Unit Plan Template

Language
and
Level/Grad
e:

ENGLISH / SECOND GRADERS

Theme/Top
ic
Essential
Question(s
)

The Universe
IMPORTANT AND TIMELESS
1. Whats in the Universe?
2. Whats the Milky Way?
3. Where do we live?
4. What do you know about the Earth?

Approximate
Length:
Approximate
Number of Minutes
Weekly:

ELEMENTAL OR
FOUNDATIONAL
1. Why do we
have day and
night?
2. Why do we
have different
seasons?

2.5 weeks

CONTENT
RELATED
1. How long
does it
take for
the Earth
to
rotate/spi
n (move
around)
itself /
the Sun?
2. How
many
seasons
are
there?
3. How
many
planets
are there
in our
Solar
System?

Goals
What should
learners
know and be
able to do by
the end of
the unit?

Content Can-Do
I can name the 8
planets in my solar
system and describe
them.
(Presentational)
I can identify and
describe our star in
our System. (
I can identify the
Earths satellite, The

- Language Can-Do
Interpersonal:
(receptive and
productive skills)
L
S
R
W

I can

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

Unit Plan Template

Moon, and its four

main phases
I can identify the
movements of
rotation and
revolution
I can understand
what causes day and
night and the four
seasons
(Interpretative)
I can recognize the
shape of my galaxy
and place/locate the
Solar System in it.
I can discuss and or
explain the
characteristics of
some celestial
bodies: stars,
planets and
satellites.
(interpersonal/presen
tational)

communicate
on a familiar
topic (the
Universe)
using single
words and
phrases that I
have practiced
and
memorized.
CEFR I can
interact in a
simple way
provided the
other person is
prepared to
repeat or
rephrase
things at
slower rate of
speech and
help me
formulate what
Im trying to
say.
CEFR I can
ask and
answer simple
questions in
areas of
immediate
need or on
very familiar
topics.
Interpretative
(receptive skills)
CEFR
L
I can recognize
familiar words and
very basic phrases
concerning my
surroundings when
people speak clearly

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

Unit Plan Template

and slowly.
R
I can understand
familiar names, words
and very simple
sentences on posters.
Presentational
(productive skills)
S
I can use simple
phrases and
sentences to describe
main celestial bodies
and some of .
W
I can write words
(nouns and
adjectives) and short
simple sentences to
label or briefly
describe elements in
the Universe
I can fill in charts with
details about the
celestial bodies.
Summative
Performan
ce
Assessment
These tasks
allow
learners to
demonstra
te how well
they have

Interpretive Mode

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

Unit Plan Template

met the
goals of the
unit.
They are
integrated
throughout
the unit.
The template
encourages
multiple
interpretiv
e tasks.
The
interpretiv
e tasks
inform the
content of
the
presentatio
nal and
interperso
nal tasks.
The tasks
should
incorporat
e 21st
Century
Skills.
Cultures
(Sample
Evidence)
Indicate the
relationship
between the
product,
practice, and
perspective.
Connection
s
(Sample
Evidence)

Presentational Mode:
-

Interpersonal Mode

Students will be able to talk about

what the Universe means to them.
They will be able to show their display
on the Solar System and talk about it.
They will talk about the moon and the
phases based on the previous
knowledge.

Students
will work in
pairs, in
groups and
as a whole
class to
complete
tasks based
on different
language
skills.

Product:
Practice:
Perspective: History of the contemplation of the Universe: the Ancient Greece,
Arabic culture, Coppernicus and Galileo Galilei (Italy).
Product:
Practice:
Perspective: Space race between the USA and Russia.
Making Connections
Religious Education, Social Studies, Arts &
Crafts, English and Spanish language, Maths and
Music.

Acquiring Information
and Diverse Perspectives
Acquiring new
terminology (astronaut
and cosmonaut)
Space race between the
USA and Russia

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

Unit Plan Template

Compariso
ns
(Sample
Evidence)

Language Comparisons
Name of the planets (Mercury / Mercurio, etc)
COGNATES

History of the
contemplation of the
Universe: the Ancient
Greece, Arabic culture,
Coppernicus and Galileo
Galilei (Italy).
Cultural Comparisons
Establishing a relationship
between the days of the
week, the name of the
planets and the Gods. For
example: Viernes, Venus
(planet) and Venus (the
goddess)

Toolbox
Language Functions

Related Structures/Patterns

Compare
Ask and answer questions

Adjectives in comparative
and superlative grade
Present simple

Express opinions

I think

Vocabulary
Expansion
Tier 1
Days of the week and
names of the planets
(ethimology)
Tier 2

Make descriptions

Present simple, adjectives

and proper nouns
Make predictions
I think...
There is /are
Key Learning Activities/Formative Assessments

Key Learning
Activity/Formative
Assessment
(representative samples from
beginning to end of unit)

How does this activity

support the unit goals or
performance tasks?

Mode of
Communicati
on

Intercultura
lity
Self
Community
World

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

Unit Plan Template

Resources

Technology Integration

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.