Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Language and
Level / Grade

Mandarin-4th grade

Theme/Topic

My Community

Approximate Length of
Unit

2 weeks

Approximate Number
of Minutes Weekly

400 minutes

How to ask directions in a community?

Essential Question How to describe different locations in a community?

How to compare and contrast the differences between American and Chinese communities?

Learners will be able to:

Students can describe different places and their locations in their community.
Students can ask directions in a community.
Students can state similarities and differences between American and Chinese communities.

Goals
What should learners
know and be able to
do by the end of the
unit?

Students can understand and answer questions in the video clip about Chinese community.
Students can apply asking direction skills in a real-life situation.
Students can make a presentation about different places and their locations in their
community.
Students can use the sentence structures and key vocabulary in this lesson to
design a presentation about their community;
design a drama play about asking directions in the community;
describe similarities and differences between American and Chinese communities by using sentence st
ructures stated below.

Interpretive Mode

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.
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.
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.

Standards-Based Unit Template by Clementi & Terrill November 2013

After listening to a video with the
subtitle about a community,
students can summarize this
paragraph and provide details of
this video.

Presentational Mode

Interpersonal Mode

-Students can create a presentation

explaining how to arrive at certain landmarks
in a hutong.

Students can make a conversation with their

partners to ask a place in the community they
drew. Students can give and ask directions
about how to get around a hutong

Product: Students can why American and Chinese communities are different.
Practice: Students can tell the differences and similarities between American and Chinese communities.
Perspective: Students can differentiate where the communities belong to (China or U.S.).

Making Connections

Acquiring Information and Diverse Perspectives

(Sample Evidence)

Students can use different resources to find

information and make their presentation ab
out their communities.

Students can use different resources to find information a

nd make their presentation about their communities.

Comparisons

Language Comparisons

Cultural Comparisons

Connections

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

(Sample Evidence)

Communities
(Sample Evidence)

Students can compare different ways of

saying community buildings.

Students can compare and contrast the differences and si

milarities between American and Chinese communities.

School and Global Communities

Students can ask directions in Chinatown to
Chinese people.

Lifelong Learning
Students can ask directions when traveling to Chinese
speaking countries.

Reading: key ideas and details

1. Refer to details and examples in a text when explaining what the text says explicitly and

Connections to
Common Core

Writing: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for
example,
also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation
presented.

Toolbox
Language Functions

Related Structures / Patterns

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Vocabulary Expansion
Tier 1

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

identifying different places in a community

This is
My community has

- names of places in a community (ban

k , police department , fire
department , school , hospi
tal , restaurant , etc. )
- compass directions (south , north
, east , west )

- prepositions of location (on the left

/ right , in front of , at t
he back of )

Tier 2
asking and giving directions within a community

May I ask how can I go to? similar to , different than

prepositions of location (A
is in front of B. A B )

The similarities between Chinese and

American communities are

Chinese community has

American community has

The similarities between

Chinese and American
communities are

The differences between

Chinese and American
communities are

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Tier 3
special places in Chinese
community (Taiwan night
market , Beijing hutong
, etc.)

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Key Learning Activities/Formative Assessments

Key Learning Activity/Formative Assessment

(representative samples from beginning to end of unit)

Ask students to take pictures of their communities

in advance of the lesson. Print the photos out and
stick them in the classroom. Students need to walk
around and write down their questions and
comments about them.

How does this activity

support the unit goals or
performance tasks?

Mode of
Communication

Engage students in
intrepretive
this lesson and allow
them to explore what
they are going to
learn about
community. Also,
teacher can tell how
much they know

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Interculturalit
y
Self
Community
World
s

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

about this topic.

Students will be
Explicitly teach places of community. When teacher
familiar with
says a place, students can find the correct picture
vocabulary of
card.
community.

intrepretive

Explicitly teach compass location and prepositions

of location vocabulary by using the images of a
Students can
typical Beijing community hutong . When teacher
practice listening of
says a compass location, students can walk toward
directions.
that location. When teacher says a direction (turn
right), students can follow the direction.

intrepretive

Ask students to draw a map of their community

Students can apply
and label it with different locations, then use their
what they have
map to ask and answer questions about how to get
learned in a context.
to locations in the community.

interpersonal

s,c

Students can learn abo

Watch a video about Taiwanese community. Ask students
ut the community from
intrepretive
to use google form to answer questions about this video.
the target language cou
http://goo.gl/forms/BF7Wr519qbTUqEGk2
ntry.
Field trip: Bring students to Chinatown to practice
asking directions to Chinese people there.

Students can apply

what they have
learned in a real-life

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

interpersonal

s,c

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

situation.
Show students a video how typical Beijing
community hutong looks like. Ask students to
discuss what they saw from this video by using a
Students will learn
circle map.
the culture from the
Watch the video again and stop at certain point
target language.
and ask students questions about specific places in
hutong.

interpersonal

s, w

Draw a venn diagram on the whiteboard. Ask

students to discuss and write down the similarities
and differences between American and Chinese
community.

Students can learn

how to compare and
contrast between
communities in the
U.S. and China.

interpersonal

s, w

Students will create a presentation explaining how to

arrive at certain landmarks in a hutong. Students
show their map to the class on the projector screen,
and give directions and the class answers what the
landmark is.

Students are being able to

find their way around a
hutong.

presentational

s, c, w

Resources
https://www.youtube.com/watch?v=Nz0taUb-KRU

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Technology Integration
youtube
google form

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013