Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate
2 weeks
Length of Unit
Language and
Mandarin – Chinese I Approximate
Level / Grade
Number of 275
Minutes Weekly
Theme/Topic Families and Friends
What is family? What do Chinese do to celebrate as a family? What are some key differences between
Essential Question
Chinese families and my own?
Learners will be able to:
• A.1.1.b Students address discrete elements of daily life, including family and friends.
• B.1.3 Present to an audience of listeners, readers, or ASL viewers.
Goals • B.1.4 List, name, identify, and enumerate.
• C.1.2 Recognize similarities and differences in the target cultures and between students’ own
What should learners know and be
able to do by the end of the unit?
cultures.
• D.1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL),
and phrases in context.
• E.1.0 Students use language in highly predictable common daily settings.
Interpretive Mode
Summative
Performance Assessment What is Family?

 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.
You are meeting new classmates and
becoming friends with them. You are being
invited to your friend’s house and will be
meeting their family for the first time. First
you will listen to Ana introducing her family
to you and learn the fundamentals of
Chinese families. Then, based on what you
have learned about families, general
occupations, and age (which you have
learned in the last unit), you will have a
conversation with your partner introducing
your family to them. Finally, you will create
a presentational family tree about both of
Listen to native speakers
introduce their own family.
Answer comprehension
questions about video clip.
This is on an interactive
Students will also read from the text
website that has the transcript
and visuals: the importance of family hierarchy and
what families do when they celebrate.
Students will answer questions that
check their comprehension of the texts’
meaning.

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

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

your families together. During the

presentation, you will present about each
other’s families to the class.

Presentational Mode Interpersonal Mode

Students will create a family tree of their families with

photos labeled in Chinese. They will present their Students pretend they are meeting each other’s
families to the rest of the class and answer questions family for the first time. Students will have a
the teacher may have. conversation/interview about their family, their
occupations, and their age.

Product: Myth about how Chinese New Year started

Cultures Practice: Family practice of getting together for dinner to celebrate and to let off firecrackers.
(Sample Evidence) Perspective: Family and food are an integral of Chinese identity.
Indicate the relationship between
the product, practice, and Product:
perspective. Practice:
Perspective:
Connections Making Connections Acquiring Information and Diverse Perspectives
(Sample Evidence)

Comparisons Language Comparisons Cultural Comparisons

(Sample Evidence)

Communities School and Global Communities Lifelong Learning

(Sample Evidence)

Connections to Common  CCSS.ELA-LITERACY.CCRA.RL. 9-10. 6. Analyze a particular point of view or cultural experience reflected in a
Core work of literature from outside the United States, drawing on a wide reading of world literature.

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

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

 CCSS.ELA-LITERACY.CCRA.SL. 9-10. 1 Initiate and participate effectively in a range of collaborative

discussions with diverse partners on grades 9-10 topics, text, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
 CCSS.ELA-LITERACY.CCRA.RST. 9-10. 5 Analyze the structure of the relationships among concepts in a text,
including relationships among key terms.
CCSS.ELA-LITERACY.CCRA.W.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Toolbox
Related Structures / Vocabulary Expansion
Language Functions
Patterns Tier 1
Identify family members. Terms for family members. “They are 他们”, family relationship
These change depending terms
on their relationship to Tier 2
you.
Describe family members and their occupation. Occupational related 他， 她， 谁- interrogative words
phrases- 是不是- whether or not
医生、律师、工程师、家
the function of the particle word 的
庭主妇、高中生、大/中/小
for possessive
学生

Ask and answer questions about who the person is in the family 多少- how many?
tree. Interrogative phrases

Ask and answer questions about occupation of other people. Interrogative phrases

Key Learning Activities/Formative Assessments

How does this Interculturality
Key Learning Activity/Formative Assessment activity support the Mode of Self
(representative samples from beginning to end of unit) unit goals or Communication Community
performance tasks? World

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

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

 Students address
discrete elements
of daily life,
Watch video clip on friends visiting another friend’s house and including family
introducing family members to each other. and friends and
Interpretive C
https://www.education.vic.gov.au/languagesonline/chinese/Chinese.htm learn how to
introduce their
family members to
others.

 Students
understand the
importance of
surnames as part
of the Chinese
Breaking down the infographic on how family trees work in Chinese Interpretive,
identity. They will S, C
culture. also learn how Interpersonal
different sides of
the family are
addressed
differently.

Students will
practice speaking
in the target
Have students identify their own families and ask other students about
language about Interpersonal S, C
their families and occupations.
their families and
learn about other
people’s families.
Watch music video on how Chinese families celebrate together.  Students can talk
https://www.youtube.com/watch?v=tbhi8xp1MFM about family Interpretive S, C, W
hierarchy values in

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

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

Chinese culture.

Resources Technology Integration

 Communication: Students listen to authentic
https://www.education.vic.gov.au/languagesonline/chinese/comp_task/comp.htm audio clips featuring native Chinese speakers
describing a family get together and can match
the oral description to identify which family
member they are describing.

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