1. Rosa Nguyen
EDSC 542F WORLD LANGUAGES UNIT PLAN TEMPLATE
(Adapted from Keys to Planning Unit Template)
Language and Course Level Proficiency Level
Vietnamese 3P Intermediate Mid
Stage 1 Desired Results
Standards (CA, World Readiness, CCSS ELA/Literacy Tech Subjects) and Skill Sets (21st
Century)
California Standards
(WL or ELD)
World Readiness Standards
CCSS College and Career Readiness
Anchor(s) (CCRA)
21st
Century Skill(s)
- Content
Stage II
2.1 Students address topics
related to self and the
immediate environment,
including:
e. Holiday customs and
transition points of life
g. Cultural and leisure-time
activities, outdoor,
recreational activities,
music
-Communication
Stage II
Functions
• 2.4 Initiate, participate
in, and close a
conversation; ask and
answer questions
Communication
Interpersonal
Interpretive
Presentational
Cultures
Relating Cultural Practices
to Perspectives: The
students use the language
to explain on the
relationship between the
practices and perspectives
of the cultures studied.
Connections
Making Connectio:
Comparisons
Communities
School and Global
Communities:
• N/A
• Doing – demonstrate the
lesson effectively
• Student Centered –
students are assigned to
work
independently/particular
partner
• Group work: to interact
with each other
• Essential meanings:
create something for
students to remember
about the lesson/unit
• Technology/Media:
expand resources
• High Value
demonstration: how do
people create a
meaningful Christmas
season?
Unit Theme Essential Question(s)
Winter Activities ( Các ho t đ ng mùa đông )ạ ộ
What is the most meaningful gift to people during this
holiday season?
Unit Communicative Learning Objectives for:
Knowledge
(Linguistic and cultural understandings)
Communication
(About what will they communicate and how?
Accuracy
(Language functions and structures)
• The meaning during the holiday
seasons- family gathering, the
meaningful gift for Christmas, quality
is more than quantity.
• How do people celebrate Christmas
with their friends, and family?
• The students will be using three
communication modes
-Interpersonal: the students will be
listening to others and the teacher
to evaluate and respond back. The
students will be using warm ups,
learning logs, and daily
conversations to practice this
particular mode.
-Interpretive: the students will
listening and how to process the
information from the teacher.
-Presentational: the students will
present their products in the target
• Compare: Nh ng (but), Nhi u h nư ề ơ
(more than)
• Describe: trên đ ng (on the road)ườ
trong th ng xá (inside the mall)ươ
• Ask and answer questions: Em có
thích mùa Noel hay không? (Do you
like winter season?) (provide
sentence frames)
• Make suggestions: how do people in
the world celebrate Christmas?
Page 1 of 3
2. Rosa Nguyen
language and will be able to share
with the rest of the students.
Stage 2 Summative Assessment
IPA Overview
(Brief Summary FOR STUDENTS of all IPA Tasks Describing Each Task and Interrelating Them)
The students will be testing on vocabularies and taking an assessment by the end of the unit.
1. Key Word Recognition: The students will be reading a short paragraph to write their own definition of each of the
following English words/phrases in the target language.
2. Main Idea: Response answers, the students will answer regarding to the paragraph such as the purpose and the main
ideas of the paragraph.
3. Important words and phrases – write a short paragraph about how do people celebrate Christmas according to the
reading.
4. Comparing Cultural Perspective – the students will be answering “What differences and similarities might there be
between the United States and Viet Nam during Christmas season?”
5. Personal Reaction – the students will write their thought by using specific information from the text, describe how they
would celebrate Christmas season in a meaningful way with their family.
Summative Interpretive
Assessment(s)
Summative Interpersonal
(Collaborative) Assessment(s)
Summative Presentational
(Productive) Assessment
Viewing – Students will recognize the
Christmas theme on the PowerPoint
lesson.
Listening – Students will be listening to the
dialogue in the text book while the
teacher reads out loud.
Reading- Students will take turn and read
the dialogue together in a group of 2.
Speaking-The students will be reading
the dialogue out loud and translating into
English.
Writing- The students also expand the
dialogue by continuing writing the
conversation. The conversation must
relate to the same topic above (Winter
Activities) The students can use various
levels of Bloom’s Taxonomy during this
activity. Some advanced students will use
the same information but in a new
situation by using higher-level thinking
skills. For example, the students can
write about how to send a present
without using money since they are not
working yet. (more meaningful towards
family and friends)
Speaking- The students will read the new
conversation out loud in the target
language. The teacher is able to assess
students on their assignment to make
some adjustment on the lesson plan if
necessary.
To challenge the students, the rest of the
students are required to take note of the
new conversation. The teacher will ask
students random regarding to the new
conversation. The group with the most
points by answering correctly will get
raffle tickets.
Stage 3 Learning Plan
Toolbox (Section 3A)
Language Functions
(Add rows as necessary)
Related Structures / Patterns
Vocabulary Expansion
Tier 1
Compare: the atmosphere during Christmas and
summer
H n th n a, nh ng, khôngơ ế ữ ư
nh ng v yữ ậ
(More than that, but, not only…
but also…)
L nh: Coldạ
Tuy t: snowế
Vui: happy
Đ p: prettyẹ
Quà: present
Page 2 of 3
3. Rosa Nguyen
Describe: how family celebrates Christmas
Vào d p Giáng Sinh, Tr c ngày lị ướ ễ
Giáng Sinh, r t nhi uấ ề
(During Christmas time, before
Christmas holiday, many of…)
Tier 2
L nh bu t: freezingạ ố
Giáng sinh: Christmas
Thi p Giáng sinh: Christmasệ
card
Áo l nh: sweater/coatạ
S ki n: eventự ệ
Ask and answer questions: What sports do
people play during Winter?
Interrogatives
Tier 3
Express opinion: what should we do during winter
holidays and their meanings?
Nó có ý nghĩa r t l n đ i v iấ ớ ố ớ
em vì, nên, b i v y, quan tr ngở ậ ọ
là
(It matters to me because…, so,
therefore, more importantly)
Th nh so n: plentifulị ạ
Ý nghĩa: meaningful
Bi t n: thankfulế ơ
Đ y đ : sufficientầ ủ
L p lánh: shinyấ
Make suggestions: What matters the most
around this time of the year?
Nên, tuy nhiên, vì r ng, chúngằ
ta cũng có thể
(so, however, because, we also
can..)
Key Learning Activities/Formative Assessments - This is where lesson planning begins (Section 3B)
Key Activity/Formative Assessment
(representative samples from beginning to end of
unit)
How does this activity support the
unit goals or performance tasks?
Mode of
Communication
Interculturality
Self
Community
World
Warm Up: what do you do with your family
during Winter Break?
Students activate prior
knowledge- thinking about the
previous years of how they
spent their Christmas with the
family
Interpersonal S,C,W
Read the dialogue in a group of 2
Provide information on
Christmas Holidays
Interpretive C
Expand the dialogue within the topic
Using Bloom’s Taxonomy – the
students can be creative with
the dialogue
Interpretive S,C,W
Compare/contrast how people celebrate
Christmas in the United States and in other
countries
Provide information about
Christmas holidays in different
countries for students to
differentiate the differences
and similarities
Interpretive,
Presentational
C, W
Worksheets: what to decorate on your
Christmas tree in the TL
Expand terminologies Interpretive S
Explain what the students draw on the
worksheet and share with the whole class
Different view of points why
certain things the students put
on the Christmas tree
Interpretive,
Presentational
S, C, W
Page 3 of 3
