CPI Unit Plan Target Students: x elementary school students high

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CPI Unit Plan

Target Students: x elementary school students             high school students
Target Proficiency Level: Novice-Low (ages 5-7)__________________________________
Unit Theme: Basic vocabulary for beginning learners of Elementary school students__________
Designed by: _ Shinfan Chang and Jing Wang_____________________________

Brief Description of the Unit:
   In this unit, Novice-Low students (grades k-2) will demonstrate understanding and use of
   vocabulary related to the unit theme through the three-mode communication activities in the
   following contexts:
    Food and drinks
    fruit and vegetables

Desired Enduring Understandings:
   Students will understand:
       appropriate manners at the table, ways to live a healthy life, and cultural differences between
       American and Chinese food.

Essential Questions that Guide this Unit and Focus Teaching/Learning:
    Why is it important to have good manners?
    Why is it important to eat healthy?
    What are the differences of American food vs. Chinese food?
    How to appropriately request food and drink.

National Foreign Language Standards:
    1.1, 1.2, 1.3, 2.1, 2.2; 3.1; 4.1, 4.2; 5.1

Content Knowledge:
    Express hunger and thirst
    Items of fruits and vegetables
    Good manners when eating

Key Linguistic Structures/Grammar and Vocabulary:
Key Structures/Grammar                     Key Vocabulary


                                                     Expression: ,, 

                                                     Vegetables , 

                                                     To be added: special food students wish to know
                                                     (e.g. ice cream).

         Talk about basic wants and needs (e.g. hunger and thirst).
         Identify common fruit and vegetables
         Talk about manners in Chinese and American culture.
         Talk about common food people eat in America and China.
         Talk about meanings of some Chinese food.
         Present basic facts about living a healthy life

Connections to Other Disciplines:
    Health: how to live a healthy life
    Social studies: how to show respect and manners
    Math: counting and measuring
    Art: creating books about food they eat and making posters
    Music: nursery rhymes and songs about fruits

Technology Integration:
    Power point presentations, CDs with the target vocabulary and sentences recorded.

Performance tasks
     labeling in Chinese
     Simple presentations (e.g. role play, puppet show, or skits) on:
       a. Manners appropriate in Chinese culture
       b. Healthy living
       c. Special food people eat in China and the meanings
     Talking with a classmate about their favorite fruit and vegetables
     Making a book about the food each student likes to eat and present to the class

Quizzes, Tests, Prompts, Work Samples
    Listening comprehension
    Posters on healthy food versus junk food
    Posters with pictures that illustrate good manners
    Poster with pictures that illustrate the differences of American food and Chinese food

Unprompted Evidence (observations, dialogues)
    Classroom participation
    Performance in guessing games, activities and presentations

Can Do Statements based on Linguafolio
    I can understand and answer simple questions and give simple responses;
    I can identify common food items (fruits, vegetables, drinks);
    I can identify three ways to show good manners during mealtime;
    I can understand the importance of eating healthy
      I can identify two ways of how to live a healthy life;
      I can express what I like and do not like;
      I can name food I eat everyday;
      I can express meanings of food in Chinese cultures.

Required Resources:
    Pictures and objects (toys or authentic items) of food and drink items
    Video clips that demonstrate common manners
    CD of the nursery rhymes and target vocabulary, phrases and sentences
    Computer with internet connection
    Posters, colored markers, color construction paper
    Grocery Ads

Differentiation of Instruction:
    To meet the needs of different learning styles, new language items are presented with
       various forms of assistance such as visual aids, written language, body movements, audio
       tapes, videos and manipulative.
    Students of different abilities in the same class have the flexibility to adjust or surpass the
       expectations for learning tasks so that every student can maximize his/her growth and
       individual success.

Instructional Strategies:
    Teacher student interaction through questions and classroom discussions
    Pair work and group work
    Dialogues and presentations
    Role playing
    Use of gestures and sign language
    Hands on activities
    Games and competitions
    Video watching and music appreciation

Prior knowledge that will help students learn the new information:
    Greeting and polite words
    Family members
    Counting and numbers
    Days of the week
    Qualitative and quantitative concepts (big/little, more/less)

Links to relevant web sites:
         +Manners+in+Chinese+culture.pdf (common manners in Chinese culture)
    http://www.education-world.com/a_tsl/archives/99-1/lesson0030.shtml (Nutrition lesson

      http://www.5aday.nhs.uk/topTips/default.html (5 great reasons to eat 5 portions of fruit and
      http://www.shinfanchang.com/7.html (Standards for being a good student and child)

Lessons that support the unit:
   Activities for Essential Question 1
   Why is it important to have good manners?
    Watch a video about manners expected in Chinese culture. (Video: common manners)
    Present important information about how to polite in Chinese culture. (Create a poster with
      visuals to show the rules)
    Role play appropriate and inappropriate actions when eating in Chinese and American

   Activities for Essential Question 2
   Why is it important to eat healthy?

      Use a modified version of the story "The Hungry Caterpillar" as an example to talk about
       the consequences of overeating.
      Talk about healthy food versus junk food.
      Talk about why fruits and vegetables are good for us.
      Create posters to be displayed in my Community. (Make posters about healthy verses junk
       food and eating 5 portions of fruit and vegetables per day).
      Make a presentation from the posters created

   Activities for Essential Question 3
   What are the differences of American food vs. Chinese food?

      Interview one of your classmates about his or her favorite food.
      Identify American food versus Chinese food.
      Create a poster to be displayed in my Community. (talk about the differences of American
       food versus Chinese food).

   Activities for Essential Question 4
   How to appropriately request food and drink?

      Bag activity: Putting food items in a bag and letting students taking items one at a time.
      Using grocery Ads and have students create their own books about food they want and like.
      Using puppet show and role play to model how to request for food and drink.
      The teacher read a modified version of the story "The Hungry Caterpillar"
      Students will play games (e.g. Bingo, bowling) to name various items of food.
      Students will create a book about food they eat.
      The class will create a modified version of "The Hungry Caterpillar"

                                               Day One
Lesson Objectives: _ Students can identify and name 6 food items ___________________
Learning Outcomes: Students will be able to know appropriate Chinese table manners;
Students will be able to know the difference between Chinese food and American food.
Standards: x interpersonal communication x interpretive communication x presentational
         communication x cultures x connections x comparisons  communities
Purpose/Time         Procedure with detailed description and examples/questions               Props/Notes/
Setting the stage/   1. daily routine: greeting and homework checking                         Pictures (e.g.
review               2. review of family members and body parts                               family and
(5 minutes)                                                                                   body parts)
Comprehensible       Teacher uses a modified version of the hungry caterpillar story to        Stuffed
input                demonstrate "", "", " and food items such as                             animals, food
    (8 minutes)                                                                               objects,
                     "". Teacher talks about                                                  picture of
                     washing hands before mealtime and not to overeat, as the                 washing
                     caterpillar has a stomachache from eating too much.                      hands
Guided practice       1. Teacher uses body language and the hungry caterpillar to teach       Pictures of
(15 minutes)         "", "."                                                                  family
                      2. Teacher asks yes/no questions related to appropriate table
                     manners. The students answer by standing on the side that
                     corresponds to the correct answer.
Application and       1. Teacher will first let students request the pictures of food items   Plate
extension            on a big plate. Then the students can ask for food by saying 
(15 minutes)                                                                                  stickers of
                     .                                                                        family
                      2. Teacher calls items of food and asks whoever has the item to         members
                     raise their hands. Then count the items together.
                      3. Role play: Teacher talks to students about good table manners.
                     For example, the elderly should go first.
                      4.Making dumplings using play dough (Optional)
                      5. Teaching Chinese characters , .

Assessment and       Prepare a dinner for our parents.                                        Pictures of
wrap-up               Teacher asks students who should sit down first during mealtime.        people
(5 minutes)          Students circle on the worksheet or use the pictures to answer.
Homework/            1. Write each characters 10 times.                                       Assignment
preview              2. Have students find the food pictures on grocery Ads, cut them         paper, first
(2 minutes)          out, and then stick on the first page of the story papers.               page of story
                     3. Listen to the tape recorded previously online or CD.                  book, CD.
                     4, Ask students to bring their own cup for the next day.                 Handout

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