BAOCAI JIA （贾宝才）CUPERTINO HIGH SCHOOL

CALIFORNIA

DALI TAN （谭大立）LANDON SCHOOL

MARYLAND

Effective Unit Planning in Alignment with the National and

State Standards

依照各级教学标准，有效安排教学活动

Essential Question 关键问题

How do we effectively plan a unit that is aligned with the National and State

Standards?

如何有效地依照各级教学标准，组织、计划单元教学内容？

Thematic Lesson Review 单元设计回顾

Functional Objective 语言功能与教学目标

5 steps: 教学的五个步骤 Setting the Stage Comprehensible Input (with checking for

understanding) Guided Practice Application and Extension Evaluation (related to the functional objective)

What is Backward Design? 逆向设计

Backward Design is beginning with the end in mind, starting with a clear understanding of your destination. 出发前要知道目的地

Know where you are going. 知道要去哪儿Know where you are now. 知道现在在哪儿Map out how you will get there. 规划出路线

图

Drawing comparisons 单元设计与逆向设计

Understanding by Design

• Identify Desired Results明确目的

• Determine acceptable evidence确定如何检查学习效果

• Plan learning experiences and instruction设计学习活动

Thematic Lesson Design

Functional Objective

5 steps: Setting the stage Comprehensible Input

with checking for understanding

Guided practice Application and

Extension Evaluation (related to

the functional objective)

Where do you start? 如何着手？

What do you want the students to be able to do in the target language when you are done teaching the lesson? 本单元学习结束时，你希望你的学生可以用中文做到什么？

What do you hope they will carry with them culturally and linguistically? 你希望你的学生在语言方面和中国文化方面得到那些知识？

How will you know if you have been able to do this? 你如何判断他们是否真的得到了你要他们得到的东西？

The Curriculum Framework and Instructional Design

Five Cs and Three Modes

Two Sample Units

•范例 1 ：家庭

•范例 2 ： Arts -Chinese Painting

- 清明上河图

Enduring Understanding 深层的理解

Families throughout the world may come from different cultures and speak different

languages, but there are essential similarities regardless of their origin.

世界上各地的家庭， 也许来自不同的文化， 也许讲不同的语言， 可是，无论他们的祖籍在哪里，他们都有最基本的相似之处。

Essential question 关键问题 :

How can I compare my culture with another culture?

如何比较两种不同的文化？

Identify Desired Results明确目的(for one lesson)*

What do you want your students to KNOW and BE ABLE to DO? 要学生知道什么、会做什么？Examples:…compare U.S. and Chinese families. 比较中美家庭

…use numbers to barter. 使用数字讨价还价…exchange information about hobbies. 谈论个人爱好

* note: lessons may be 1-5 days long

Theme: Compare your family to that of a new friend in target culture.

Need to Know 要知道的(content)Family termsNumbers 1-10Measure wordsComparative terms

Need to Do 要会做的(function)Ask and answer

questionsComplete a Venn

diagramDescribe your familyInterpret a simple bar

graph

What Standards are Addressed

CommunicationCultureConnectionsComparisons

Determine Acceptable Evidence (assessment)

Accuracy and Context: Students will create: (choose 1)

a. a poster 做海报(text type: words/phrases)b. multimedia presentation 多媒体报告 (text type: phrases and sentences)c. or webpage 网页(text type: sentences and paragraphs)

that compares their family and the family of their new target culture friend. 根据语言程度，以不同方式比较自己的和要学习的文化习惯。

Plan Learning Experiences & Instruction 学习活动的过程

Setting the Stage 预备阶段oAs students get into the classroom, they see/hear an environment or setting that helps them be aware what they are going to learn today.

Comprehensible Input: 介绍新课Students learn vocabulary through a

story with visuals about a family. Answer yes/no, choice, and short response questions about

the story. (checking for understanding)

Plan Learning Experiences & Instruction 学习活动的过程

Guided Practice 有指导的练习Play a battleship game to practice hobbies

and family members.Conduct an information gap activity to

complete information about a familyAs a class, share information about a U.S.

and target culture family and plot a simple bar graph with the data.

Plan Learning Experiences & Instruction 学习活动的过程

Application and Extension 应用延伸

Create a family tree.In pairs, ask & answer questions about

their families and hobbies.Report back about their classmate’s

family. . .Email a new e-pal friend in target culture to

ask and answer questions about their families and hobbies.

Create a Venn diagram comparing their own and the target culture friend’s family.

Assessment 检查评估

Accuracy and Context: Students will create: (choose 1)

a. a poster 做海报(text type: words/phrases)b. multimedia presentation 多媒体报告 (text type: phrases and sentences)c. or webpage 网页(text type: sentences and paragraphs)

that compares their family and the family of their new target culture friend. 根据语言程度，以不同方式比较自己的和要学习的文化习惯。

Resources Needed

Pictures/photos Story Question cards Venn diagram Bar graph Information gap pictures Battleship worksheet

Sample Unit

Arts -Chinese Painting

- 清明上河图 .

Dali TanLandon School Maryland

Arts and Humanities人文与艺术

Enduring Understanding深度理解 :By understanding how arts and

humanities shape a culture, we develop an insight into that culture's perspective.

通过了解艺术与人文是如何造就一种文化的，我们会形成对那一文化观念的深入理解。

Sub-Theme: Arts

Essential Question 关键问题 :How do Chinese arts reflect the Chinese

ideal of harmonious relationship between nature and human beings?

中国艺术是如何反映中国文化中人与自然应和谐相处这一理想的？

Related Topics

A. Architecture B. Folk Arts C. Calligraphy D. Paintings

Arts and Humanities 人文与艺术

国画特色

北宋人民生活

中国 建筑

人文 与

艺术 艺术

Content Knowledge

Life style of the Northern Song dynasty (960-1127) through the study of the painting

Different genres of Chinese paintingsCharacteristics of Chinese paintings

1

1

8

13

17

Language Functions

Identify people, animals and objects in the painting

 Ask and answer simple questions about the painting

Exchange information based on the painting  Express likes and dislikes; Describe people, places, and objects Initiate and sustain a conversation about daily lifeExpress personal opinions with supporting detailsNarrate the urban life depicted in the painting 

Evidence of Learning

Name people, animals, clothing, variety of shops, means of transportation , architecture/buildings and structures and activities ;

Describe scenes from the paintings and people’s activities.

Identify the subjects/themes, major styles of Chinese paintings

Materials and Resources

Different digital version of 清明上河图 as well as in other media http://ishare.iask.sina.com.cn/f/6659325.html http://weberland.tripod.com/river/r01.htm http://news.cntv.cn/china/20100606/102147_4.shtml (CCTV “ 面对面节目” interview with 于正）

http://www.npm.gov.tw/exh96/orientation/flash_4/index.html （ multimedia ）

2. Authentic texts about 清明上河图

http://yuwen.chazidian.com/xiangxi-79737/

http://nf.nfdaily.cn/nfdsb/content/2010-04/21/content_11255794.htm http://news.sina.com.cn/o/2010-04-27/063017430208s.shtml   http://zhidao.baidu.com/question/176561659.html?si=1

Learning Scenario- Beginning Level

Teacher shows students major categories of Chinese painting, such as 人物画、山水画、花鸟画 , 动物画 .

Teacher shows digital pictures of 清明上河图 and video clips of the 清明上河图 in the Chinese Pavilion of the World Expo.

Students identify and name people and objects they see in the painting.

Students work in pairs to ask each other simple questions about their likes and dislikes about the painting.

Learning Scenario –Emerging Level

Teacher shows students examples of Chinese painting differing in themes, techniques, and painting medium.

Teacher asks students to identify key features of Chinese gardens and buildings.

Teacher asks students to tell the main theme in the painting

Students describe what is depicting in the painting.

Students name/identify major themes, techniques and medium of Chinese painting.

Learning Scenario- Progressing Level

Teacher guides students in reading a short article on the characteristics of Chinese painting.

Teacher encourages students make keen observations and to interpret the visual information.

Students compare and contrast key features of a Chinese architecture as shown in the painting (gardens, bridges, buildings ) with those from other parts of the world.

Learning Scenario- Attaining Level

Teacher guides students in reading an article 《一幅名扬中外的画》 to introduce 清明上河图 .

Students conduct research to compare and contrast 清明上河图 with another art work from other parts of the world

Students learn to interpret the paintingStudents are ask to be Zhang Zeduan of

Washington DC or their own home town to paint or write their own “ 风俗画”？

Assessment- Progressing Level

Students conduct a research and create a Chinese ppt presentation. They describe key features of one category of Chinese painting ( such as 、山水画、花鸟（卉）画 , 人物画 , 动物画 , 风俗画 and so on) and compare and contrast one painting with another from other parts of the world

Students need to explore how the art work reflects the Chinese ideal of a harmonious relationship between Nature and the human beings.

They need to use appropriate art and design terminologies in their description and analysis of both paintings.

Rubrics

Comprehensibility (15%)Ideas and Content (40%)Pronunciation and Word Choice (10%)Syntax and Accuracy (10%)Visual Effect in the PPT (15%)Presentation and Fluency (10%)

Higher Order Thinking Skills

How are the Chinese thoughts on 天地人 reflected in Chinese arts?

How do Chinese people apply the sense of universe, spaces, and nature to the designs of Chinese architectures (gardens, bridges, buildings) as represented in 清明上河图 ?

Can principles and terminologies derived from one cultural and artistic tradition be used effectively in analyzing art works from another culture?

YOUR TURN: Choose one Lesson Function

Am I Eating Healthy Foods?

How to Go Shopping for a Family Meal at Home and in target culture

What I Need to Know about Going to a Restaurant in target culture

Remember to plan with the end in mind

Create the Enduring Understanding and Essential Question for the unit

Decide what students should know and be able to do

Align the standardsIdentify how students will demonstrate their

knowledgePlan instructionPrepare your materialsReview your plan and make sure it all fits togetherTeach!Look at student work and their achievement of your

objectivesReview and revise

DEBBIE ROBINSONOHIO DEPARTMENT OF EDUCATION

JACQUE VAN HOUTEN KENTUCKY DEPARTMENT OF EDUCATION

MARGARET PETERSONELIZABETH MATCHETT

BAY AREA FOREIGN LANGUAGE PROGRAM

Thank you to: