You will write a two-page report on your findings.
Finally, you will create a technological tool of your choice (e.g. podcast, Facebook page, webpage, video, etc..)
that will be shared online with others to educate, and to help bring to light this horrible offence. You will also
present your product to the school on July 30th, during our commemoration of the Day Against Human
Trafficking assembly.

Summative Interpretive Summative Interpersonal Summative Presentational


Assessment(s) (Collaborative) Assessment(s) (Productive) Assessment

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Listening/viewing of video from the


Department of Interior of Ecuador
on the topic of human trafficking.

https://youtu.be/YWS9CWx_lco
http://www.ministeriointerior.gob.ec Pair-share discussion on prior
/trata-y-trafico-de-personas/ knowledge, feelings, reactions, and
Completion of a technological tool
thoughts regarding authentic video
(e.g. podcast, webpage, video, etc..)
Reading and interpreting content on resource on human trafficking.
on the topic on human trafficking.
the following three different
https://youtu.be/YWS9CWx_lco Such tool must cover at least the
sources:
UNODC Brazil/Chile http://www.ministeriointerior.gob. following topics: definition, facts
UNICEF Costa Rica ec/trata-y-trafico-de-personas/ and figures, types, consequences,
Gob.mx Prevencion de la Trata de and measures and efforts to
Personas
Group-share negotiating meaning prevent it.
on the following three different
Quiz on human trafficking important
facts and figures.
written resources to complete Presentation of product during
Source: Trata de Personas Aspectos Basicos comprehension guide. school assembly commemorating
the National Day Against Human
Online search (in target language) of UNODC Brazil/Chile
Trafficking on July 30th.
UNICEF Costa Rica
recent documented cases of human Gob.mx Prevencion de la Trata de
trafficking near students Personas
community and/or place of origin.

Completion of a two-page paper on


research findings.

Stage 3 Learning Plan


Toolbox (Section 3A)
Language Functions Vocabulary Expansion
Related Structures / Patterns
(Add rows as necessary) Tier 1
Yo creo firmemente, en mi opinin, mi impresin es, Trfico humano, trata de
Express opinions about human no hay duda de que, por lo que ha mi concierne (I blancas, trata de personas,
trafficking phenomenon firmly believe, in my opinion, my impression is that, explotacin, rapto, fraude,
there is no doubt that, as far as I am concern). abuso, victima, ilcito,
consentimiento, engao,
Express feelings and emotions about Yo siento, me duele, me asusta, me amenaza, ley/es, migracin,
observed video and human trafficking molesta/enfurece, (I feel, it is painful/it hurts, I fear, delito (human trafficking, trafficking in
persons, exploitation, kidnapping, fraud,
phenomenon it makes me upset/angry). abuse, victim, illegal, consent, deception,
threats, laws, migration, crime).
Compare human trafficking statistics Mas que, menos que, a diferencia de, contrario a, Tier 2
for the US, Latin America and the del mismo modo, (more than, less than, contrary to, Comparar, expresar,
world in the same/similar way). estadsticas, sancin,
_____ sugiere, ___ recientemente concluyo que, convencin, penalizacin,
Summarize important information,
___ demuestra que, el/la ___ comprueba que, (__ delincuencia, transito,
facts and figures regarding human suggests, ____ recently concluded that, __ recepcin, mecanismos
trafficking demonstrates that, ___ proves that). (compare, express, statistics, sanctions,
convention, penalization, delinquency,
El sitio ___ sugiere, usted debera ___, porque transit, reception, mechanisms).
Make suggestions about ways to no____, le/s invito a ____ (the ___ site suggests,
prevent human trafficking you should ____, you need to, why dont you ____, I Tier 3
encourage/invite you to___).

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Transition markers (e.g. below): Protocolo, iniciativa global,
Present information in writing by To show exception: however, on the other hand, etc. globalizacin, transnacional,
To show sequence: first, second, next, then, etc. (protocol, global initiative, globalization,
telling others about human trafficking To show similarity: also, likewise, similarly, etc.
transnational).

(e.g two-page paper, webpage, To show addition: additionally, furthermore, etc..


comprehension guide) To show time: after, during, earlier, later, etc.

El propsito de la presentacin de hoy, en nombre


Present information orally by de__, quiero presentar__, (the purpose of todays
introducing created technological presentation, on behalf of __, I want to introduce__)
product at school assembly (also for Transition marker to emphasize: indeed, in fact, etc.
podcast or video project options) And to conclude or repeat: finally, in conclusion, etc.

Key Learning Activities/Formative Assessments - This is where lesson planning begins (Section 3B)
Intercultura
lity
Key Activity/Formative Assessment How does this activity support the unit Mode of
Self
(representative samples from beginning to end of unit) goals or performance tasks? Communication
Community
World
Watch video clip of from the Department of
Interior of Ecuador on the topic of human
trafficking. Write down at least 3 important facts, Explore definitions, origin, and purpose
2 things that surprised you, and one question you World &
of human trafficking. Prepare for Interpretive
still have. self
interpersonal activity.
http://www.ministeriointerior.gob.ec/trata-y-
trafico-de-personas/

Collaborate with peers to create


Pair-share discussion on prior knowledge,
meaning about authentic source.
feelings, reactions, and thoughts regarding Practice language functions and related Self
authentic video resource on human trafficking. structure patterns on expressing Interpretive,
Community
http://www.ministeriointerior.gob.ec/trata-y- opinions, feelings and emotions Interpersonal
World
trafico-de-personas/
regarding human trafficking.

Collaborate with peers to create meaning


about authentic sources. Complete
comprehension guide to assess
understanding of the following topics:
Prevention of human trafficking
Reading and interpreting content on the following Differences/similarities between national
and international trafficking. Interpretive, Community
authentic source: Interpersonal World
Gob.mx Prevencion de la Trata de Personas Differences/similarities between human
trafficking and human smuggling.
Types of trafficking (e.g. sexual
exploitation, labor exploitation, illegal
adoptions, etc.)

Collaborate with peers to create meaning


about authentic sources. Complete graphic
organizer to analyze the following topics:
Reading and interpreting content on the following
How to recognize human trafficking. Self,
authentic source: Interpretive,
Where does human trafficking occur? Community,
UNICEF Costa Rica Interpersonal
Psychological, social, and criminal factors World
forcing people to stay in trafficking
conditions.
Post-trauma effects on victims.

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Collaborate with peers to create meaning
about authentic sources. Complete
comprehension guide to assess
understanding of the following topics:
Reading and interpreting content on the following Relevant data, facts and figures,
authentic source: regarding human trafficking (number of Interpretive, Community,
UNODC Brazil/Chile victims, age and sex figures, most Interpersonal World
frequent types of trafficking, countries of
origin and destination, financial data,
arrests, prosecutions & penalties,
existing laws, etc.).

Quiz on human trafficking important facts and


Demonstrate learning of main ideas and Self
figures. supporting details on unit content.
Interpretive
World

Online search (in target language) of recent Evaluate/research web to select finds about
local cases of human trafficking. Make Self,
documented cases of human trafficking near connections on how this crime affects self, Interpretive Community,
students community and/or place of origin. and community in addition to world. World

Apply research skills. Identify/analyze main


ideas and important details regarding local
Completion of a two-page paper on research cases of human trafficking. Synthesize Self,
information. Make connections between Interpretive
findings. Community,
self, community and world on human Presentational
World
trafficking phenomenon.

Completion of a technological tool (e.g. podcast,


webpage, video, etc..) on the topic on human Create a product that explains the
trafficking. Such tool must cover at least the worldwide criminal enterprise of human
Interpretive Community,
following topics: definition, facts and figures, trafficking, and its effects. Recommend
possible educative / preventative actions for Presentational World
types, consequences, and measures and efforts to
intended audience.
prevent it.

Apply/utilize learned content, vocabulary


Presentation of product during school assembly and sentence structures to present product
Self,
commemorating the National Day Against Human to audience. Recommend possible
preventive/combative measures against Presentational Community,
Trafficking on July 30th.
human trafficking. World

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