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Latin University Planning Checklist

This document contains a planning checklist for a Latin University course. It lists 11 aspects to evaluate for course planning, including whether the administrative part is completed, the planning format is updated, and the linguistic objectives are adequate. It also evaluates whether the plan includes elements for warm up, listening, speaking, reading, and writing activities such as activating schema, providing opportunities for repetition and interaction, and scaffolding tasks from general to specific.

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HQUIROS090
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39 views2 pages

Latin University Planning Checklist

This document contains a planning checklist for a Latin University course. It lists 11 aspects to evaluate for course planning, including whether the administrative part is completed, the planning format is updated, and the linguistic objectives are adequate. It also evaluates whether the plan includes elements for warm up, listening, speaking, reading, and writing activities such as activating schema, providing opportunities for repetition and interaction, and scaffolding tasks from general to specific.

Uploaded by

HQUIROS090
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Latin University

PLANNING CHECK LIST

Aspects to evaluated YES SOMETIME NO


S
[Link] part is completed
2. Planning Format is updated
3. Linguistic objectives are adequate to the level
4. Warm up:
a. Activates schema through the use of visuals, topic
related discussion, prediction.
b. Pre-teaches or introduces key vocabulary and
language structures related to the topic.
[Link]:
a. Provides multiple opportunities (at least three) for
students to listen to the same text.
b. Each listening has an interactive task requiring
some kind of response from the students.
[Link] students to reinforce the new vocabulary and
language structures using other skills.
[Link]:
[Link] schema through the use of visuals, topic
related discussion, prediction.
b. Provides background and situation related to the
text in an interactive way.
c. Provides multiple opportunities (at least three) for
students to interact.
d. Allows students to reinforce the new vocabulary and
language structures using other skills.
[Link]:
a. Provides multiple opportunities (at least three) for
students to read the same text.
b. Each reading has an interactive task requiring some
kind of response from the students
c. Tasks move from general to specific understanding.
From getting the main idea to looking for specific,
discrete pieces of information.
8. Writing:
a. Provides multiple opportunities (at least three) for
students to write.
b. Each exchange has an interactive task requiring
some kind of response from the students.
c. Tasks move from general to specific understanding
and production.
[Link] is a coherence among linguistic objectives,
activities and evaluation outcomes.
10. You plan includes scaffolding
11. You take functions into account when planning
activities

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