UNIT PLAN

Language and
Level/Grade:

Novice Mid

Theme/Topic

Historical Periods

Essential
Question(s)
Goals
What should
learners know
and be able to
do by the end of
the unit?

What events are important in History?

Targeted
Standards

Summative
Performance
Assessment
These tasks
allow learners
to
demonstrate
how well they
have met the
goals of the
unit.

Approximate Length:
Approximate Number of
Minutes Weekly:

3 weeks/12 lessons
240 minutes

What are the most relevant periods in

history?
Language (Can-do)
- I can talk about the past (simple
past tense).
- I can describe important events in
the past.
- I can measure time (century,
decade, year).
- I can compare different historical
periods.
- I can talk about historical sources.

Contents (Can-do)
- I can distinguish the period before and
after Christ.
- I can identify what a century is.
- I can explain the historical timeline.
- I can identify the different historical
periods.
- I can identify what was important in
each period.
- I can name at least one important
invention from each period.
- I
can
name
the
important
event/invention that changed from one
period to another.
Language (ACTFL/CEFR):
Content:
- Measuring time.
- Gathering historical date.
- Dates , ages and periods (B.C. , A.
- Historical sources.
C., centuries, years, )
- Identifying the different historical
- Centuries: Ordinal numbers
periods.
bridging Roman numbers.
- Main events of different periods
- Simple past tense.
-

Learners will
read a blog
about historical
resources
(archeological
and
manuscripts)

Interpretive Mode
Learners will watch
several videos about
different historical
periods and will
demonstrate
comprehension by
answering questions.

Learners will read

biographies of
relevant historical
characters, and will
demonstrate
comprehension by
acting out a short
play.

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

UNIT PLAN
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.
Cultures
(Sample
Evidence)
Indicate the
relationship
between the
product,
practice, and
perspective.

Presentational Mode
- Learners will write and present
their own encyclopedia of World
History to the rest of the class.
- Acting out a drama play.
- Learners will draw and write
facts of different events.
- The learners will explain the
main event of a historical period
to their classmates.
- Learners will write sentences
about different historical
periods.

Connections
(Sample
Evidence)

Making Connections

Product: food from the New World

Practice: daily cooking with these products
Perspective: these products are now basic in our diet, even though they are not native to
Spain.
Product: food from the new World.
Practice: sitting down for a meal.
Perspective: its not only the food, but the social practice.

Comparisons

Interpersonal Mode
- In pairs or small groups, learners share
what they have learnt about the historical
timeline, ordering facts of each period.
- Learners will correct orally in small
groups the activities proposed by the
teachers.
- Discuss in small groups about historical
periods.

Inventions: Making
connections between different
inventions and periods.
Ways of living: consider the
impact of the different ways of
living.

Language Comparisons

Acquiring Information and Diverse

Perspectives
-

Ways of socializing
Distinguish different ways of living in
every period.

Cultural Comparisons

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

UNIT PLAN
(Sample
Evidence)

Cognates: prehistoryprehistora, history-historia,

castle- castillo, nomadsnomadas, sedentarysedentario, PaleolithicPaleolitico, Neolithic-Neolitico,
navigator-navegante,
discovery-descubrimiento,
monarch-monarca, route-ruta,
microscope-microscopio,
telephone-telefono, radioradio
Toolbox

Language Functions
- Talk about the past

Food and food habits, religions, means of

transport, housing, clothing, jobs, social
and economic hierarchy.

Related Structures/Patterns
- Simple past
-

Compare past and

present events

Express likes and

dislikes
Ask and answer
questions about the past
and the present

Comparative
There is/there are/ there
was/there were
I like /I dont like

Tier 2
Period, Pre-History, Ancient
History, Middle Ages, Modern
ages, Contemporary ages,
encyclopedia, discovery and so
on.

Wh- questions
Did?
Ex: Where do they live?
/Did they live in caves?
Express opinions on
- I agree/ dont agree, in my
their reality.
opinion.
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?

Watch a video about the

American discovery.
Act out a drama play.

How American was

discovered.
Internalize the concept
of American discovery.
Work in groups to explain a Aloud learners to
historical period of the
express themselves
class.
through the concept
they have learnt.
Resources
-

Vocabulary Expansion
Tier 1
Clothes, inventions, food,
housing.

https://www.youtube.com/watch?v=Pvcb1IK6aw0
http://www.kidsinco.com/tag/catholicmonarchs/

Mode of Communication

Interculturality
Self
Community
World

Interpretive.

Presentational
Interpretive.
Interpretive
Presentational.
Interpersonal.

S, C
S, C

Technology Integration
Teachers can create a safe, free space for learner
blogs and more.

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

UNIT PLAN
-

http://www.kidsinco.com/tag/catholicmonarchs/

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