Revised Unit P April Ma 04/12/2012 Assessment Evidence: Stage 2 Desired Results: Stage 1 Performance Task: Other Evidence !

- In groups, s Students will present "aily oral practices with peers. Topic: Exploring the Chinese Food Culture! one style of - #ui$$es on vocabulary and Grade Level: 12Chinese food, as Subject/ Areas: groupsTopic at the endChinese of the unit, translation. Time Frame: 2 ee!s/ "0 #inutes a da$ addressing its origin, style, - Small group research %ournals Standards: ingredient, implied culture on one style of Chinese food in COMMUNICATION values, and its eating manner &nglish. Communicate in Languages English using Chinese language. TheOther -Than 'resentation evaluation and Standard 1.1: Students engage in conversations, provide and obtain presentation should be reflection on peer(s information, express feelings and exchange opinions interactive and beyond the level and emotions, presentations. Standard 1.3: Students present information, concepts, and ideas to of lecturing. Students can )*+ to assess students an audience of listeners or readersbefore, on a variety of topics. incorporate real dish preparation during and after the or skit acting for the unit. CULTU ES presentation. Creativity is highly - "ifferent forms of graphic !ain "no#ledge and Understanding o$ Other Cultures encouraged! organi$ers. fter the class presentations, - Students( responses on various Standard %.%: Students demonstrate an understanding of the students will have a discussion literacy strategies like word relationship between the products and perspectives of the culture about the influence of each style wall. studied of Chinese food and why certain Brie Summar! o "nit: style is more prevalent than %&ince food is the best representation of a culture, I will guide my others. students e,plore the diversity of Chinese culture through investigations of Chinese food in this unit. Students will learn the historical and geographical attribution on - main styles of Chinese food. .y learning that, they would have a basic image about Chinese history, geography and abbreviations of - provinces. In addition, students will enrich their vocabularies and e,pressions on food. /opefully, they can also learn the proper eating manual in different places in China.
"nderstandings: % Food re'le(ts the histor$) geograph$) and (ulture o' a pla(e * % Understanding the (ulture helps one using use the language in a proper #anner* Students %ill &no%' % -here are . #ain st$les o' Chinese 'ood distinguished /$ their geographi(al lo(ation*0 1* % 2#portant vo(a/ularies relate to (oo!ing and eating* % Proper eating #anner in Chinese (ulture* #ssential $uestions: %+o does 'ood re'le(t (ulture, %/ow does developing an
understanding of culture help us when it comes to using the language0

Students %ill be able to' % +ave a #eal in proper Chinese eating #anner using Chinese language* % 3istinguish and identi'$ . st$les o' Chinese 'ood* % +ave (onversations a/out Chinese 'ood and its (ulture using Chinese language*

(er ormance Tas& (resenting )*inese ood+ China is an an(ient (ivili4ation ith 5)000 $ears o' histor$* 2ts 'ood (ulture and (oo!ing te(hni6ues (r$stali4e into its splendid (ulture* And its vast territor$ and diverse (li#ate in tropi(al) su/tropi(al) te#perate and su/%ar(ti( areas provide ri(h (oo!ing ingredients and various (oo!ing (onditions 'or its 'ood* -here are eight #ain st$les o' Chinese 'ood na#ed and separated /$ its geographi(al lo(ation7 1+u2, 1chuan2, 13ue2, 14in2, 1Su2, 15he2, 16iang2, and 1/ui2. 2n groups o' 8) $ou ill present one o' those eight st$les at the end o' the unit addressing its origin) histor$) #ain ingredients) t$pi(al (oo!ing te(hni6ues and lo(al proper eating #anner* -he 'inal presentation should /e 5%. #inutes long ith additional 2%#inutes 'or 6uestions* 3uring the unit) $ou ill /e as!ed to turn in a group resear(h 9ournal ith a spe(i'i( 'o(us o' the t$pe o' 'ood $our group (hose* -he group resear(h 9ournal should /e one%page in length and (ould /e done in English even though using Chinese is highl$ re(o##ended* -he 'inal presentation should /e done in Chinese) /ut little English is per#itted 'or o((asionall$ explanations* -he presentation should /e intera(tive and /e$ond the level o' le(turing* &tudents (an in(orporate real dish preparation or s!it a(ting 'or the presentation* Creativit$ is highl$ en(ouraged!

Rubric: Criteria &,ception 'roficient Improvement al needed Comme nt

The information is organi$ed in clear manner and is approachable to the audience in an interactive way. The origin, history, main ingredients, typical cooking techni:ues and local eating manners of the type of food are addressed in the

presentation.

Comparisons are made between the type of food and merican foods during the presentation that make the content relatable for peers. ll group members contribute e:ually to the presentation and use Chinese to present and communicate throughout the presentation. ;roup members turn in the individual %ournals on time. Those %ournals are informative and wellorgani$ed, but not repetitive within one group.

Learning Plan (Stage 3)

Where are o!r st!dents headed" Where have the #een" $o% %ill o! make s!re the st!dents kno% %here the are going" <n the first day, I will introduce the essential :uestions to the students and ask their understandings about food as a reflection of culture through a think-pair-share. Then I will assess their prior knowledge about Chinese food culture and eating manners using )*+. In addition, I will introduce the eight types of Chinese food briefly and do an overview of the final presentation to make sure each student is clear about where they are headed at the end of the unit. The topic can hook students at the beginning because everyone loves food. lso, Chinese food is common in

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$o% %ill o! hook st!dents at the #eginning of the !nit"

What events %ill hel& st!dents e'&erience and e'&lore the #ig idea and (!estions in the !nit" $o% %ill o! e(!i& them %ith needed skills and kno%ledge"

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$o% %ill o! ca!se st!dents to reflect and rethink" $o% %ill o! g!ide them in rehearsing) revising) and refining their %ork"

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$o% %ill o! hel& st!dents to e'hi#it and self*eval!ate their gro%ing skills) kno%ledge) and !nderstanding thro!gho!t the !nit"

student(s daily life. So they will have the interest to e,plore the authentic delicious Chinese food. They can also share their personal e,periences with Chinese food like their favorite dishes or restaurants. lso, I can bring real Chinese food that I prepared for them to class or show them pictures of famous Chinese dishes. Students will work as small groups throughout the unit for their final presentations. /aving group discussions and e,changing ideas with each other will help them rehearse main concepts. They will also do regular group research %ournals on the type of Chinese food that they picked for their final presentation. .esides, I will also incorporate topicrelative movie clips throughout the unit to let students see the real life applications of things that they are learning. =or language learning, they will get instant feedback from their conversations with peers and improve their language skills by following my modeling. =or cultural studies, they will have the opportunity to reflect and rethink their ideas through group discussions and my feedbacks on their group works. Students will always go back to the )*+ chart that they did on the first day and add new understandings on it each day. lso they will go back to the essential :uestion each week and modify their answers. .y doing that, they can reflect on how their responses have changed over time. lso, the difficulty of the vocabulary increases as they learn more. They will reali$e their growing vocabularies and language skills in their daily oral practices and :ui$$es. Classes will be conducted in different forms like power point lectures, movie analy$ing, or language practicing with different learning strategies to cover as many learning styles as possible. .oth group work and individual will be used throughout the semester. In the final pro%ect, students will be given the freedom to creatively present their pro%ect.

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$o% %ill o! tailor and other%ise &ersonali+e the learning &lan to o&timi+e the engagement and effectiveness of ALL st!dents) %itho!t com&romising the goals of the !nit"

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$o% %ill o! organi+e and se(!ence the learning activities to o&timi+e the engagement and achievement of ALL st!dents" Students will always go back to the essential :uestion throughout the unit. &very new topic in the unit contains a new aspect for the understanding of the essential :uestion. &very new vocabulary they are learning is relevant to e,plore the Chinese food culture. Students with different cultural backgrounds or different learning styles have the opportunity to decide what to present in the end from their understanding and learning.

Week ,

-onda : Objective: -Invoke students( interests in this topic, pre-assess what students already know about the Chinese food culture, and get students think about the essential :uestions. Lesson Summary: -/ook students by bringing different types of dim sum across China to classroom.

T!esda : Objective: - Student will have a basic understandi ng of the types of Chinese food in terms of the geography and history. Lesson Summary: - Since these - types of Chinese food are named by its geographical locations, I will go over each type using the Chinese map.

Wednesda : Objective: - Student will learn important vocabularies and useful sentences for successful conversation about food(s origin. Lesson Summary: - ;o over important words using picture flash cards and make a word wall with students. 'ictures are included under each word.

Th!rsda : Objective: - Students will learn 9? kinds of cooking methods in Chinese cuisine. Lesson Summary: - #ui$ on dictation and vocabularies. -;o over the 9? kinds of cooking methods with picture book and other technological sources.

.rida : Objective: - Students will learn important vocabularies and useful sentences for successful conversation about food preparation. Lesson Summary: - ;o over important words using picture flash cards and add more words to the word wall with students. 'ictures are included under each word. ->ead over the dialogue in the te,tbook and make sure students understand the meaning. -4ake the room as a kitchen setting and imaginarily prepare a meal using words we %ust learned.

- sk students to talk about their favorite cooking -Students ->ead over the method or the - ssess will write dialogue in the common used where down top 8 te,tbook and cooking students are choices of make sure method in on this topic styles of students their home in using )*+. Chinese food understand the Chinese. - .rief for their final meaning. introduction pro%ect. about - types -+et students Literacy of Chinese -They will be practice the Strategies: food and informed conversation in - >ealia brief their groups pairs and overview of at the end of make new the final the class. sentences. Differentiation pro%ect. : -Introduce Literacy - Information &ssential Strategies: are presented :uestions - 4aps in varies

with a Think'air-Share Literacy Strategies: - )*+ - Think-'airShare Differentiatio n: - llowing students to demonstrate whatever they know about Chinese food culture through )*+ and their thoughts about the essential :uestions. They can choose things that they are comfortable sharing. -@sing multiple sources with introducing types of Chinese food like pictures, videos, or literate description. Assessment: "emonstratio n on )*+ -Thoughts written

Differentiati on: Incorporatin g maps as visual aid for visual students and low language proficient students. -=reedom of choosing research topic Assessment: - Their :uestions. -/omework of individual %ournal on the geography and history of their type of Chinese food for the final pro%ect. The focus of the %ournal should not be repetitive within one group.

Literacy Strategies: - *ord wall -'icture =lash Cards -4odel talk -.ilingual Differentiation: - Students can decide what to put on the word wall. -'icture flashcards are incorporated as visual aid for visual students and low language proficient students. -.ilingual instruction includes students at any language proficient level. -Students can make up new conversations in pairs using new words by themselves to facilitate peer teaching. Assessment: - Collect students( individual

forms. -Students can talk about their personal e,periences with 9? cooking methods. Assessment: - #ui$ on dictation and vocabularies. - /omework of individual %ournal on the cooking methods of their type of Chinese food for the final pro%ect. The focus of the %ournal should not be repetitive within one group.

Literacy Strategies: - *ord wall -4odel talk - .ilingual

Differentiation : - Students can decide what to put on the word wall. - 'icture flashcards are incorporated as visual aid for visual students and low language proficient students. Assessment: - Collect individual group %ournal on the cooking methods for their type of Chinese food.

addressing the essential :uestions. -Class discussions

%ournal on the origin of the type of Chinese food for the final pro%ect.

-onda : Objective: - Students will learn the proper eating manner in Chinese culture. Lesson Summary: - #ui$ on dictation and vocabularies. -;o over the proper eating manner in Chinese culture using movie slips. Students will complete the half part of the

T!esda : Objective: - Students will learn important vocabularies and useful sentences for successful conversation in a Chinese meal setting.

,ee& / Wednesda : Objective: - Student will present their final pro%ects.

Lesson Summary: - &ach group will present their final pro%ect and Lesson other Summary: students will - ;o over make important comment and words using connections picture using a flashcards and Ticktacktoe make a word organi$er wall with during the students. presentation. 'ictures are

Th!rsda : Objective: - Students will reinforce what they learned through its real life application in a movie. Lesson Summary: - Show the movie to students and ask them to complete a .efore, during, and after graphic organi$er.

.rida : Objective: -Students will have a discussion and reflect on the unit by returning back to the essential :uestion and ensuring that the enduring understandin gs have been achieved. Lesson Summary: - @sing )*+ to summari$e what they have learned.

venn diagram during movie clips. -Compare Chinese eating manners with their home countries( eating manner using the venn diagram. Differentiation : - 4ultiple sources are used in demonstration.

included under each word. 1It will not be the same because they keep learning new vocabularies with different focuses, like vocabularies about food origin on third day, and vocabularies on a table for today.2

-Students will take note during peer(s presentation using Ticktacktoe graphic organi$er. -Students will comment on things they like and suggestions. - t the end of every presentation, each group will get together again and talk about things that they learned from other group and things that they could do better, then share it with the whole class. Literacy strategies: - ;raphic organi$ers Differentiatio n: - Students can present their work in their

-Class discussion about how food reflect the culture using the strategy! Crumple it @p . Literacy Strategies: - .efore, during, after graphic organi$er. -Crumple it @p Differentiatio n: -4edia is incorporated as another educational method to meet diverse needs of students. -&ach student has the freedom to %ot down their understandin g about the topic and make connections according to their learning. . -The crumple

-/ave a discussion about the influence of each style of Chinese food and why certain style is more prevalent than others. Literacy strategies: - )*+ Differentiatio n: - &ach student can share their understandin gs.

->ead over -&very student the dialogue is able to talk in the about their te,tbook and personal make sure e,periences students with different understand table manners. the meaning. -Talk about the final pro%ect and make sure every group is on the right track. Literacy Strategies: - *ord wall - 4odel talk - .ilingual Differentiation

Assessment: -#ui$ on dictation and vocabularies. - /omework of individual %ournal on the proper eating manner of their type of Chinese food for the final pro%ect. The focus of the

Assessment: - )*+ -Class discussion

%ournal should not be repetitive within one group.

: - Students can decide what to put on the word wall. - 'icture flashcards are incorporated as visual aid for visual students and low language proficient students. Assessment: - Collect individual %ournal on proper eating manner -*ord *all

preferred way. -&very student can comment on any aspect of the presentation based on their understandin gs. Assessment: - =inal pro%ect presentation. -&valuations on peer(s presentations .

it up strategy provides another way for students to e,press opinions. Assessment: - ;raphic organi$er -Class discussion.