Unit Plan Template

Language
and
Level/Grad
e:

ENGLISH / SECOND GRADERS

Theme/To
pic
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/spin
(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 Moon, and its
four main phases
I can identify the

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

I can
communicate
on a familiar
topic (the

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

Unit Plan Template

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/prese
ntational)

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
and slowly.
R
I can understand
familiar names, words
and very simple
sentences on posters.

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

Unit Plan Template

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
Assessmen
t
These tasks
allow
learners to
demonstra
te how
well they
have met
the goals
of the unit.
They are
integrated
throughou
t the unit.
The
template
encourage
s multiple
interpretiv

Interpretive Mode

Presentational 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.

Interpersonal Mode
-

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

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

Unit Plan Template

e tasks.
The
interpretiv
e tasks
inform the
content of
the
presentati
onal and
interperso
nal tasks.
The tasks
should
incorporat
e 21st
Century
Skills.
Cultures
(Sample
Evidence)
Indicate the
relationship
between the
product,
practice,
and
perspective.
Connectio
ns
(Sample
Evidence)

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

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

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

Unit Plan Template

planets and the Gods. For
example: Viernes, Venus
(planet) and Venus (the
goddess)
Toolbox
Language Functions
Compare
Ask and answer questions

Related Structures/Patterns
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?

Resources

Mode of
Communicatio
n

Intercultural
ity
Self
Community
World

Technology Integration

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