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How does this plan compare with the unit plans in your school?
While my school does not have any unit plans for the Spanish department, we are
provided with a Scope and Sequence every report period. The Scope and Sequence lists the
overarching themes for the report period, the critical concepts, major performance tasks, and the
critical vocabulary that will be tested on the benchmark exam. The Scope and Sequence is then
broken down by instructional weeks in order to provide a suggested pacing guide.
Corresponding textbook pages and activity numbers are also listed for each suggested content
grouping. In essence, our Scope and Sequence is a basic curriculum guide, summed up cynically
yet accurately on page 74 of The Teachers Handbook as nothing more than a list of the
textbooks table of contents, consisting of a series of grammar points and sometimes including
vocabulary themes.
While I mentioned that a strength of the Nebraska Unit Plan is its big picture approach,
one of its fallbacks is its lack of specificity. It would be challenging to create a lesson plan based
off of this Unit Plan because it does not include key vocabulary, key phrases, or details regarding
the Instructional Strategies or the Assessments. For example, one instructional strategy that
is listed is practice with commands. Is this referring to affirmative commands or negative
commands? In what situations are students going to be using these commands? Are these
commands going to be formed using verbs that have already been taught or will the teacher need
to introduce new verbs? Because of the vagueness of the Unit Plan teachers will likely have a
hard time sequencing the daily lessons in order to lead students to the desired language
outcomes.