Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Language and
Level / Grade

English ELD
9th-10th

Theme/Topic

Politics/ The Presidential Candidates of 2016

Approximate Length
of Unit
Approximate Number
of Minutes Weekly

1 Week
250min/week

Who are the presidential candidates, and what are their similarities and differences?
Their strengths and weaknesses?

What kind of information do you think is the most essential for people (i.e. your friends,
family, and community to know about the candidates?

Goals

Students will be able to view multimedia presentations for critical analysis of content for deeper
understanding

What should learners know

and be able to do by the
end of the unit?

Students will be able to define political terms necessary for the purposes of authentic dialogue

Students will be able to identify the 2016 Presidential Candidates and determine their stances on
particular issues that define their party

Students will be able to improve their analytical reading skills of media content through articles
and texts.

Students will be able to identify the difference between fact and opinion

Students will be synthesize what they have read to create a powerpoint, or brochure that
summarizes their findings

Essential Question

Learners will be able to:

CCSS for ELA
CCSS.ELA-LITERACY.RI.9-10.1
1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.4
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

meaning and tone.
CCSS.ELA-LITERACY.RI.9-10.5
5. Analyze in detail how an authors ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text
a. Analyze the use of text features (eg., graphics headers, captions in functional workplace
documents.)
CCSS.ELA-LITERACY.W.9-10.1
1. Write arguments to support claims in analysis or substantive topics` or texts, using valid
reasoning and relevant and sufficient evidence.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
E. Provide a concluding statement or section that follows from and supports the argument
presented.
CCSS.ELA-LITERACY.W.9-10.2
2. Writing informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting, graphics, and multimedia
when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge
of the topic.
c. Use precise language and domain specific vocabulary to manage the complexity of the topic.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.4
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.6
6. Use technology, including the internet, to produce, publish, and update individual or shared writing
products, taking advantage of technologys capacity to link to other information and to display
information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.8
8. Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation including footnotes and endnotes.
CCSS.ELA-LITERACY.W.9-10.9
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.SL.9-10.1-5

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

1. Initiate and participate effectively in a range of collaborative discussions (one to one, in groups,
and teacher-led) with diverse partners on topics, texts, and issues, building on others ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.9-10.2
2. Integrate multiple sources of information presented in diverse media or formats evaluating the
credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.4
4. Present information, findings, and supporting eviddence clearly, concisely, and logically (using
appropriate eye contact, adequate volume, and clear pronunciation) such that listener can follow the
line of reasoning and organization, development, substance, and style are appropriate to purpose,
audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
5. Make strategic use of digital media in presentation to enhance understanding of findings, reasoning,
and evidence to add interest.
ELD Standards
(ELD.PI.9-10.1.Em-Ex) Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics.
(ELD.P1.9-10.3.Em-Ex) Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges
(ELD.P1. 9-10.6.Em-Ex) Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
(ELD.P1.9-10.8.Em-Ex) Analyzing how writers and speakers use vocabulary and other language
resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type,
purpose, audience, topic, and content area
(ELD.P1.9-10.9.Em-Ex) Expressing information and ideas in formal oral presentations on academic
topics
(ELD.P1.9-10.10.Em-Ex) Writing literary and informational texts to present, describe, and explain ideas
and information, using appropriate technology
21st Century Skills:
Information Literacy-Accessing information efficiently and effectively, evaluating information in order to
solve problems and answer questions
Critical Thinking and Problem Solving- Exercising sound reasoning in understanding

Understanding the interconnections within systems

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Media Literacy- Understanding how media messages are constructed, for what purposes and using
which tools, characteristics and conventions
Examining how individuals interpret messages differently, how values and points of view are included
or excluded and how media can influence beliefs and behaviors
Global Awareness-Language education and cultural understanding are at the heart of developing global
awareness for students. In order to understand and address global issues, it is important to understand
the perspectives on the world that speakers of other languages bring to the table. By learning other
languages, students develop respect and openness to those whose culture, religion, and views on the
world may be different. Language students are able to interact with students from the target language
in order to discuss issues and reach solutions
Civic Literacy-Language learners become aware of the judicial, legislative and government functions of
the target language country(ies) and are able to compare and contrast those with the civil liberties and
responsibilities in the U.S. Because they can communicate in the target language, they are able to
engage in discussions with other students and participate in activities in which they discuss civic life in
their respective countries.
World Readiness Standards for Learning Languages (WRSFLL)
1.0 Communication: Communicate effectively in more than one language in order to
function in a variety of situations and for multiple purposes.
1.2 Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or
viewed on a variety of topics.
1.3 Presentational Communication: Learners present information, concepts, and ideas to inform,
explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various
audiences of listeners, readers, or viewers

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.

Interpretive Mode
(ELD.P1.

9-10.6) Reading closely

literary and informational texts
and viewing multimedia to
determine how meaning is
conveyed explicitly and implicitly
through language Learners will
analyze and interpret 1. the
sample election ballot by reading
for understanding of its contents
2.the explainity election video on

Students will view the Explainity

Election video on Youtube for a
multimedia visual overview of
our political process.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Students will then the pros and

cons sheet on political issues.
Students will then create an
unanswered question for
clarification from their reading
(minimum of 1); a graphic
organizer from the video; and a
pro and con sheet of their own to
check off their personal values

Appendix I.
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.

Standards-Based Unit Template by Clementi & Terrill November 2013

youtube for visual processing 3.

Presentational Mode
(ELD.P1.9-10.9.) Expressing information and ideas
in formal oral presentations on academic topics
(ELD.P1.9-10.10.) Writing literary and
informational texts to present, describe, and
explain ideas and information, using appropriate
technology
Students will be able to create their own
informational brochure or presentational video
that takes what they have learned into an
accessible document they can share with family,
friends, and their peers.

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

Connections
(Sample Evidence)

for comparison.

Interpersonal Mode
Critical Thinking and Problem Solving- Exercising
sound reasoning in understanding

Understanding the interconnections within

systems

Media Literacy- Understanding how media

messages are constructed, for what purposes and
using which tools, characteristics and conventions
Students will then take the information they have
analyzed to compare and contrast the rhetoric and
stance of the various candidates. They will also
consider their own values and beliefs against
those of the candidates. Students will then
conduct a poll to demonstrate awareness of the
stereotypes and popular misconceptions against
the candidates.

Product: Videos
Practice: Watching media for analysis and understanding
Perspective: Its about processing information for understanding
Product: News/Political Articles
Practice: Reading texts and articles for purpose, and intent
Perspective: No longer being intimidated by information, but attempting to understand
Making Connections
Acquiring Information and Diverse Perspectives
Searching through various news media outlets to define
Social Studies/Political Science:
credibility, or hype, and slander for or against a particular
Developing understanding of how our

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

government systems operate and analytical
skills to participate in our civic duties to vote.

candidate
Seeing how the differing regions of the US side with
which candidates and why

Language Arts: Strengthening reading

comprehension levels while considering the
impact of texts and social media on bias,
slander, and misdirection
Language Comparisons
Comparisons
(Sample Evidence)

candidates, primaries, election, electors,

vote, delegates, party, nominate,
campaign, Republican, Democrat,
registered voters, National party convention

Cultural Comparisons
Different word usages in other countries (Mexico,
Armenia, England)

School and Global Communities

Communities
(Sample Evidence)

Connections to
Common Core

Lifelong Learning

Strengthening youth culture to be a part of

a global and political community.
Offering students opportunities to get
involved in leadership opportunities, or
internships, or student council and do
something.

Developing life skills to be proactive participant in civics

and government. Empowering themselves and others
around them to be the difference they want to see.

Please see above in Goals Section:

Toolbox
Language Functions
Analyzing/Interpreting: The Election
Explainity Video & What the sample ballot
indicates

Related Structures / Patterns

According to[provide
source]
After reviewing/reading
/watching[____] I can
deduce that...
The Democrats value

The Republicans stand

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Vocabulary Expansion
Tier 1
Basic: political nouns, adjectives,
verbs, such as:
candidates, primaries, election,
electors, vote, delegates, party,
nominate, campaign, Republican,
Democrat, registered voters,
National party convention

Tier 2

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

for...

Comparing/Contrasting: What issues each of

the candidates are for or against.

Presenting information: on their findings

through a brochure, powerpoint, or poster to
present to their family.

While [candidate A] is for

[issue], [candidate B] is
against

Some similarities
between [candidate A
and B] are

I would like to
discuss
This is what I believe
are important facts to
know

Fundamental differences
Receive the electorate
vote
To be a Presidential
Candidate

More than half the

votes

Determine allegiance
Party Candidate
National party convention

Clear majority

Tier 3

Key Learning Activities/Formative Assessments

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

Tapping into prior knowledge, what students have seen,

heard, discussed and know about the election and the
presidential candidates thus far.

How does this activity

support the unit goals or
performance tasks?
Class discussion that
gathers student bias
and misconceptions
together as a starting
point in searching for
facts.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Mode of
Communication

Interculturality
Self
Community
World

Interpretive
Interpersonal

S
C
W

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Before & After: Gauge students and where they see

themselves: Liberal? Conservative? Republican?
Democrat? Undecided? What are their families
tendencies?
Take this quiz discussing their values on issues:
https://www.isidewith.com/elections/2016-presidentialquiz
Another authentic resource I would utilize would be
http://2016election.procon.org/view.source-summarychart.php a visual chart addressing the stance of the
major candidates on national cultural and social issues.

After: Reflect and journal their findings, and whether

they agree or disagree with the results.

They will then be asked to view:

https://youtu.be/4gseOeyS0NQ -The US Presidential
Election Explained.
Highlighting key terms, sequences of events, and
Important facts
The power of words. Students will weigh in on a quote a
day from each of the candidates, as posted on Google
Classroom for a discussion on content, word choices,
validity, and influence. They will post their responses on
a collective communication wall for all to see and
respond to (much like an online discussion post)
Students will gather their own collection of media, data,
articles, video, speeches, and analysis on the political

This activity introduces

students to a dialogue
about social issues, and
their personal beliefs as
they read this website.
At the end of the quiz,
students are matched
with the best candidate
based on their answers,
and given a diagnostic
as to what their
answers say about
them!
Step by step process
that helps students
assess their misgivings,
and biases in politics, or
affirm the growing
understanding of
themselves and our
election systems
This video connects to
the 21st Century Skills
of Informational and
Media Literacy, in
addition to engaging
student learning in Civic
Literacy.
Critical thinking and
analysis of words and
their power. Students
will determine how, or
what candidates say
impact their persona
Research skills, fact
finding, technological

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Interpretive

S
C
W

Interpretive

Interpretive

C
W

Interpersonal

S
C
W

Interpretive

C
W

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

candidates, to which they will formulate an argument or

response for or against the candidates.
Students will work together to assess and organize the
information gathered in support of or opposition of
cultural and political issues
Students will present and exchange their findings with
their classmate in a group/team setting

skills
Collaborative skills,
Analysis of topic and
gathered research
Developing
presentation and
academic discussion on
content of election

Resources

Interpersonal

Interpersonal
Presentation
al

Technology Integration

Interpretive Task:

Explainity Explains: https://www.youtube.com/watch?

v=4gseOeyS0NQ&feature=youtu.be

ProCon.Org
http://2016election.procon.org/view.source-summary-chart.php

I Side with.Com
https://www.isidewith.com/elections/2016-presidential-quiz

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

*www.docs.google.com/forms
*www.weebly.com
*google classroom
*Prezi Presentations
*MS Powerpoint
*MS Publisher
*MS Word