Tulinh Duong

EDSC 442F WORLD LANGUAGES UNIT PLAN TEMPLATE

(Adapted from Keys to Planning Unit Template)
Language and Course Level Proficiency Level

Vietnamese 2 Novice mid -> Novice high

Stage 1 Desired Results

Standards (CA, World Readiness, CCSS ELA/Literacy Tech Subjects) and Skill Sets (21 st Century)
CCSS College and Career
California Standards World Readiness
Readiness Anchor(s) 21st Century Skill(s)
(WL or ELD) Standards
(CCRA)
WLCS-Communication-
Stage II 2.2: Interpret
written, spoken, or
signed (ASL) language.

WLCS-Structures-Stage
II 2.1: Use sentence-
● L3 : apply
level elements
knowledge of language ● Articulate
(morphology or syntax ● Learner interact
to understand how thoughts and ideas
or both) to produce and negotiate meaning
language functions in effectively using oral,
informal in spoken, signed or
different contexts, to written and nonverbal
communication. written conversation to
make effective choices communication skills in
share information,
for meaning or style, a variety of forms and
WLCS-Content-Stage I reactions, feelings and
and to comprehend contexts
1.1: Student address opinions.
more fully when reading
discrete elements of
or listening.
daily life, including
calendar, seasons, and
weather.

Unit Theme Essential Question(s)

Weather and Seasons How do Vietnamese people communicate weather?

Unit Communicative Learning Objectives for:

Knowledge
(Linguistic and cultural
understandings)
● SWBAT demonstrate
understanding of weather and
seasons learned from authentic
texts and able to communicate
daily weather in Vietnamese.
Communication
(About what will they
communicate and how?
● SWBAT communicate daily
weather by using weather
vocabularies in sentence
structure “the weather today
is…….” Or “It is………”
Page 1 of 6
Accuracy
(Language functions and
structures)
● SWBAT express their feeling
about their most/least favorite
season using learned sentence
structure “I like/don’t
like……….because………”
Tulinh Duong
Stage 2 Summative Assessment
IPA Overview
(Brief Summary FOR STUDENTS of all IPA Tasks Describing Each Task and Interrelating Them)

Students will be able to communicate weather and season in speaking and written language by producing a
short paragraph expressing their most favorite ở least favorite season and state the reasonings.

Summative Interpretive Summative Interpersonal Summative Presentational

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

Students will demonstrate

understanding of the reading by
successfully answers
comprehension questions.
Students will work independently
to find main ideas of the reading.
Students will be discussing the
reading and work collaboratively
to support each other in analyzing
the reading.
Students will be writing a small
paragraph describing the weather
Students will be working in pair to
and share their most favorite/least
practice reading fluency.
favorite season and state the
reasons.
In pairs or small group, students
will share their most favorite or
least favorite season and state the
reasons.

Stage 3 Learning Plan

Toolbox (Section 3A)

Language Functions
(Add rows as necessary)
to describe the weather of all four seasons.
Related Structures / Patterns
rất , lúc nào cũng, thường hay,
hầu hết
very, always, sometimes,
mostly
Thời tiết mùa……thì………
The weather during………season
is…………
Vocabulary Expansion
Tier 1
hỏi, trả lời, gạch dưới, tô
đậm,rất, thường, hay
(question, answer,
underline, highlight, very,
usually, always )

To compare with weather of different có phải …..(nào) Tier 2

seasons cũng……không? Is it correct tả, so sánh, nghĩ , hơn
that….(also)….yes/no? (describe, compare,

Page 2 of 6
Tulinh Duong
Tôi thích/không thích…... tại thoughts, more than)
To express how they feel about the weather (bởi) vì……..
and reason I like/don't like……….because…..
Tier 3
to ask and answer questions about daily thời tiết hôm nay như thế nào?
weather. How is the weather today?
thời tiết, nhiệt độ, khí hậu,
ấm áp, mát mẻ, lạnh, nóng,
To connect /match appropriate activities Vào ….., tôi thường chơi…….. nắng,gió, tuyết., cắm trại, đi
with each season During….I usually play……….. bơi, đi học, trượt tuyết,
trồng hoa, các hoạt động
thể thao ( weather,
temperature,warm, cold,
sunny, windy, snowy,
camping, swimming, go to
school, snowboarding, sport
activities….)

Key Learning Activities/Formative Assessments - This is where lesson planning begins (Section 3B)

Interculturality
Key Activity/Formative Assessment How does this activity
Mode of Self
(representative samples from beginning to support the unit goals or
Communication Community
end of unit) performance tasks?
World
Review Vocabs learned in previous
lessons in the unit through Matching
vocabulary (modified Pictionary game)
In this activity, students will work in pairs
Practice comprehension skills
and each pair will compete within their Interpersonal
and knowledge of
group of 4. Each pair will be given a set of Interpretive Self
vocabularies
vocab words and a set of pictures. The Presentational World
goal of the game is to have students
match as many vocabs to its picture as
possible and practice verbal
communication.

Active reading of reading passage Ngày

Tháng
Students will be introduced a reading
Interpersonal
passage in which they will first do active Self
Activate prior knowledge Interpretive
reading on their own. They will highlight
key points & circle what they don’t
understand.

Introduce new vocabularies: To help students learn the

Interpersonal Self
Students will be learning new vocabularies necessary materials in order
that came up from the reading in addition to understand the text.
Page 3 of 6
Tulinh Duong
to other vocabs that they have learned
about weather and seasons in the
beginning of the unit.
Making sentences with learned
vocabularies: In this activity, students will
be practicing making sentences with
vocabs through guided practice with
teacher. Teacher will have samples of
complete sentences to show students how provide comprehension in Interpersonal
Self
each word is used in the sentence and applying vocabs into Interpretive
then students practice making their own complete sentences.
sentence on white board, share with their
partner and then make correction as
needed. Once corrected, they can write
them into their notebook or vocab cards
to refer back to and study.
Collaborative active reading discussion
Discuss active reading in small group and
help each other understand the reading.
The goal of this activity is to help students Building on prior knowledge Interpersonal
Self
analyze the text on their own before the and working collaboratively Interpretive
teacher explains the text and try to figure with others.
it out using their prior knowledge of the
language and learned materials.

Self
Reading comprehension
Provide opportunity for
Teacher reads with class. Have the class Interpersonal
students to analyze the text
first go through the reading and practice Interpretive
on their own before teacher
translate it in group then teacher goes
provide explanation.
over the reading thoroughly.
Take Cornell Notes in notebook. Teacher
will model and guide students on finding
main ideas of the reading. Students will
work individually to complete the task and Provide instruction and Interpretive Self
then start practice making questions for guided practice for students Presentational
those key ideas. Next, using the key ideas,
students will be doing the summary of the
reading on their own.
Comprehension questions:
Students will be sharing their questions
with other students. They will be asking Interpersonal
Practice comprehension and
and answering each other’s questions to Interpretive Self
communication skills in
build a deeper understanding of the Presentational
listening and speaking.
reading. Next, teacher will offer a set of
questions for students to analyze and
coming up with the answers base on the
Page 4 of 6
Tulinh Duong
reading. Once they can verbally
demonstrate their full understanding of
the reading, now they will be writing them
into their notebooks in complete
sentences independently.
Rolling partner reading fluency:
Teacher will read “bài đàm thoại” và “bài
đọc 1” (active reading worksheet) with
students first as a whole class. And then
students will be split into pairs to continue
practice their reading fluency by rolling
partner reading. Each student will be
reading 2 sentences at a time. Student A
will read the first 2 sentences and student
B starts by repeating the 2nd sentence and
Practice reading fluency Interpersonal Self
then read the 3rd sentence. Student A will
repeat the 3rd sentence and continue
reading the 4th sentence and so on. The
goal of this activity is to help students
practice their reading fluency and for the
striving readers to have the opportunity to
hear the sentence being read by another
student first and get immediate feedback
from their partner.

Teaching grammar point from reading

From the reading, students get to learn
how the character express whether
he/she liked a certain season and
explained the reasoning using weather
vocabs.
For example: “I don’t like the winter
season because it’s cold”.
Tôi không thích mùa đông vì trời lạnh. Interpersonal
Therefore, students will use the same Interpretive Self
Practice language skills
structure to discuss the their most and Presentational
least favorite season and connect their
reasoning of the weather using the basic
structure with vocabularies learned in
previous lessons with their partners and in
groups.
Tôi thích/không thích…... tại (bởi) vì trời
…….. I
like/don't like……….because it is…….

Extended learning: Practice applying learned Interpersonal Self

Once students know how to use the materials into real life Interpretive Community
Page 5 of 6
Tulinh Duong
structure confidently, they can now application. World
incorporate appropriate activity that fit in
with weather.
For example, they can say “ I like the
summer because I can go swimming” or “I
don’t like the fall because I have to go
back to school”.
Tôi thích mùa hè vì tôi được đi bơi.
Tôi không thích mùa thu vì tôi phải đi học
lại.
I like/don't like……….because I can/can’t
…….

Writing assignment:
At the point, students will be able to
produce short writing paragraph
introducing weather of the day, describing Interpretive
Self
what the weather like and expressing their Practice writing skills Presentational
most favorite or least favorite weather
and state the reasoning use the learned
materials.

Ticket out the door:

Interpretive
Students will be login to the class’s Padlet Self
Practice writing skills Presentational
page to reflect on one thing they have
learned each day.

Page 6 of 6