Appendix I.
Standards-Based Unit Template by Clementi & Terrill November 2013
Language and
Level / Grade
Theme/Topic
Essential Question
Goals
What should learners know
and be able to do by the
end of the unit?
Summative
Performance
Assessment
 These tasks allow
learners to demonstrate
how well they have met
the goals of the unit.
 They are integrated
throughout the unit.
 The template encourages
multiple interpretive
tasks.
 The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
 The tasks should
incorporate 21st Century
Skills.
ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013
Approximate
3 weeks
Length of Unit
ELD Designated
Approximate
Expanding (Intermediate Mid)
Number of
(9-10 grade) 275
Minutes
Weekly
Belonging – Environmental sustainability
How can participating in environmentally sustainable practices help us understand our interconnectedness and
responsibility to all life and each other?
Learners will be able to:
- Describe human actions that are harmful to the environment and ones that encourage sustainability
- Identify cultural perspectives when interacting with nature, use of resources, and sustainability
- Distinguish main ideas in texts related to environment
- Ask questions and present findings about community activism toward sustainability
Interpretive Mode
Students will read a short article and Students will select an environmental threat to
watch related clip “How will we source Students will distinguish the focus on. They will then explore readings about
clean energy for all? ” from the BBC. main ideas in “The case for solutions. Students will interpret such readings
They will summarize it and give their optimism on climate change” with a summary along with a SPECIFIC
opinion about how mentioned counties’ TED talk video. organization that is working on minimizing the
culture and perspectives place value on impact on the environment.
these renewable energy sources. How ie. http://www.noaa.gov/explainers/cracking-
does that predict the future these? down-on-global-fish-crime
Presentational Mode Interpersonal Mode
In groups students investigate programs, projects of Students work in pairs to create questions which
organizations, or policies that aim at protecting the community members will answer. The questions ask
environment at a local, national or international about daily practices and attitudes about environmental
level. Students will write an article which will be sustainability, such as water conservation and recycling.
published in the school newspaper with information Students then survey people, compile, analyze, and
about their research. Embedded should be their interpret their results. Finally, they share their results with
interpersal research with local community to tie into other classmates by asking and answering questions about
before finally presenting to their classmates. each other’s findings.
Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Product: Earth Day and Earth Week celebrations

Practice: Activities and peaceful protests based on environmental sustainability
Cultures
(Sample Evidence) Perspective: Importance in creating awareness and community around finding environmental solutions

Indicate the relationship Product: Camping, Hiking, and RV roadtrips in nature (ie. National Parks)
between the product, Practice: Experience nature up-close to make a personal connection
practice, and perspective.
Perspective: Importance of disconnecting from routine obligations and urban settings to remember that we
co-exist in a planet full of other habitats and living organisms
Connections Making Connections Acquiring Information and Diverse Perspectives
(Sample Evidence) Environmental Science Websites (articles, research tool, interactive games)
Videos (info with supporting graphics, audio lectures)
Stories
Language Comparisons Cultural Comparisons
Uniqueness of local celebrations throughout the nation of a
Comparisons globally recognized holiday (Earth Day)
Depending on prior knowledge, the use of
(Sample Evidence) technical science terms combined with
Drawing from student diversity in class, as they may be
comparable accessible ones such as “dirty”
from varying cultures and habitats, including having direct
when first describing “pollution”
connection to nature, near a desert for example, or an
engulfed city dweller.
School and Global Communities Lifelong Learning
Communities Small groups communicate and work with
(Sample Evidence) Ongoing awareness and action working toward
community members about environmental
sustainability through self-assessment of progress
challenges and contribution to solutions
Reading 2- Determine a central idea of a text and analyze its development over the course of the text; provide an objective
summary of the text.
Reading 7- Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each
account.
Connections to Writing 4- Produce clear and coherent writing appropriate to task, purpose, and audience.
Common Core Writing 6-Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Speaking and Listening 1- Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas
and expressing their own clearly and persuasively.
Speaking and Listening 5- Make strategic use of digital media in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Language 4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1
Identify threats to the environment … is when… Tree, forest, outdoors, Earth, use
Describe sustainable practices By… (verb) we can help reduce… up, trash, go green, greed

Ask and answer questions about current sustainable Interrogatives Tier 2

practices
Expressing obligation about contributing to sustainable We need to... Environment, Solve, Scarce
practices It is necessary to... Protect / Preserve, Recycle
It is important to... Renewable, Development, Waste,
Pollution / Contamination
Presenting information about organizations that Thanks to …. (name of Resources
model sustainable practices organization) ‘s conservation Sustainability/ sustainable,
efforts (actions)… was able to …. Deforestation, Footprint,
Global warming, Drought

Key Learning Activities/Formative Assessments

Interculturality
How does this activity
Key Learning Activity/Formative Assessment Mode of Self
support the unit goals or
(representative samples from beginning to end of unit) Communication Community
performance tasks?
World
Input with video and book about environmental issues Theme and vocab is Interpersonal
(pollution) introduced Interpretive
Vocabulary recycled and Interpretive
Images and video on solutions and individual contributions
obligation structures Interpersonal
Make real connection to
Story with air quality measures and link to real measures Interpretive
community

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Assess comprehension on
Articles from different regions Interpretive
various topics by
+ TED talk lecture assessment Presentational
extracting main ideas
Create survey and inquire about community needs Real world connections to
Interpersonal
Also teach how to research local organization theme (Belonging)
Prepare for subtopic and Interpretive
NOAA projects and research other organizations that protect
specific organization Interpersonal
the environment
research Presentational
Present findings of specific organization, issues, and solutions Present to class Presentational

Technology Integration
https://www.epa.gov/students/lesson-plans-teacher-guides-and-online-
environmental-resources-educators

http://www.earthday.org/about/

Community links
https://www.epa.gov/hwp/healthy-watersheds-projects-your-state-and-
region
https://ofmpub.epa.gov/apex/safewater/f?p=136:102:::::: Water quality
https://www.globe.gov/
https://airnow.gov/index.cfm?action=airnow.main
Interactive and games
https://airnow.gov/index.cfm?action=aqikids.index
https://www.energystar.gov/index.cfm?c=kids.lorax
https://www.epa.gov/climate-research/generate-game-energy-choices
https://www.epa.gov/sites/production/files/2017-
08/documents/generate_game_print_version_hd_2017_distribution.pdf

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013