Patricia Wyza

FLT 885 - Experiential Module

December 16th, 2021

Reflective Essay

Background of Project
For my Experiential Module, I chose to work on and re-structure my school’s curriculum.
When I started at my school, the old Spanish teacher left a disorganized curriculum that didn’t
make a lot of sense. It consisted of 8 units and divided into 6 phases. The curriculum was based
off a series of textbooks (Santillana) and showed the vocabulary used and the topics covered.
The curriculum made no connections with the IB program (which is an integral part of our
school and program), nor did it connect with the national standards placed by ACTFL.
Over the years I’ve tried to update or re-write the curriculum but lacked the knowledge,
experience, and expertise to successfully do so. I’ve made strides and efforts, but the updates and
re-writes that I did were too much and too difficult to follow. I added too many aspects of the IB
that weren’t necessary and was very general when writing or listing the standards for ACTFL. I
was “connecting” to the standards, but not effectively.

Summer Semester 2021

Understanding by Design
I started the semester by gathering my materials which seemed easy, but I ended up
gathering too much and became slightly overwhelmed with the number of materials I gathered. I
started to narrow down my materials and chose certain materials to focus on first. I initially
decided to start with Understanding by Design.
The Understanding by Design book is a very lengthy and detailed book. It follows the
following 3 steps:
1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan Learning Experiences and Instruction
For the summer semester, I focused mainly on step one: identifying desired results. I took
extensive notes as I read through the chapters to be more active in my learning and further my
understanding of the material.
I appreciate and understand the methodology of starting with your desired results first,
then working towards the learning activities. In the past, I normally have a topic or unit, then
gather activities that go with that topic. I didn’t always align them with specific goals, which has
been my downfall. While reading the first chapter, I noticed that I typically commit the sins of
Instructional Design: Activity-Oriented Design and Coverage-Oriented Design. There are times I
focus on coverage of certain topics, but I usually focus on the activities. I noticed that I plan all
these fun and (what I think are) enriching activities, but they don’t necessarily help students
acquire the language better. They excite the students, the novelty is great, and they look good on
paper, but they’re not necessarily beneficial or efficient. This is something I need to work on
when designing my curriculum and units. Because usually commit these “Twin Sins”, I’ve
realized that my students can show low level skills or knowledge, but not true understanding. I
need to guide them to truly understanding the material.
 In Chapter 3 on gaining clarity in our goals, I’ve realized that I need to allow more time
for students to practice the skills and learn how to learn the skills needed to reach their goals.
The key is allowing time to learn how to learn those skills. I normally show notes, give some
activities or worksheets where they practice it, but then expect them to be better than they are at
it. I need to diversify my activities and allow more time to work and practice these skills. I’ve
realized I need to incorporate more authentic challenges into my lessons. Authentic challenges
involve realistic situations where the context of the task is as close as possible to real-world
opportunities and difficulties. When learning a language, utilizing authentic materials and
opportunities to practice the language are vital.
I had a difficult time with the Essential Questions. I found that if I already know my goal
and what I want my students to do, why do I need essential questions? From reading the chapter
on EQ’s, I gathered that they cause inquiry, provoke deep thought, consider alternatives,
stimulate re-thinking, spark meaningful connections, and naturally recur. I understand the
importance of EQ’s for specific activities and lessons, but I’m not sure I agree they need to be a
focus in the curriculum. I feel that EQ’s can either be too overarching, or too specific.
Additionally, if I wanted to add EQ’s to my curriculum map, I would need to add multiple EQ’s
and it would be too much. I like having them listed in my unit plans so I can have them help
guide my students towards enduring understandings and help highlight big ideas, but I’m not
sure I want to add them to my curriculum overview map. This is something I need to do a little
more research on. I have a book specifically on EQ’s that I need to read.

ACTFL – The Keys to Planning for Learning

With the first part of UbD under my belt, I decided to pick up my next book, “ACTFL –
The Keys to Planning for Learning”. The first couple chapters reviewed topics and ideas covered
in a lot of my MAFLT courses as well as the overall basis for ACTFL standards. It wasn’t until I
got to the Unit Design that I became more active in working on my curriculum, or so I thought.
One of the biggest issues I faced was doing the Understanding by Design, backwards. I
followed the chapters in the book as stated, but then I realized I was doing it wrong. Chapter 2
discussed unit planning, when I really needed to look at Chapter 5 for the overall curriculum
map. I needed to do the chapters backwards (or at least in a different order).
When working on my Unit Plan, I became stressed out. I wasn’t sure what units I wanted
to follow, when I would teach certain topics, etc. I realized I needed to do an overall curriculum
map first, then get into the nitty gritty of a unit plan. I had completed most of my unit plan by the
time I realized that. Once I did the overall curriculum map, it became easier to map and place out
my units.
I decided with grades 4 and 5 that I would connect with IB secondary with the topics
covered. I need to teacher certain grammar concepts before my students move onto the middle
school, so I need to base my units around those grammar concepts a little bit. With 3rd and 2nd
grade, I can stick to the IB Units of Inquiry and focus on those a little easier. I met with the 2nd
and 3rd grade teacher to see what they’re covering in their class and how I can connect best with
them. I am honestly excited about where my units are going and what I’m doing with the kids.
In Appendix 1, I included the comments made on my unit plans for my first unit for 5th
grade. I made these comments and questions under each section. When I finalize my unit plan, I
need to revisit these reflections and make necessary changes.
 - When discussing my curriculum overview map, the IB coordinator suggested rearranging
the order of the sections so it was clear to parents that this was a language class and not a
social studies class. This is why we moved culture topics to the bottom

Fall Semester 2021

This semester focused on the continued creation of the different Unit plans for each phase
while implementing them. The Unit plans are designed to be revisited, re-worked and tweaked as
needed throughout the school years.
When writing out my unit plans, I started finding that the order in which the plans are
written aren’t exactly the same as they are formatted on the document. I’m finding that I need to
complete the unit goals, the Can-do statements before I work on the summative assessment
section, even though the Can-do statements section comes later in the document. For the time
being, I’m okay with leaving the order the same, however, I’m playing with the idea of moving
the Can-Do statements before the summative assessment.
I decided to restructure the Key Learning Activities/Formative Assessment section to
include the week number and dates. This will hopefully help me plan out the different learning
activities and what order we will do them. I hope this also helps with scaffolding the lessons. I
also combined the following sections: “Learning Activity” and “How does this activity support
the unit goals?”. I put them into one category because I believe that I can name the activity,
describe what students will do and how it supports the unit goal. I kept the section on the modes
of communication.
Since improving this section and making the necessary changes, I’ve felt a little more
organized in how I lay out my unit and when we accomplish lessons and activities. I can see the
progression and how the learning will scaffold and grow as we progress in the unit. There will be
changes and adjustments made as needed, but for the time being, having the plan in place feels
good.
The hardest part with this semester has been trying to work while completing my unit
plans. I wish I’d had more time before the school year (or even pockets of time throughout the
semester) to make sure my plans were complete before. Now that at least the first 4 phases are
complete, I know that I can use them next year and have a better idea as to how they will work. I
need to continue finishing my unit plans before school starts next year and have them ready to
go. I plan to print them out and mark up changes as I work through each phase/unit.
The curriculum overview document, however, has been the biggest lifesaver in reminding
me what I still want to accomplish in each phase. This has helped me stay focused on what I
want to accomplish in each phase and what we will be doing next. I’ve used this document the
most so far. Not only because the unit plans are still a work in progress, but because it’s being
used as reminders and is quicker to read than the unit plans.
The other difficulties I’ve faced this semester is the way this school year has run so far.
The amount of discipline issues I’ve had to deal with, on top of the number of new students with
no Spanish experience, and students just knowing how to be in school. The pandemic has had a
serious effect on all of these issues. On top of that, our community was deeply affected by a
school shooting within the community. Class time was lost because of this and shortened our
phase significantly causing me to have less instructional time.
Issues will always arise, and I will sometimes need to reevaluate my priorities and which
lessons take precedence. I also need to accept that I won’t be able to get through everything and
that is okay. As long as the focus is on the important lessons needed to continue into the next
phase, it will be okay.
I will continue to work on each unit plan for the other grades and the final two 5th grade
phases throughout the year and in the upcoming summer.

Appendix 1: 5th Grade Unit 1 comments:

Comments on Unit Goals Section: This section gives an overview for the class, students, and
an overview for the unit. The goals are overarching and will be described in more details
throughout the unit plan.

I would like to revisit the essential questions later. I’m still figuring out the best format for
writing them.

I’m not quite sure how to introduce the culture aspect into the unit plan as the unit plan is
focused primarily on language function. I’ve added what the students will “know” in this
section just so I know it’s included.

Comments on Summative Assessment Section: I want to start off by mentioning that the
unit plan accounts for the 5 C’s (Communication, Cultures, etc.) In the section below, 4 of the
C’s are clearly labeled. Communication is not specifically labeled, but clearly described in the
section above about summative assessment. I just wanted to point this out.

These assessments will be done throughout the unit. Most of these are Integrated
Performance Assessments. I struggled with writing these now because I would like to map
out my lessons onto a calendar. I worry these will be too ambitious. Maybe this is something I
can revisit later throughout the second semester?

I normally do not to summative assessments with culture. I do have culture incorporated in

these IPA’s, but I normally don’t have students complete an assessment on a topic like
Christopher Columbus, which is why it’s not listed.

Additionally, I know my unit goals mention calendar vocabulary, the weather, and classroom
commands. I plan to have these be an integral part of the daily routine and don’t feel the
need to do an assessment. Classroom commands are standard practice in the classroom
environment, and I would like their daily warm up to include writing the date and the
weather. This may be ambitious, but I’d like to start the year doing this and reassessing later.
I also plan to have charts in my room for writing the date format and example weather
expressions.

Lastly, I would like to revisit this section later after I’ve finished this chapter in UbD. The
ACTFL Keys book provides a good description, but I want to compare with UbD’s method.
Comments on Standards (5 C’s) section: I am actually very excited about this section! This is
where I can look and see that I’ve connected with the 4 C’s.

I would like to include a short lesson on the different seasons and weather patterns in other
parts of the world. I think it is fascinating and would be interesting for the students to learn. I
feel like I may be a little ambitious with what I already have. If I have time available, I would
like to do a short lesson on this and I didn’t want to not include it in the unit plan (because
then I’d forget).

In the Connections portion of the Unit plan, I am able to explicitly connect with the IB! I’m
actually very excited with this section because I can pull from the descriptors (ex.
“interconnectedness of individuals”, “discoveries/explorations/ migrations of humankind”)
and describe how I will connect in my lessons. I also included a section with the Key Concepts
(which are an important aspect of IB) and create questions based on the focused Key
Concepts. Additionally, I can add another section if I know I’m connecting with a core subject.
For example, if 2nd grade is focusing on animals and habitats (but is not necessarily in the IB
descriptor), I can add a section and describe that connection.

I had a difficult time with the Communities section. I think for this unit, it’s difficult to
connect with the global community without a pen pal opportunity (which we currently don’t
have). I’ve been looking so I’d like to do that if I can. Maybe I can connect with the high
schoolers/middle schoolers at our school? I have to revisit this section later.

If you noticed throughout the past 2 sections, I included parentheses with the Michigan
World Language Standards. I figured this was the best solution to including the state
standards (considering they utilize the 5 C’s as well). I utilize the general standard without
getting too specific. If I ever needed to be more specific, I am able to do so in specific lesson
plans. For the Unit Plan, I don’t know that I need to get too specific.

Comments on Toolbox: This section may be too ambitious (mostly the Can-Do statements).
This will be something I need to reflect on and reassess later.

I separated it into the 3 modes of communication and then again by the 4 skills that fell
under each mode of communication. This was easier for me to compartmentalize. I also
separated them by Novice Mid and Novice High. I did this so my students had a range and I
am able to meet them where they’re at. Some may reach Novice High, while others may only
be able to do Novice Mid. Their background in Spanish (no experience vs. years of classes)
along with any other additional learning struggles (dyslexia, reading issues, etc.) may affect
where they end up.

I included “N/A” for this section because my students would not be able to reach that based
on the lessons they’re given for this unit. Presentational speaking and writing will take time
to develop with the different lessons and units I’ll present throughout the year. Each skill may
be developed at a faster or slower pace than the others, which is okay. When I finish my unit
plans, I would like this on another sheet of paper so I can tie these in with specific lessons.

I was a little confused by this section and how it was worded in the ACTFL Keys book.
However, what I like about this section is the “supporting structures/patterns” where I can
articulate specify in Spanish what patterns are needed for this language function. I also love
where I can list the priority vocabulary needed for this unit and plan accordingly!

Comments on Key Learning Activities: I wanted to wait on this section until I read that part
of the UbD book. I also was thinking of laying out a calendar and scoping it out that way. I
don’t feel the list format would be functional for me at this time. Maybe it will and I can also
add in a calendar/scope and sequence document. However, I do like that it forces me to
connect with the unit goals and performance tasks. It also makes me specify the mode of
communication to assure I have a balance of the different modes and skills.

Lastly, I like the resources and technology integration section. I can’t always remember or
find weblinks that I need for previous lessons, and this will allow me the opportunity to list
them here. Also, because we are an Apple Distinguished school, I need to list my technology
integration so this will help with that.