Immersion in Chinese culture is the dominant theme in this unit.  To accomplish this goal, I primarily focused on Chinese folk tales and how they can act as stepping stones towards more in-depth treatment of a related topic and towards exposure to other aspects of Chinese society.  This knowledge was further developed into various art projects and an egg-roll making celebration.

In addition, our study of Chinese culture was further enhanced by class visits from a Hartland-based Chinese high school exchange student and a former Chinese national who presented on Inner Mongolia and Taiwan.  We also attended performances by the Yunnan Revealed Company and Chinese shadow puppeteers.

• Various sharing experiences, including the making of egg rolls with peers, staff and community members. 
• To prepare for these, students will have completed reading of a folktale and its related research and written assignments, and numerous enrichment and extended learning activities reflecting knowledge and appreciation of Chinese culture.

Students read for meaning, demonstrating both understanding and personal response.  Evidenced by:

• (d) Making extensions;
• (e) Identifying structure and conventions of text;
• (f) Explain meanings of forms of representation.

In written reports, information is accurate and effective.  Evidenced by:

• (f) Organized information;
• (h) Includes facts and detail.

Research using library and internet.  Evidenced by:

• (c) Effective searches;
• (e) Synthesized information;
• (f) Presents information in appropriate format.

Respond to literary texts as evidenced by:

• (c) Analyze word choice and content;
• (d) Makes inferences about themes and styles.

Understand concept of culture in varous locations worldwide.  Evidenced by:

• (aa) Investigates factors that make us human in different cultural and social settings.

Uses geographical knowledge.

• (bb) Locates physical regions of the world.

Uses measurement:

• (ee) Recognizes differences between measures of length.