Transcript Thematic Plannin Unit and Lesson Design 3 10.14.11

Backward Design and Thematic Units
Students learn new languages best when…
Planning is organized
around a thematic center
and aligned with content
and performance standards.
There is a balance among
the basic goals of culture,
subject content, and
language in use.
Adapted from Languages and Children—Making the Match, Curtain and Dahlberg
2004, 3rd edition, Pearson / Allyn and Bacon
Teaching World Languages

Unit Design Principles (UbD)
(Socratic Circle)

Thematic Planning
(From Topic to Theme)

Critique of Thematic Webs
(Warm & Cool Feedback)

Assessment
(OPI; Integrated Performance Assessment; SOPA; Linguafolio)
 Lesson Planning
(Components; Templates; Class Lesson Planning)
Socratic Circle”
Student-Centered Dialogue
Socrates believed the
answers to all human
questions reside within
us and that through
disciplined conversation
we can discover
ultimate truth.
“Socrates declared that he knew nothing, except
the fact of his ignorance.” --Diogenes Laertius
What is a Socratic Circle?
A constructivist strategy in
which participants engage
in a conversation to
collectively seek a deeper
understanding of complex
ideas.
The Inner and Outer Circles
Outer Circle
Inner
Circle
Guiding Questions
• Remember it is up to the group to make sure that everyone in the
inner circle participates in the discussion.
• The outer circle will listen, take notes on the conversation, and ask
clarifying questions as needed.
–
How can you explain the “backward design” process? What are the stages? How do they relate to
one another?
–
What are the key differences between traditional and UBD-aligned curriculum? How does it
translate in the classroom? What are the obstacles to this transformation?
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Why are the tenets of Understanding by Design important for teachers and for their students?
How do big ideas, enduring understandings, and essential questions relate to one another? Why are
they important?
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http://www.huffenglish.com/?p=363
Understanding by Design
Step 3 (Middle)
Plan lessons that will
enable students to
show you the results
you want
Step 1 (Start)
Step 2 (End)
Decide what you
want students to
know and be able
to do at the end
of the unit
Determine
how students will
show you what
they can do
Understanding by Design
Where do I find big ideas?
•
Concepts
fairness food groups friend, ?
•
•
Issues or Debates
-perception vs. reality
-poverty amidst plenty
-majority always rules
-?
Themes
-a balanced diet
-man’s inhumanity to man
-?
•
Problems or Challenges
-The lure of fast food
-How to spend within a budget
-?
•
Theories
-natural selection
-big bang theory
-?
•
Assumptions or Perspectives
-art conveys meaning
-terrorist vs. freedom fighter
-?
•
•
Processes
-problem solving
-research
-decision making
-?
Paradoxes
-fighting for peace
-less is more
-?
Understanding by Design
•Enduring Understandings
Insights about big ideas that we
want students to comprehend
Understanding by Design
From Big Ideas to Understandings about them
• Understanding has 6 facets:
– Explanation
– Interpretation
– Application
– Perspective
– Empathy
– Self knowledge
Understanding by Design
Enduring Understandings Evoke Essential
Questions
These questions cannot be googled.
They cannot be answered satisfactorily in a
sentence.
Understanding by Design
Who is an American? Says who?
What does it mean to lead a healthy life?
What is wellness?
“Is The Catcher in the Rye a comedy or a tragedy?”
Understanding by Design
Essential Question?
What is the energy?
Yes
No
Where in the world are we?
Yes
No
Why travel?
Yes
No
How is a Chinese family the same/different
that mine?
Yes
No
Yes
No
What’s in my suitcase?
Understanding by Design
Assess what we value,
and value what we assess
Move beyond
"Teach, test, and hope for the
best"
Integrated Performance Assessment
Performance Assessment in the Three Modes
Interpretive Mode Tasks
The Integrated Performance
Assessment begins when students
are asked to acquire information
through an Interpretive mode task.
Presentational mode
Interpretive mode
Interpersonal Mode Tasks
Then, they react to that information
by interacting with others.
Presentational Mode Tasks
Finally, they create a written or
oral product that incorporates
information acquired through the
other two modes.
Interpersonal
mode
Characteristics of Integrated Performance
Assessment
•
•
•
•
•
Authentic
Performance-Based
Based on the 3 Modes of Communication
Integrated
Show developmental progress of proficiency:
– • Novice (Novice-high; beginning)
– • Intermediate (Intermediate-low/mid; emerging)
– • Pre-Advanced (Intermediate-high; expanding)
• Blend with classroom instruction and experiences
Summative Performance Assessment
• Title:
• Theme:
• Level:
“Vive Sano”
Health
Novice – High
• Overview:
• You are preparing to go abroad to study in Spain. You are concerned about
what you’ll be able to eat and what type of activities you will be able to do
while you are there. In researching this information, you come across a public
service announcement, or PSA, about healthy living. You watch the video to
find out what “healthy living” means in Spain. While abroad you meet a
fellow student and exchange information about what you do to stay healthy.
When you return home, you develop a Spanish-language PSA for a local
Hispanic radio station or newspaper as part of a community service project.
Interpretive Mode
In preparation for you trip, you research what “healthy living”
means in Spain. You come across a video PSA called “Encesta
por la salud” and you view it to gather information.
Encesta por la salud
http://www.youtube.com/watch?feature=player_detailpage&v=nCqn3NpjCjE
Interpretive Comprehension Guide
Watch the video “Encesta por la salud” and complete the following exercises. The video and
exercises are divided into 7 sections. You can listen to each part more than once.
Parte 1. Salud, amigos
The speakers mention that we are all different in many ways and they provide examples of these
differences. List the differences in English (6 answers):
1. _________________
4. _________________
2. _________________
5. _________________
3. _________________
6. _________________
According to the video, do these differences matter? Why?
What is bad for our bodies? Why?
The speakers mention how the previous answer is also bad for other things. What are they? (circle
all that apply)
Brain
Jumping
Heart
Skating
Shooting hoops
Thinking
Running
Swimming
Sleeping
Flying
Breathing
Resting
•2.
•6.
Parte 2. El valor del desayuno
A.
According to the video, why is a good breakfast so important?
B.
What are three consequences (mentioned in the video) of not having a good breakfast?
C.
A few healthy sample breakfast foods are mentioned, what are they? (circle all that apply)
Parte 3. Fruta y verdura: di que sí
We should eat fruit and vegetables that vary in
___________________________.
While one of the basketball players eats a banana, he says “a vuestra salud.”
What does that mean?
We see the speakers eat a number of fruits and vegetables in this section of
the video. Circle them in the list provided (in Spanish - there are 6 of them).
Lechuga
Zanahoria
Fresa
Melón
Uvas
Manzana
Espárrago
Plátano
Naranja
Pera
Apio
Espinaca
Conclusión:
A. If you were given new title choices for each section, which would you choose?
1. Salud, amigos
a. Cuantos más kilos mejor
b. Todos debemos ser iguales
c. Vive sano, evita el sobrepeso
2. El valor del desayuno
a. No comas desayuno a diario, puedes engordar
b. Consume un desayuno saludable todos los días
c. Lo importante es comer desayuno, lo que comes no importa
3.
Fruta y verdura: di que sí
a. La comida en colores
b. Come verde
c. Los colores del arco iris
B.In your opinion, what is the message of the “Encesta por la salud” campaign? Is this the
same message you would hear in the U.S.? Why or
why not?
Conclusión:
A. If you were given new title choices for each section, which would you choose?
1. Salud, amigos
a. Cuantos más kilos mejor
b. Todos debemos ser iguales
c. Vive sano, evita el sobrepeso
2. El valor del desayuno
a. No comas desayuno a diario, puedes engordar
b. Consume un desayuno saludable todos los días
c. Lo importante es comer desayuno, lo que comes no importa
3.
Fruta y verdura: di que sí
a. La comida en colores
b. Come verde
c. Los colores del arco iris
B. In your opinion, what is the message of the “Encesta por la salud” campaign? Is this
the same
message you would hear in the U.S.? Why or why not?
Interpersonal Mode
• While abroad you meet a fellow student and exchange information about
what you do to stay healthy. In your conversation, be sure to:
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Note the foods you eat and foods you avoid to stay healthy.
Mention the activities that help you stay healthy.
Compare each other’s daily routines and other habits.
Discuss healthy hygiene habits.
Identify which of your own habits you would like to improve.
Characteristics of Novice-High Speakers
• Respond to simple, direct questions or requests for
information; express personal ideas by relying heavily on learned
phrases or recombination of these; provide short and
sometimes incomplete sentences in the present tense and may
be hesitant and inaccurate
• Able to ask a few formulaic questions
• May appear surprisingly fluent and accurate
when using learned material
• Handle simple survival tasks at the Intermediate level, can
sometimes respond in sentences,
but cannot sustain this level of discourse
Presentational Mode
• As part of your community service project, you develop a Spanishlanguage public service announcement (PSA) about ways to stay healthy,
using the “Encesta por la salud” video as a guide. Remember to tell your
audience (name audience here) things they should and should not do to
stay healthy. You can either record your message or write it.
–
–
–
–
You must include information about the following three topics:
Nutrition
Exercise/Being active
Hygiene
Student Self-Assessment
http://www.ncssfl.org/links/index.php?linguafolio
I can do
this easily
and well.
I am able to introduce myself to someone.
I can understand basic information such as months of the year
and numbers, especially when there are pictures or other clues
to help me.
I can understand the difference between a question and a
statement.
I can follow some simple directions, especially when people
speak slowly and use gestures.
I can understand if you tell me a story or song.
I can tell someone about the things I like and do not like.
I can do this
sometimes.
I need to
work on
this.
Student Oral Proficiency
Assessment
http://www.cal.org
The SOPA interview is a language proficiency
assessment instrument designed to allow young
students to demonstrate their highest level of
performance in oral fluency, grammar, vocabulary,
and listening comprehension.
Thematic Unit Planning
Galapágos
http://senoraglass.com/
• Natural way to “chunk” curriculum
• Provides a thematic focus for students:
continuity and connections, across
concepts and languages
• Allows for an authentic, literature-based
focus
• Makes content PERSONALLY relevant
Topics vs. Concept-based Themes
TOPICS
THEMES
•
•
•
•
•
•
•
•
•
•
• Who am I at home and
at school?
• Living things are all
around me
• We are similar to and
different from Mexico
• What makes me who I am?
• What makes a house a
home?
• My place in the world
• Why do people move?
Colors and Fruits
Weather
Body parts
Pets
Shapes
Things in my classroom
Myself
Family
Community
Population
Now It’s Your Turn
TOPICS
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•
•
•
•
•
•
•
•
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•
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Colors and Fruits
Weather
Body parts
Pets
Shapes
Things in my classroom
Population
Friends
Clothing
Directions
Time
Numbers
THEMES
Sing a Song
(Parents and me)
Drawing
(Giant Panda)
Theme Unit
Overview
Chanting Story
Chanting and
Play Rubber
String
Children’s Social
Activities
Handkerchief
Game and Song
Children’s Trick
Children’s
Collection
(vocablulary)
(Reading, Speaking,
Listening, Writing)
Read excerpts from The
Ceremony of the Panther
by Luke Wallin, a young
adult novel that explores
themes of conservation.
Retrieved from
lukewallin.com/anovels.ht
m. Discuss the central
ideas. Write a short story
using one of the ideas.
(Writing)
Have students draw
and illustrate posters to
hang around the school
that promote themes of
good environmental
citizenship.
Logical
Mathematical
Linguistic
Spatial
(Reading, Writing,
Listening, Speaking)
Create a chart that shows
the increases in global
warming during the last
century. Explore the
technological
breakthroughs associated
with various increases
(discovery of electricity,
the advent of the
automobile, etc.) and
simple statistics.
Ways we can
help protect the
environment
(Speaking, Reading,
Writing)
Plan a community garden on
the school grounds. Research
plants to grow. Design a plan
for planting and maintaining
the garden in shifts of
student teams. Organize
students to give tours to
parents, staff and students.
Bodily
Kinesthetic
Naturalist
Musical
Intrapersonal
(Listening, Reading,
Speaking)
Watch a video and learn a
song that teaches language
and content such as “The
Three R’s: Reduce, Reuse,
Recycle.”
Retrieved from
http://www.youtube.com/watc
h?v=wtoeZ9Nkeqk&feature=r
elated
(Writing)
Take the class on a
field trip to a park
and have students
choose one natural
element (the wind,
a tree, etc.) to
write a poem about
in their journals.
Interpersonal
(Listening, Speaking, Reading,
Writing)
Design a communicative task which
requires pairs to brainstorm ways to
verbally encourage polluters to change
their ways. One student role plays the
bad behavior and the other student
will suggest better behavior. Together,
as a class, summarize the language in
a chart.
(Listening, Speaking, Writing)
Bring in different leaves and
branches and categorize them
into “deciduous” and “conifer.”
Talk about how different trees
are affected by polution and how
you can tell. Discuss solutions.
Write letters to local politicians
to encourage them to strengthen
legislation.
Understanding by Design
Stage 3:
Plan Learning Experiences and
Instruction
Understanding by Design
was the most DESIGN
well-designed
WHATWhat
IS EXEMPLARY
FORlearning
LEARNING?
experience you have ever encountered as a learner?
Consider experiences both in and out of school.
What features of the design-NOT THE TEACHER’S
STYLE-made the learning engaging and effective?
Describe the design.
Understanding by Design
Share your recollections and analyses with your
small group.
Make a list of the important “take-aways.”
What do well-designed learning experiences have
in common?
What must be built in by design for any learning
experience to be effective and engaging for
students?
Comparison: American
holidays and Indian holidays
Connections:
Geography
Currency conversion
Communication:
1)Engage in simple
conversation
2) Recognize basic
vocabulary
3) Present basic
information
Community:
Email to students in
India
Simple conversation with
Hindi teachers
A trip to
India
Culture:
Holidays and festivals
Social behaviors and
gestures
Talk about
Holi,
Diwali,
Rakhi, Id
Xmas
State passport
number,
nationality and
name for
airport
customs
Communication:
1)Engage in simple
conversation
2)Recognize basic
vocabulary
3)Present basic
information
Use the
calendar and
the map to
discuss the
trip
Describe
weather in
India
Describe
clothing
for trip
( the body)
Convert
money from
dollars to
rupees
Talk about likes
and dislikes in
food and
Indian cities
Greet,
introduce
themselves
and say
goodbye
Language Functions: How We Use Language for
Communication
Socializing
Getting Things Done
Organizing and
Maintaining
Communication
• Using different modes
of address
• Inquiring about health
• Greeting/introducing/t
hanking
• Requesting/suggesting
/making arrangements
• Reacting to offers,
suggestions, requests,
invitations
• Instructing
• Inviting
• Attracting attention
• Expressing lack of
comprehensions
• Asking for repetition or
rephrasing
• Asking how to say
something in the target
language
• Asking how to spell a
word in the target
language
• Asking someone to
explain what they just
said
Language Functions: How We Use Language for
Communication
Exchanging Information
• Identifying
• Describing
• Asking for/giving information
• Narrating
• Inquiring about or expressing
knowledge/opinions/wishes
• Stating needs
• Inquiring about/stating
preferences
Expressing Attitudes
• Expressing admiration
• Expressing
approval/disapproval
• Expressing
interest/disinterest
• Expressing regret/apology
• Expressing need
Action Verbs for Unit/Lesson Planning
Bloom’s Revised Taxonomy
Bloom’s Revised Taxonomy
Knowing
acquire
define
identify
label
list
match
name
outline
recall
recognize
select
state
Understanding
change
classify
conclude
convert
demonstrate
determine
differentiate
distinguish
draw
estimate
explain
extend
extrapolate
fill in
give in own
words
illustrate
infer
initiate
interpret
make
predict
prepare
read
rearrange
re-order
rephrase
represent
restate
summarize
transform
translate
Applying
apply
change
choose
classify
develop
discover
employ
generalize
modify
organize
relate
restructure
show
solve
transfer
use
Analyzing
Evaluating
Creating
analyze
categorize
compare
contrast
deduce
derive
detect
diagram
differentiate
discriminate
illustrate
recognize
select
translate
appraise
argue
assess
compare
consider
contrast
criticize
decide
judge
justify
standardize
validate
classify
combine
compose
construct
derive
design
devise
formulate
modify
organize
originate
produce
propose
relate
revise
specify
transmit
Action Verbs for Unit/Lesson Planning
Bloom’s Revised Taxonomy
Skills
adjust
assemble
build
construct
demonstrate
develop
draw
follow
manipulate
operate
participate
perform
play
practice
speak
use
Personal/Affective
Receiving
accept
ask
choose
identify
listen
locate
name
select
reply
respond
use
Responding
answer
approve
assist
attempt
commend
comply
conform
discuss
label
participate
report
spend
leisure
tell
volunteer
Valuing
assist
maintain
challenge
offer
compare
persist
complete
praise
decide
prefer
defend
express
differentiate propose
dispute
react
form
regulate
help
respond
join
seek out
justify
select
share
show
support
Organization
abstract
alter
arrange
balance
combine
criticize
defend
formulate
integrate
modify
order
organize
prepare
question
relate
Characterization
act
avoid
change
display
manage
perform
propose
require
resist
resolve
revise
solve
use
verify
Goals and Objectives
Ambiguous
Clear
• Learn greetings and leave takings
• Know
• Understand
• Greet others using formal and
informal expressions
• Identify and describe family
members
• Be familiar with
• Have a grasp of
• Have an awareness of
• Invite a friend to do something
with you after school
• Refuse and invitation from a friend
and tell why
• Be conversant with
• Be aware of
• Locate the Spanish speaking
countries on a map of Latin
America
• Compare the school schedules of
an American and French middle
school student
Lesson Plan
Unit ________________________
Grade Level ________________
Lesson Number _______ of _________
Time of Year to be Taught___________
Stage 1: What will students know and be able to do at the end of this lesson?
DO
KNOW
Stage 2: How will you know that students can do that?
Stage 3: What instructional activities will be used?
Opening/Activity 1: (Hook) How will the teacher engage students?
Activity 2: Providing Input
Activity 3: Guided Participation
Activity 4: Individual/Small Group Participation
Closing/Activity 5: Summarization/Reflection/Application of Learning
Materials Needed for this lesson
Paradigm Shift In Instructional Planning
Source: Shrum & Glisan, 2000 Adapted from Bragger & Rice, 1998
Old Paradigm
New Paradigm
Content/Culture
Stated in terms of grammatical
knowledge
Stated in terms of what learners
should know and be able to do
with the language
Skills
Bits and pieces of cultural
Interdisciplinary and cultural
information; few, if any, connections connections; integration of
to other disciplines
cultural and academic content
The Learner
Practice of individual skills:
listening, speaking, reading, writing
Integrated practice of skills:
modes of communication
The Teacher
The center of instruction
Facilitates instruction and guides
student learning; plans for
cooperative learning experiences
Materials
Textbook as primary resource
Textbook as one of many tools
that include authentic
documents, myths, fairy tales,
story books, videos, music, etc.
Assessment
To evaluate student achievement;
focus on discrete skills; primarily
pencil & paper
To assess progress in meeting
standards; completion of realworld tasks