Running head: UNIT PLAN/TRAINING MODULE

Unit Plan/ Training Module

Sydney Gennuso

ISTC 729

Towson University
Running head: UNIT PLAN/TRAINING MODULE
2

Introduction

The purpose of this paper is to outline a unit for the Baltimore County Public Schools’ Office of

World Languages (BCPS OWL) Spanish department that successfully implements The Sims 4,

created by Electronic Arts. Students will use this game to meet the lesson objectives, answer the

essential questions, and meet the standards set by the American Council on the Teaching of

Foreign Languages (ACTFL). This unit is intended take place over a 6-week time period. All

students have possession of their own 1:1 device, which I can give them access to the software

for The Sims 4.

Unit/Module Overview

This unit is the first unit of the Intermediate Level Spanish curriculum intended for 8th grades

students that have successfully completed one or two years of middle school Spanish.

Throughout the unit, students are discussing their ideal lives. Students will be able to discuss

what they can do to have their ideal lives, their plans to achieve those goals, and how their ideal

lives would be in the future.

WEEK ● I can identify ● ¿Qué puedes IPA: IPA: Tablero de

1-2: steps to get hacer ahora Presentational visión
from where I para tener una Writing
Topic: Mi am now to my vida ideal? Students write a Standard 1:
vida ideal ideal life. o Para tener video comment Communication
● I can ask and una vida
response and have : Learners
Lesson Week ideal, ahora communicate
answer to explain the steps
6: yo puedo... effectively in
questions they have to take
about making more than one
in order to achieve
¿Qué puedes plans to ● ¿Qué podrías language in order
their personal goals.
hacer para achieve goals. hacer luego to function in a
tener una para tener una variety of
vida ideal? vida ideal? situations and for
o Para tener multiple
una vida purposes.
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ideal, luego 1.1

yo podría.... Interpersonal
Communication
Standard:
FCL: ahora /
A. Learners can
luego
participate in
WEEK ● I can identify ● ¿Cuál es tu plan IPA conversations on
3-4: steps to get para alcanzar Presentational a number of
from where I tus metas? Writing: familiar topics
Topic: Mi am now to my o Para Students write a using simple
vida ideal ideal life. alcanzar/lo video comment sentences.
● I can ask and grar mis response and have
Lesson Week answer metas, to explain the steps 1.1IL(A)
7: necesito / Interpersonal
questions they have to take
¿Cuál es tu about making tengo que / Indicator
in order to achieve
plan para plans to debo / (Meets
alcanzar tus their personal goals.
achieve goals. puedo / expectations):
metas? podría… Have a simple
conversation on
a number of
FCL: ¡Yo everyday topics.
también! / Pues, yo
no. 1.2L
Creo Interpretive
que… Listening
Communication
WEEK 5-6: ● I can describe ● Si tu vida fuera IPA Standard:
what my life ideal, ¿cómo Intepretive Learners
Topic: Mi would be like if sería? Listening: understand,
vida ideal it were ideal o Si mi vida Students listen to a interpret, and
(activities/hobb fuera ideal, video presentation analyze what is
Lesson Week ies, jobs, goals, yo of Caritolinda’s heard, read, or
8: etc.) ● serí vision board and viewed on a
Si tu vida ● I can ask a list the goals she variety of topics.
fuera ideal, questions ___ mentions about her
¿cómo sería about other’s ___. ideal life. Students 1.2L.IL(A)
tu futuro? ideal lives and ● vivir add details. Interpretive
answer ía Listening
questions en
Students compare Global
their ideal life to Statement
about my own. ___
Caritolinda’s by (Meets
● I can compare ___.
answering two brief expectations):
my current life ● viaj
questions. Learners can
to my ideal life. aría
● I can identify a__ understand the
Interpersonal main idea in
steps to get __. Speaking:
from where I messages and
Running head: UNIT PLAN/TRAINING MODULE
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am now to my ● tend Students ask presentations on

ideal life. ría questions about a variety of
● I can ask and … their partner’s ideal topics related to
answer ● ¿Por qué y life and answer everyday life and
questions con quién? questions about personal interests
about making their own when and studies.
plans to
o …(con) comparing their
achieve goals. ____ ideal life to 1.3W
porque Caritolinda’s. Presentational
soy Students fill out a Communication
___. graphic organizer. Standard:
Learners present
FCL: (con) Presentational information,
____ porque soy Writing: concepts, and
______ Students write a ideas to inform,
video comment explain,
response and have persuade, and
to explain the steps narrate on a
they have to take variety of topics
using appropriate
in order to achieve
media and
their personal goals.
adapting to
various
audiences of
listeners, readers,
or viewers.

1.3W.IL(A)
Presentational
Global
Statement
(Meets
expectations):
Learners can
write briefly
about most
familiar topics
and present
information
using a series of
simple sentences.

How would you introduce the software to the class?

The software, The Sims 4, would be introduced in weeks five and six of the unit. The software
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will be a part of their unit project, which will lead into their Integrated Performance Assessment

unit exam. The software will be introduced in weeks 5 and 6 due to the nature of the essential

questions. The students will be answering how their lives would be if they had their ideal lives.

They will be able to answer how they would be, which is their physical personality

characteristics, where they would live, what possessions they would have, and who they would

be around. With weeks one through four of the unit, students are discussing their plans to

achieve their real life, while weeks five and six have the students create their real lives.

What activities would you do?

With The Sims 4, students will be creating their ideal lives. Students will create where they

would live, where they would travel to, what possessions they would have, how they would

describe themselves, and who they would be around (family, friends, alone, etc). Students will

then create a screen cast of their The Sims 4 versions of their ideal lives in order to create a voice

over for a Presentational Speaking task, which assesses the Presentational Communication

Standard given by ACTFL stating that “learners present information, concepts, and ideas to

inform, explain, persuade, and narrate on a variety of topics using appropriate media and

adapting to various audiences of listeners, readers, or viewers.” Students will then submit their

presentations into Schoology, the Learning Management System used by BCPS, for me to view

and assess properly.

What would you expect people to learn?

With the integration of The Sims 4, students will demonstrate their ideal lives through this visual

and creative game. After we have reviewed our essential questions, I expect students to be able

to answer the essential questions with the correct essential phrases to describe their ideal lives.

The idea of creating a life inside The Sims 4, gives students a visual so they can see how their
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ideal lives would turn out, which can help students remember what they want to say in the target

language when they perform their speaking task over a screen cast.

What timescale would you do this on?

The designed unit is intended for a six-week time period. The school uses an A/B schedule,

meaning I see my students every other day for 90 minutes blocks. The Sims 4 activity is

intended for weeks five and six, meaning that it will take two weeks, or six classes for my A and

B day students to complete.

How would you assess what people have learned?

In order to assess what people have learned, I will use the Baltimore County Public Schools’

Office of World Language third year of a language study rubric designed for quarter one of the

school year for Presentational Speaking tasks (Appendix A). Students are assessed on major

focuses, such as what language they can use, how they can use the language, how well they can

be understood, how well they can maintain conversation, and how well they understand. They

are also graded on minor focuses, such as how their errors affect their communication and how

much of the task they completed. This rubric assesses students on a 20-point scale and gives

students a proficiency level based on how accurately the information is that they present. The

proficiency levels that the students can earn at the third year of studying a language in the first

quarter are Novice Mid, Novice High, Intermediate Low, and Intermediate Mid. Students

receive both a number/letter grade out of 20 and a proficiency level grade.

Conclusion

This unit plan demonstrates that incorporating the game The Sims 4 is possible in a Spanish

classroom. The students are able to demonstrate their creativity with the unit by creating their
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ideal lives using the game on their devices and creating a screen cast that shows that they can

talk or present the information they have gathered to describe their ideal lives. With proper

instruction and rubrics, students will be able to successfully use The Sims 4 in the classroom to

meet and complete the class objectives.

References
(n.d.). Retrieved October 5, 2019, from

https://www.actfl.org/publications/all/world-readiness-standards-learning-languages.

The Sims™ 4 - Official Site. (n.d.). Retrieved October 3, 2019, from

https://www.ea.com/games/the-sims/the-sims-4/pc/store/mac-pc-download-base-game-sta

ndard-edition.
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 Running head: UNIT PLAN/TRAINING MODULE 9

Appendix A
Your performance on this Int. Low Q1/Q2 assignment is evaluated based on the following expectation of proficiency:
Developing Approaching Int. Low Q1/Q2 Meeting Expectations Exceeding
Major Focus Novice Mid (NM) Novice High (NH) Intermediate Low (IL) Intermediate Mid (IM)
What language ● use a limited number of ● use familiar words & phrases on ● use a variety of words & phrases on a range of ● use words & expressions from a wide range of topics
words & phrases for common familiar tasks, topics and activities familiar topics. ● begin to use expanded vocabulary within a topic
can I use? objects & actions ● elaborate a little & ask some basic ● begin to give more details & elaborate on a topic ● give more nuanced details & elaborate on a topic
(vocabulary) ● ask questions I have questions
PW/PS ; IS/IW memorized and practiced

How can I use ● use words, phrases & ● use phrases & short simple sentences ● use strings of simple sentences to express my ● use strings of sentences to describe or explain
occasional sentences to to provide basic information thoughts ● combine simple sentences using connector words to create
langua provide basic information ● begin to combine words & phrases to ● combine words & phrases to create original original sentences
ge? create original sentences sentences ● attempt to communicate in more than one time frame
(function & ●
structure)
PW/PS ; IS/IW
How well can I ● be understood with difficulty ● mostly be understood by those ● be understood by those accustomed to a language ● easily be understood by those accustomed to a language
by those accustomed to a accustomed to a language learner learner learner, sometimes be understood by others
be understood? language learner
(comprehensibility)
PW/PS ; IS/IW
How well do I ● use basic greetings ● use appropriate greetings ● inconsistently paraphrase & begin to use ● more consistently paraphrase & begin to use circumlocution
● use some practiced phrases ● use phrases I have practiced circumlocution and/or self-correct to avoid and or self-correct to avoid breakdown of communication
maintai ● answer & ask a range of ● answer & ask familiar questions with breakdown of communication ● answer & ask a range of detailed questions
n practiced questions ease ● ask some familiar questions about unfamiliar topics ● understand most questions and statements, but I sometimes
convers ● ask for repetition ● understand most questions and statements, but I need to hear things again
ation? sometimes need to hear things again
(communication
strategies)
IS/IW
How well can I ● understand words, phrases, & ● understand the main idea on very ● understand the main idea, supporting details & ● understand the main idea, supporting details & complete a
simple sentences using visual familiar topics, using visual cues, complete a variety of simple tasks based on what I variety of increasingly complex tasks based on what I
underst cues, prior knowledge, & prior knowledge, cognates, & patterns hear/read on (un)familiar topics using context clues hear/read on (un)familiar topics using context clues & prior
and? cognates & prior knowledge knowledge
(comprehension)
IL/IR
Developing (1) Approaching (2) Meeting (3) Exceeding (4)
Minor Focus weak strong
How do my errors in grammar, word order, Errors often prevent Errors sometimes prevent Errors do not prevent Errors made when taking risks do not prevent
& word choice affect communication? commun communicatio communication (+0.1) communication.
ication n (+0.2)
How much of the task did I complete? < 60% complete 60 - 85% complete 86 -100% complete (+0.1) Completed more than was asked (+0.2)

Interpretive Reading (IR) Interpretive Listening (IL) Interpersonal (IS/IW) Presentational Writing (PW) Presentational Speaking (PS)
 Running head: UNIT PLAN/TRAINING MODULE 10

Dev. / App. / Meets / Exceeds Dev. / App. / Meets / Exceeds Dev. / App. / Meets / Exceeds Dev. / App. / Meets / Exceeds Dev. / App. / Meets / Exceeds
NL / NM / NH / IL / IM NL / NM / NH / IL / IM NL / NM / NH / IL / IM NL / NM / NH / IL / IM NL / NM / NH / IL / IM
Grade Info Grade Info Grade Info Grade Info Grade Info
(4 pt. scale, percent, letter, pt. value) (4 pt. scale, percent, letter, pt. value) (4 pt. scale, percent, letter, pt. value) (4 pt. scale, percent, letter, pt. value) (4 pt. scale, percent, letter, ptvalue)