MODULE 2: PLANNING FOR INSTRUCTION - STAGES 2 & 3

Stage 2 & 3 templates are drawn from the Understanding by Design Framework.

STAGE 2 - ASSESSMENT EVIDENCE

Assessments should: 1) provide valid, reliable and sufficient measures of desired results; 2) offer a variety of assessment
formats to gather evidence of learning; 3) offer opportunities for students to exhibit understanding through "authentic"
performance tasks; 4) include criterion-based rubrics to judge student understanding, products, and performances; 5)
offer options for students to self-assess and peer-assess; 6) identify options for assessment differentiation; and 7)
identify options for technology integration.

STAGE 2 - ASSESSMENT EVIDENCE

1. Formative Assessment (Individual, Collaborative )

The formative assessment will be assessing student’s understanding of rooms and items in the house using
images. They will label a home provided to them with rooms in the house in Spanish as well as labeling furniture
items within the house. They will also write sentences describing each room and what furniture is in that room.
They will compare and contrast the rooms provided with their own home, some items will be clearly out of place
to allow for more obvious differences.

Options for Differentiation Options for Technology Integration

For students with an IEP/504 or who need more
scaffolding – I can provide a word bank with
extra options along with restating and having
students explain the directions back to me.
For students who are native Spanish speakers, I
can have them describe the furniture items in the
photos using color and descriptive words, they
can also write in more complete sentences
without the use of sentence starters.
Students could do this digitally using Nearpod by using the
drag/drop feature for students with a word bank, and using
the ‘draw’ feature for others.
They could compare and contrast as a whole group using
the collaborate board in Nearpod or by using Padlet. With
both I can watch their progress in real time and provide
scaffolding if necessary.

For on grade level students, they will complete

the assignment independently but be provided
with sentence starters for sentences describing
the room and for compare/contrast.

2. Formative Assessment (Individual, Collaborative )

The formative assessment will assess student’s ability to conjugate e-i and e-ie stem changers in sentences
appropriately. Students will fill in the blanks for some sentences in a dialogue with the verb provided. Then they
will need to choose between two verbs based on sentence meaning. Lastly, they will need to answer personal
questions using the verbs in full sentences.

Options for Differentiation Options for Technology Integration

Students with IEP/504 or below grade level
students could be provided with the verb chart
endings from their notebook, so that they can
focus on the “stem-changing” portion of the verb.
Heritage and native Spanish speakers can read
the dialogue aloud with a partner and answer the
questions in complete sentences without
Students can do this in various tools that will provide them
with immediate feedback like conjuguemos.com or in
boomlearning.com. For the personal questions, we can poll
after they have written sentences using the “This or That”
feature on gimkit which allows them to move their
personalized characters to one side or another. This can
also be used for any question that has two options.
scaffolding. They will also have a more complex
dialogue provided to them with two verbs to
choose from for each.

On grade level students will complete on their

own and then share at the end. We will also
discuss their personal question answers and poll
how many answered each (ex. Do you prefer
Chipotle or Taco Bell? ¿Prefieres comer Chipotle
o Taco Bell?– poll how the class answered)

3. Formative Assessment (Individual, Collaborative )

Students will discuss housing in various Spanish-speaking countries. They will look up typical housing types in
Colombia and Venezuela when given terms and find information about them. They will compare them to each
other, where they are located, and what kinds of people live in each. Afterwards, they will discuss what housing
could tell us about the people that live there and what their own housing could tell someone else about them.

Options for Differentiation Options for Technology Integration

Students have options provided to them, and
they will use search engines to find information.
For students with IEPs who can be overwhelmed
by the overwhelming information available online,
I will provide a list of preapproved websites for
them to check for their answers.
Since they are working in pairs, they can use Microsoft
Office Live to collaborate on a single document. They will
use various websites to look at information on housing types
in Venezuela and Colombia as well as two texts in our
online textbook. In the online textbook they can highlight,
annotate, and have the text read aloud to them.

All students can do this activity in pairs so that

they can research two types simultaneously and
discuss similarities and differences.

4. Formative Assessment (Individual, Collaborative )

To reinforce stem-changing verbs, students will play a game of ‘Verb Battleship’ with a partner. This game uses
subjects across the top (yo, tu, etc) and verbs along the side. In order to call out a spot on the board, they would
need to say (or type, depending on if doing on paper or computer) the correctly conjugated verb in order to go.
They would win the game by sinking the other persons battleship.

Options for Differentiation Options for Technology Integration

-Can allow students with IEPs who need a word There is an online version of the battleship game on
bank with their notes to reference (verb endings, conjuguemos.com, my students are familiar with it for both
reminders to change spelling) vocabulary and conjugating, so they would have the option
-Students with audiolinguistic learning styles may of playing online or on paper with a partner or vs. the
prefer to play on paper so that they can say the computer.
words aloud
-Students with visual learning styles may prefer
the digital version so that they can type and get
immediate feedback from the computer game
-Introverted students can play against a
computer instead of a classmate

Summative Assessment(s)

Students will research a Spanish speaking capital city near a university. They will have a budget of US dollars
and will need to convert it to local currency. They will be provided with a list of real estate websites to use and
will find an apartment or home to rent to ‘study abroad’ for a year during college. They will have choice in their
 housing, will label the rooms and furniture provided in Spanish, and will describe their home in Spanish.
Afterwards, students will do a gallery walk of the chosen places to stay and will list which others they would
prefer to live in and why (using stem-changing verb preferir).

Options for Differentiation Options for Technology Integration

All students will need a rubric and step-by-step
instructions.
IEP students will need this assessment chunked
by day with a checklist to keep them on task. I
will monitor the checklist and provide support
when not meeting expectations.
Above grade level students will have freedom to
be picky about where they want to go and will
enjoy researching the sites for the ‘best’ place.
They will also have more elaborate and detailed
sentences for “why” they would prefer someone
else’s place or not.
Students will be using real estate websites for authentic
tasks, as well as an online conversion calculator. For their
presentation, they can present them live to the class or can
pre-record their description of each room using the
recording feature on powerpoint. They can also use sites
like storyjumper.com if they want to be more creative and
create a book with screenshots from the real estate listing.
They may also make a youtube video with a walkthrough of
the real estate listing.

STAGE 3 - LEARNING PLAN

With desired results and appropriate evidence of understanding in mind, you will identify major learning activities: 1) what
will need to be taught and coached, and how should it best be taught to achieve desired results; 2) what sequence of
activities aligns to the desired results; 3) how will you make learning both engaging and effective given the desired
outcomes and assessment evidence; 4) how will you differentiate learning activities and experiences to meet the needs of
student subgroups; 5) how will you integrate technology; 6) how will you incorporate Face-to-Face, Distance, or Flipped
Learning Environments to best support instruction and learning.

STAGE 3 - MAJOR LEARNING ACTIVITIES

1. Major Learning Activity

Students will need to learn the vocabulary for rooms in the house and for furniture. In order for them to
discover parts of the house, I will give them an ‘MTV Cribs’ style house tour of a famous home, and point our
labeled items in Spanish. Students will use the images and written/verbal words to create their vocabulary
list. This would be recorded in an Edpuzzle with embedded questions, where students could rewatch the
section as many times as needed and would get immediate feedback on the answers. Students will then
play Pictionary with the words in small groups.

Options for Differentiation Options for Technology Integration

Mastered level: Will be entertaining and engaging
for students who may be familiar with some of
these terms. They will likely just need to watch
the video once and answer all questions. I may
also ask them to tell me other words they know
for the same rooms or furniture items, as dialects
vary depending on their own family experience.
These students can lead Pictionary groups and
take on a leadership role.
In class flip: Students can watch edpuzzle as needed,
then move to groups for Pictionary. There could be other
stations set up to do a full in-class flip and I would work
with students at the video station and the Pictionary
station to ensure vocabulary sheets are fully filled in and
there was no confusion from the video. Video on
edpuzzle.com
Approaching or not yet mastered: They will likely
need to repeat sections of the video and will
need to ill out their vocabulary sheet while
watching. They can replay as needed to answer
all embedded questions and fill in vocabulary
sheet in full. During Pictionary they will get
repetitive practice and visual cues to help with
their memory.

2. Major Learning Activity

Students will be provided with a reading that uses stem-changing verbs and a lot of cognates (words that
look like their English translations). We will read together, and students will annotate using different colors
for subjects, verbs and cognates. This will help them break down the text into parts. Students will then be
given the infinitives of the verbs and asked to identify a pattern, to figure out why they are called ‘boot verbs’.
Students will then use the pattern to fill in verb charts and answer questions about the reading in full
sentences. This reading will also contain vocabulary from the previous lesson and will reinforce their use in
context. Students will need this in order to complete future activities on answering personal questions as well
as to read the cultural readings for this unit.

Options for Differentiation Options for Technology Integration

Some students with IEPs get teacher copies of Flipped: Could be imported to Nearpod and be used with
notes. They could be provided with the charts immersive reader instead of my voice for repetition. This
after completing the reading with everyone else. could be an extra resource for students who need to
refer to the reading after we have finished doing it as a
Annotating should help with some processing. I
class.
will have a key of highlighter colors on the board
for reference and I will read and repeat story as
we go checking for understanding. They may
also benefit from images included on their
version of the reading, larger text and extra
spacing to write notes or translations as we go.
Could also benefit from multiple choice questions
or sentence starters to help structure sentence
responses.

Above level students still need reinforcement in

grammar, so they will still have to annotate, read
and identify the patterns, but will have more
complex questions to answer and will be
expected to extend answers whenever possible.

3. Major Learning Activity

Cultural readings from this unit are provided from the textbook. These readings introduce students to
different types of housing in Colombia and Venezuela in different areas. I will provide additional information
and images in a PowerPoint. Students will annotate the text similarly to the previous lesson. This time they
will answer both comprehension and analyze questions based on the text. Students can work in pairs to
discuss what they read, and can create venn diagrams comparing the types of housing in Venezuela,
Colombia and even with the U.S. Students can discuss the overall essential question, what does a house
and its contents tell us about the people that live there? We can discuss what would be important features in
a future home for themselves (necessary for final summative activity) and why, and what types of housing
may have those features.

Options for Differentiation Options for Technology Integration

Students with IEPs/struggling readers can use
the reading feature in the online textbook to have
the text read to them. They can annotate using
highlighter tools, add notes using the post it tool.
Can be provided with sentence starters to
answer questions. Will complete venn diagram in
English with a provided template.
Students above grade level: will annotate using
tools, may be able to complete Venn Diagram in
Spanish instead of in English. Can answer
comprehension and analyze questions with little
to no assistance, expected to write full
sentences.
Passport, our online textbook feature through
EMCPublishing is integrated through Clever. Each
student has their own account and any annotation or
notes they take will be saved to their personal copy of
the textbook. They can submit answers to the questions
through passport.
Padlet.com students could create venn diagrams in
small groups to collaborate and garner ideas. We could
also use padlet to discuss what a home tells us about
the people who live there. Students can compare and
discuss answers outloud and comment on other answers
within the padlet.

Students at/approaching grade level: Will

annotate like everyone else with highlighting tool,
will create venn diagram in English. Students will
answer questions in Spanish but not be expected
to write in full sentences.

Visual/Spatial: will benefit from images of the

types of housing described in the text
Verbal/linguistic: will benefit from small group
discussions

4. Major Learning Activity

In order to prepare for the final summative activity, students will complete a webquest using real estate
websites in Sevilla, Spain. I will ask them to identify parts of a listing and will provide images and context
about the various neighborhoods as it is where I studied abroad as a college student myself. Based on the
written/visual description of each neighborhood, students will move to small groups based on their interest.
They will then research that area and the listings within it. They will describe what features drew them to the
area and read a google maps printout from their neighborhood to the local university and answer questions
about distance and route taken.

Options for Differentiation Options for Technology Integration

Interpersonal learners will engage with the small Real estate websites like
group aspect. https://www.idealista.com/en/venta-viviendas/sevilla-
Tactical learners will appreciate the physicality of sevilla/
 the map and ability to “walk” it digitally in Google
Earth.
Visual learners will benefit from images on real
estate listings as well as in neighborhood
descriptions
Modifications: students can do various parts of
the assignment based on their strengths. Some
students may need to answer questions in
English and some may be able to answer in
Spanish.
https://www.sothebysrealty.com/eng/sales/sevilla-an-esp
As well as Google Maps & Google Earth will be
necessary.
Students may also benefit from this resource in addition
to my own photos and description when choosing a
neighborhood, plus it is available in English:
https://theculturetrip.com/europe/spain/articles/the-
coolest-neighbourhoods-in-seville-spain/

*Differentiation: Provide for differentiation and learning styles by including aspects of UDL and Multiple Intelligences
(verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal, interpersonal).
Differentiate content, processes, context, and products. What are the accommodations, modifications, extensions, and/or
enhancements? How will you accommodate to meet individual needs, including special needs (ELL/Special
Education/GT)?