Taylor Thorne
EDSC 542F WORLD LANGUAGES UNIT PLAN TEMPLATE
(Adapted from Keys to Planning Unit Template)
Language and Course Level
ELD 1
Stage 1 Desired Results
Standards (CA, World Readiness, CCSS ELA/Literacy Tech Subjects) and Skill Sets (21st Century)
California Standards
(WL or ELD)
ELD.PI.9-10.A.2.Em
Collaborate with peers to
engage in short, grade-
appropriate written exchanges
and writing projects, using
technology as appropriate.
ELD.PI.9-10.B.5.Em
Demonstrate comprehension
of oral presentations and
discussions on familiar social
and academic topics by asking
and answering questions, with
prompting and substantial
support.
ELD.PI.9-10.C.9.Em
Plan and deliver brief oral
presentations and reports on
grade-appropriate topics that
present evidence and facts to
support ideas.
ELD.PI.9-10.C.10a.Em
Write short literary and
informational texts (e.g., an
argument about water rights)
collaboratively (e.g., with
peers) and independently.
ELD.PI.9-10.C.11a.Em
Justify opinions by articulating
some relevant textual
evidence or background
knowledge, with visual
support.
ELD.PII.9-10.A.1.Em
Apply analysis of the
organizational structure of
different text types (e.g., how
arguments are organized by
establishing clear relationships
Proficiency Level
Emerging
CCSS College and Career Readiness
World Readiness Standards 21st Century Skill(s)
Anchor(s) (CCRA)
Interpersonal
CCSS.ELA-LITERACY.W.9-10.2
Communication:
Write informative/explanatory
Learners interact and
texts to examine and convey
negotiate meaning in
complex ideas, concepts, and
spoken, signed, or written
information clearly and
conversations to share
accurately through the
information, reactions,
effective selection,
feelings, and opinions.
organization, and analysis of
content.
Interpretive
Communication:
CCSS.ELA-LITERACY.W.9-10.4
Learners understand,
Produce clear and coherent
interpret, and analyze
writing in which the Communication:
what is heard, read, or
development, organization, Articulate thoughts clearly
viewed on a variety of
and style are appropriate to and effectively through
topics.
task, purpose, and audience. writing, speaking, and
multimedia.
Presentational
CCSS.ELA-LITERACY.W.9-10.6
Communication:
Use technology, including the Collaboration:
Learners present information,
Internet, to produce, publish, Assume shared responsibility
concepts, and ideas to inform,
and update individual or for collaborative work.
explain, persuade, and narrate
shared writing products, taking
on a variety of topics using
advantage of technology's Informational Literacy:
appropriate media and
capacity to link to other Use information accurately
adapting
information and to display and
to various audiences of
information flexibly and creatively for the issue or
listeners,
dynamically. problem at hand.
readers, or viewers.
CCSS.ELA-LITERACY.W.9-10.7 ICT Literacy:
Relating Cultural
Conduct short as well as more Use technology as a tool to
Practices to Perspectives:
sustained research projects to communicate information.
Learners use the language to
answer a question (including a
investigate,
self-generated question) or
explain, and reflect on the
solve a problem; narrow or
relationship
broaden the inquiry when
between the practices and
appropriate; synthesize
perspectives
multiple sources on the
of the cultures studied.
subject, demonstrating
understanding of the subject
Acquiring Information
under investigation.
and Diverse Perspectives:
Learners access and evaluate
CCSS.ELA-LITERACY.W.9-10.9
information
Draw evidence from literary or
and diverse perspectives that
informational texts to support
are available
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Taylor Thorne
among claims, counterclaims,
reasons, and evidence) to
comprehending texts and to
writing brief arguments,
informative/explanatory texts
and narratives.
ELD.PII.9-10.C.6.Em
Combine clauses in a few basic
ways (e.g., creating compound
sentences using and, but, so;
creating complex sentences
using because) to make
connections between and to
join ideas (e.g., I want to read
this book because it describes
the solar system).
through the language and its analysis, reflection, and
cultures. research.
Cultural Comparisons: CCSS.ELA.SL.9-10.1.
Learners use the language to Initiate and participate
investigate, effectively in a range of
explain, and reflect on the collaborative discussions (one-
concept of culture on-one, in groups, and
through comparisons of the teacher-led) with diverse
cultures studied partners on grades 9–10
and their own. topics, texts, and issues,
building on others’ ideas and
School and Global expressing their own clearly
Communities: and persuasively.
Learners use the language
both within CCSS.ELA.SL.9-10.2. Integrate
and beyond the classroom to multiple sources of
interact and information presented in
collaborate in their community diverse media or formats (e.g.,
and the visually, quantitatively, orally)
globalized world. evaluating the credibility and
accuracy of each source.

CCSS.ELA.SL.9-10.5.
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.

CCSS.ELA.L.10-9.1.
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.

Unit Theme Essential Question(s)

For which careers do I need to be multi-lingual?

In which careers would knowing multiple languages

Career Connections
(including English) be a benefit?

Which professions/jobs are valued in the United States?

Unit Communicative Learning Objectives for:
Knowledge
(Linguistic and cultural understandings)
 Students identify careers that
require proficiency in multiple
languages.
 Students recognize careers that are
valued and/or desirable in the
United States.
Communication
(About what will they communicate and how?
 Students will interpret a
chart/graph of America’s most
valuable career paths.
 Students will present written and
visual information using Google
Slides.
Accuracy
(Language functions and structures)
 Students integrate at least 3
appropriate visuals to support
informative claims within a short,
Google Slides presentation.
 Students use coordinating
conjunctions (i.e., FANBOYS) to

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Taylor Thorne
 Students will identify the education
requirements for one selected
career.
 Students will identify the salary
range for one selected career.
 Students will identify the hiring rate
for one selected career.
 Students will identify one class at
MHS that will help prepare students
for the selected career.
Stage 2 Summative Assessment
(Brief Summary FOR STUDENTS of all IPA Tasks Describing Each Task and Interrelating Them)
 Students will use written and
spoken language to collaborate
with one partner to create a short
presentation.
 Students will present information in
a short (<5min) oral presentation
for classmates.
 Students will seek additional
information by selecting and asking
appropriate follow-up questions
from a provided list of sentence-
frames.
IPA Overview
connect ideas within compound
sentences.
 Students use conjunctions such as
because, since, and as to create
complex sentences that add
supportive reasoning to written and
spoken claims.
 Students cite textual evidence to
support informative claims.

 In this unit, you will read two short articles and watch one short video about being bilingual in the work force.
 As you read and watch, you will write down notes on a graphic organizer.
 You will use the information you gather from the articles and video to create a list of careers that interest you.
 You will then pair up with one partner, and collaborate to select one career that you both would be interested in
exploring further.
 Once you and your partner pick a career to study, you will work together to gather more information in order to create
presentation plan.
 Once Ms. Thorne approves your plan, you will create a short Google Slides presentation using the plan you and your
partner outlined.
 You will present your slideshow to the class, and afterwards your classmates will be given the opportunity to ask
questions about your presentation.

Interpretive
Collaborative
Productive

Summative Interpretive Summative Interpersonal Summative Presentational

Assessment(s) (Collaborative) Assessment(s) (Productive) Assessment

Students will read two articles about the

demand for bilingual employees in the
American work force, as well as watch one
video about the skills that go along with
being bilingual. As students read, watch,
and interpret the information, they will
write down their observations in a graphic
organizer.
Students will work with one partner
to plan and create a short, Google
Slides presentation about a career
that they are interested in. Students will present a short, Google
Slides presentation about a chosen
After each presentation, students will career to their classmates.
ask appropriate follow-up questions
to gather additional information.

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Taylor Thorne
Stage 3 Learning Plan
Toolbox (Section 3A)
Language Functions Vocabulary Expansion
Related Structures / Patterns
(Add rows as necessary) Tier 1
Describe job duties The job of, responsibilities School subjects/classes, basic
include, tasks/duties (teach, lead, ,
conjunctions (since, because, as),
coordinating conjunctions
(FANBOYS), monetary terms

Explain job requirements It’s necessary to, you need, is Tier 2

required. Precision words:
in-demand
Plan a presentation with a partner We should, what do you think
require
about, I can do, can you do qualification
benefit

Academic vocabulary:
Describe
Explain
Identify
Present
Collaborate
Plan
Research

Express opinions about presentation ideas
Offer alternatives to presentation ideas
Request additional information about a
career
I think, I feel, I like/don’t like
Instead we could, it might be
better if,
Can you tell me more about, I
would like to know
Tier 3
salary, hiring rate, job market,
income, annual, part-time, full-
time, contract,
bachelor’s/master’s/doctorate
degree, college/university, career,

Suggest/Recommend classes at MHS We recommend, a suggestion

would be
Interpret an article/graph/chart I discovered, I noticed, this
shows,
Express interest in a career I like, I’m interested in, I would
choose
Give reasons and explain claims made Conjunctions (because, since,
about career choice AND suggested MHS as)
class
Greet a presentation audience Salutations (hello, good
afternoon, welcome)
Introduce presentation topic I am/we are going to talk
about
Conclude a presentation Thank you,

Key Learning Activities/Formative Assessments - This is where lesson planning begins (Section 3B)
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Taylor Thorne
Interculturality
Key Activity/Formative Assessment
How does this activity support the Mode of Self
(representative samples from beginning to end of
unit goals or performance tasks? Communication Community
unit)
World
Students will read two short articles about
the benefits of being bilingual in the Explore the skills, benefits, and
workforce. After reading, students will list hiring industries that go along
Interpretive S,C,W
the skills and benefits bilingual workers with being a bilingual
have, as well as evaluate their own skills as a employee.
bilingual learner, in a graphic organizer.
Students will watch a video about the
benefits of being bilingual in the workforce, Explore the benefits of being
as well as look at chart that illustrates the bilingual in the workforce, and
numbers of jobs in all American job evaluate the number of Interpretive S,C,W
industries. Students will then answer opportunities in the American
questions relating to both pieces of media in job market.
a Google form.
Students will create a list of career options Evaluate desirable jobs in
Interpretive S
that are interesting or appealing. America.
Students will pair up and discuss the jobs
Discuss careers of interest, and
that they found interesting after exploring
use two-way conversation to
the articles, video, and chart. Pairs will Interpersonal S,C
make a collaborative choice on
decide, together, on one career they would
a career to focus on.
like to explore further.
Research & identify required
Pairs will use a presentation planning form
education, salary, hiring rate, Interpersonal
to gather and record research about their S,C,W
and valuable high school Presentational
chosen career.
classes for a chosen career.
Pairs will use the information gathered to
Present information gathered
create a short Google Slides presentation, Presentational S,C,W
about a specific career.
which they will present to the class.
Seek additional information
Students viewing presentations will ask
about a selected career using Interpretive
questions, from a list of sentence-frames, in S,C
appropriate question-asking Interpersonal
order to seek additional information,
protocol.

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