Documente Academic
Documente Profesional
Documente Cultură
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 compare and contrast the differences between American and Chinese communities?
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
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.
Presentational Mode
Interpersonal Mode
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
(Sample Evidence)
Comparisons
Language Comparisons
Cultural Comparisons
Connections
Appendix I.
(Sample Evidence)
Communities
(Sample Evidence)
Lifelong Learning
Students can ask directions when traveling to Chinese
speaking countries.
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
Vocabulary Expansion
Tier 1
Appendix I.
This is
My community has
Tier 2
asking and giving directions within a community
prepositions of location (A
is in front of B. A B )
Tier 3
special places in Chinese
community (Taiwan night
market , Beijing hutong
, etc.)
Appendix I.
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
Interculturalit
y
Self
Community
World
s
Appendix I.
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
intrepretive
interpersonal
s,c
interpersonal
s,c
Appendix I.
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
interpersonal
s, w
presentational
s, c, w
Resources
https://www.youtube.com/watch?v=Nz0taUb-KRU
Technology Integration
youtube
google form
Appendix I.
Appendix I.
Appendix I.
Appendix I.
Appendix I.