Sample Standards Based Unit

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ASOP Educational Resources: Sample Unit

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ASOP STANDARD- BASED UNIT
SAMPLE TEMPLATE

Name of Teacher: Debby King

Name of School: Somewhere Elementary

Grade Level: 1/2

Name of unit: Welcome, My New Friend

Unit Abstract:       U.S. students live in a country that is becoming more complex
                               and culturally diverse. Our shrinking planet requires every
                               citizen to develop an increased sensitivity to, and appreciation of,
                               the many cultural differences that exist around the world. A first step
                               in learning how to get along with people from other cultures is to learn
                               to recognize the various ways culture is represented in every day life
                               and have personal contact with people from various cultural
                               groups. The focus of this first and second grade unit is on Chinese
                               culture and ways to show appreciation for this culture. A Chinese
                               national will be invited into the classroom so students can spend time
                               getting to know a person from China.

Time to complete unit: Three weeks
______________________________________________________________________________
VITAL RESULTS STANDARDS
3.10 Students demonstrate respect for themselves and others.
1.15 Students use verbal and nonverbal skills to express themselves effectively. This is
        evident when students (d) make effective use of such devices as pace, volume,
        stress, enunciation, and pronunciation.
______________________________________________________________________________
FIELDS OF KNOWLEDGE STANDARD(S)
6.13 Students understand the concept of culture in various locations world wide. This is
         evident when students (a) identify the cultural groups in the world and describe by
         using characteristics of culture (e.g. food, housing, language, customs, beliefs, arts,
         literature.
________________________________________________________________________
LEARNING OPPORTUNITIES
Family and Community Collaboration (h) Proactive planning to make the school welcoming to
all families and community members.
Multiple Student roles, (a) collaborate in both small and large groups, (b)students teaching other
students, formally and informally.
__________________________________________________________________________
ESSENTIAL QUESTION:
(important concepts for students to know 10 years from now)
What is important to learn about Chinese culture that would help a visitor from China
feel welcome in our class?
________________________________________________________________________
CULMINATING TASK OR PRODUCT:
(Final assessment product or task that relates to the essential question, pre-selected unit standards
and allows students to demonstrate concepts, skills and processes learned)
A visitor from China will be joining the class and may not speak any English. The class will create
a welcome celebration for the visitor. Each member of the class will say a few words in Chinese;
create a welcome card written in Chinese using calligraphy; design a name tag with their birth date
written in Chinese characters; perform Tai Chi movement exercises; read their favorite Chinese folk
tale; play a Chinese game they have mastered; teach each other an origami or paper cut activity they
have pre-selected and mastered; identify ingredients used in traditional Chinese meals and explain
how these foods relate to Chinese culture; demonstrate how to use chopsticks and retell the popular chopstick folktale.

WELCOME CELEBRATION RUBRIC

Criteria
[based on evidence listed under the selected standard(s)] Getting Started Almost There Got It WOW!

Identify and describe the characteristics of Chinese culture through food, language, customs, the arts and literature (6.13 a)

Correctly reads or writes one or two Chinese characters for the numbers 1-10 and may know some numbers representing the student's birth date.
Says hello
Has difficulty performing most of the basic Tai Chi movements.
Can identify a common Chinese dish.
Knows what chopsticks are.
Attempts to show and explain how to play a Chinese game to others but student is very confused and unable to finish the explanation. Correctly reads or writes more than three Chinese characters for the numbers 1-10 and some numbers representing the student's date of birth.
Says hello and can speak one sentence in Chinese.
Knows and performs most of the basic Tai Chi movements.
Identifies common Chinese dishes.
Knows what chopsticks are and how they are used.
Demonstration and explanation of a Chinese game lacked some necessary information.

Independently reads and writes chinese characters for the numbers 1-10 and numbers representing their date of birth. Says hello and introduces him/herself, can speak and write one sentence in chinese.
Knows and performs basic Tai Chi movements.
Identifies common Chinese dishes and explains why these foods are part of their daily diet. Knows what chopsticks are and how they are used.
Clearly explains to others how to play a Chinese game, do a project with origami or paper cut. All skills are mastered from the experienced level PLUS the student has become an expert in one or more of the skills listed and has created products that demonstrate greater depth of learning.

Demonstrate respect for self and others (3.3)

Has difficulty listening to other people's ideas without interrupting or responding in a respectful way. Often appears hostile or angry when ideas are different from his or her own.

Occasionally interrupts others or uses words that can hurt or offend others OR has difficulty listening or responding to people with different ideas or perspectives.

Listens to and allows each person to speak without interrupting. Talks to each person using words that are appropriate and encouraging. People expressing different ideas or perspectives are treated respectfully. Has all the skills of an expert PLUS is able to understand another's perspective even though he or she may not agree with that person.

Make effective use of pace, volume, stress, enunciation and pronunciation. Show awareness to the audience by adjusting to its reaction.

Student has difficulty reading the folktale.
Student reads in monotone voice throughout the story and often does not pause for punctuation.
Audience is unable to hear most of the story.

The folktale is read fluently but without much expression.
Voice volume remained the same throughout the story.
Story teller could be heard most of the time.
The pace of the story remained the same.
A few words were mispronouced and or enunciated.
Hand/body/eye gestures were not used or were distracting to the audience. The folktale is read fluently and volume of voice is changed in places to more effectively tell the story. Story teller could easily be heard by the entire audience. The pace of the story changed at appropriate spots. Words were correctly pronounced and enunciated. Hand/body/eye gestures were used effectively to draw the audience in and tell the story.
The storyteller is able to retell the folktale accurately from memory AND demonstrates all the skills listed under the experienced level.

Unit Plan

Examine the culminating activity and break it into learning sections. List the standard
and evidence along with the types of learning activities that students will need to do for
each learning section.

Standard & Evidence(s)

Learning Activities

Product or Task

6.13a

6.13 a

1.   Video: Big Bird
      Goes to China
2. Visit Chinese language
       internet site, listen to
       and practice saying
       basic words
3.   Practice Chinese
       calligraphy and writing
       basic words.
4.    Invite a Chinese
       Nationalist to the class
       to explain the
       significance of
       calligraphy
       writing in Chinese
       culture, help students
       learn to write and read
       their own name in
       Chinese and assist
       them in writing
       sentences. Tape the
       lesson for future
       reference.
5. Practice reading and
       writing Chinese
       numbers

1.    Video: Tai Chi
       movements
2.    Read selected
       information on Tai Chi
       and its roots in
       Chinese culture
3. Practice basic Tai Chi
       movements several
       times a day.

1. Brainstorm foods
       grown in China
2. Read about regional
       dishes
3. Read the folktale
       about chopsticks.
4. Workstations:
       Chinese Cuisine CD
       Rom, read books
       about farming in China,
       mapping activity of
       regions and regional
       foods, video of climate
       in different regions of
       China, practice using
       chopsticks.
5. Visit a local Chinese
       restaurant or have a
       chef visit the class.

Introduce themselves to each other in Chinese; Read a sentence they have written in Chinese and English.

Quiz on reading and writing Chinese numbers from 1-10.

Tai Chi Performance

Oral Discussions:

What is your favorite Chinese dish?
What food is needed to make it?
What region is it from?

*Please note. This sample is not complete. It does not show all the learning activities required for
students to be successful in the culminating task.

LESSON PLAN Standard & Evidence (s): 6.13 a

Materials/Resources:
(Cite Sources)
Computer connected to the internet, large monitor to display the computer screen

Lesson Description:
Explain to students that the internet connects people around the world and also has a great deal of information. Some of the information is very helpful and some of the information can be harmful.
Just as books contain all types of information, both good and bad, so does the internet. Anyone can
use the internet. It is a wonderful way to share new ideas and information but we always have to be
careful when we use the internet and learn how to use it safely. We are going to use the internet
to help us learn some words in Chinese. The site we will be visiting will allow us to see and hear
Chinese words.

Select the words you would like students to learn. After students hear the audio, have them
practice saying the words together. Replay the word as often as necessary. Do not move through the
words too quickly. Focus on a few words each day, adding a few new words each day after
reviewing the previous words. At the end of each day, ask individual students to say selected words
in Chinese. Use a checklist to monitor individual student progressTeacher's who have a classroom homepage should link the Chinese language site to their page so students can practice during the day
or at home with their families.

Assessment Product or Task (after one or more lessons, what will students do to show
their learning?): 1.Introduce themselves in Chinese .
2.Read and write chinese numbers from 1-10

Assessment Method (check one): Rubric __ Observation Sheet__ Quiz +_

Checklist + Peer Assessment Sheet __

Other (explain)_____________________________

Assessment Criteria:

Identify and describe the characteristic of Chinese culture through language (evidence from 6.13)
a. Read and write the numbers 1-10 using Chinese characters and language.
b. Use the Chinese language to greet and introduce oneself

Top

Criteria [based on evidence listed under the selected standard(s)]	Getting Started	Almost There	Got It	WOW!
Identify and describe the characteristics of Chinese culture through food, language, customs, the arts and literature (6.13 a)	Correctly reads or writes one or two Chinese characters for the numbers 1-10 and may know some numbers representing the student's birth date. Says hello Has difficulty performing most of the basic Tai Chi movements. Can identify a common Chinese dish. Knows what chopsticks are. Attempts to show and explain how to play a Chinese game to others but student is very confused and unable to finish the explanation.	Correctly reads or writes more than three Chinese characters for the numbers 1-10 and some numbers representing the student's date of birth. Says hello and can speak one sentence in Chinese. Knows and performs most of the basic Tai Chi movements. Identifies common Chinese dishes. Knows what chopsticks are and how they are used. Demonstration and explanation of a Chinese game lacked some necessary information.	Independently reads and writes chinese characters for the numbers 1-10 and numbers representing their date of birth. Says hello and introduces him/herself, can speak and write one sentence in chinese. Knows and performs basic Tai Chi movements. Identifies common Chinese dishes and explains why these foods are part of their daily diet. Knows what chopsticks are and how they are used. Clearly explains to others how to play a Chinese game, do a project with origami or paper cut.	All skills are mastered from the experienced level PLUS the student has become an expert in one or more of the skills listed and has created products that demonstrate greater depth of learning.
Demonstrate respect for self and others (3.3)	Has difficulty listening to other people's ideas without interrupting or responding in a respectful way. Often appears hostile or angry when ideas are different from his or her own.	Occasionally interrupts others or uses words that can hurt or offend others OR has difficulty listening or responding to people with different ideas or perspectives.	Listens to and allows each person to speak without interrupting. Talks to each person using words that are appropriate and encouraging. People expressing different ideas or perspectives are treated respectfully.	Has all the skills of an expert PLUS is able to understand another's perspective even though he or she may not agree with that person.
Make effective use of pace, volume, stress, enunciation and pronunciation. Show awareness to the audience by adjusting to its reaction.	Student has difficulty reading the folktale. Student reads in monotone voice throughout the story and often does not pause for punctuation. Audience is unable to hear most of the story.	The folktale is read fluently but without much expression. Voice volume remained the same throughout the story. Story teller could be heard most of the time. The pace of the story remained the same. A few words were mispronouced and or enunciated. Hand/body/eye gestures were not used or were distracting to the audience.	The folktale is read fluently and volume of voice is changed in places to more effectively tell the story. Story teller could easily be heard by the entire audience. The pace of the story changed at appropriate spots. Words were correctly pronounced and enunciated. Hand/body/eye gestures were used effectively to draw the audience in and tell the story.	The storyteller is able to retell the folktale accurately from memory AND demonstrates all the skills listed under the experienced level.