30 Day Unit Plan
Theme/Topic: countries and colors
Goals (What should students know & be able to do by the end of the unit?):
1.Students can recognize the nine different countries and their flag and say it in Chinese
2.Students can distinguish the different colors and say it in Chinese
3 students can show on the map of Hilliard about the places they live in Chinese.
Summative Performance Assessment: create at least 1 performance task for interpretive, interpersonal, and presentational communication
Reference pg. 18-23
Interpretive
(reading, listening, and/or viewing) / Interpersonal
(Speaking and/or writing) / Presentational
(Speaking and/or writing)
studentwill do revison by listening other model students do and follow studying them.
Student can see the colors and imitate by games to remember the colors / Students make survey on the others nationality and ask and answer their countries. / Students will introduce their home countries and birth place one by one.
Student colors the national flag to know more colors.
Week 1
Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg. 24-36 / 1 can introduce their home countries
2 can introduce their birth place.
Formative Assessment Tasks: / Do a survey
Do a dialogue
Standards: Communication Connections Culture Comparisons Communities / Communication where they are from
Culture:to know the significance of the names of their home countries
Vocabulary: / Different countries like yilake, balesitan, Yindu..
Grammar/Sentence patterns:
(write these in the target language) / Ni congnalilai? Ni congnaguolai?
Wo cong ____lai. Wo cong ___guolai
Materials Needed: / Map, teacher-made word card
Week 2
Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg. 24-36 / Can introduce their countries and birthplace.
Can know the national flag of America and Chinese
Can know blue and red and yellow colors
Formative Assessment Tasks: / Do a dialogue
Make s survey
Standards: Communication Connections / Communication where they are from
Culture Comparisons Communities / Connections: color the national flag
Culture: Significance of the color green in Chinese flag
Vocabulary: / Lanse (blue)
Hongse(red)
Huangse(yellow)
Grammar/Sentence patterns: / Zheshishenmayanse
Zheshihongse/lanse
Materials Needed: / National flag
Teacher made word card
Week 3
Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg. 24-36 / Can introduce their countries and birthplace.
Can know the national flag of Iraq and india
Can know blue, red and yellow colors
Formative Assessment Tasks: / Do a dialogue.
Play hide and seek to know the new words
Standards: Communication Connections Culture Comparisons Communities / Communication where they are from
Connections: color the national flag
Culture: Significance of the color yellow in Chinese
Vocabulary: / Cheng se(orange)
Lvse (green)
Baise (white)
Grammar/Sentence patterns: / Zheshishenmayanse
Zheshihongse/lanse
Materials Needed: / Pictures of these countries, teacher-made word card
Week 4
Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg. 24-36 / Can introduce their countries and birthplace.
Can know the national flag of Palestine and Nigeria
Can know blue and red and yellow colors
Formative Assessment Tasks: / Do a dialogue
Play luobo dun to practice new words.
Standards: Communication Connections Culture Comparisons Communities / Communication where they are from
Connections: color the national flag
Culture: Significance of the color red in Chinese flag
Vocabulary: / Heise(black)
Zise (purple)
Fense(pink)
Grammar/Sentence patterns: / Zheshishenmayanse
Zheshihongse/lanse
Materials Needed: / Pictures of these countries, teacher-made word card
30 Day Unit Plan
Theme/Topic: A Well-Balanced Lifestyle
Goals (What should students know & be able to do by the end of the unit?):
  • Describe their dailyschedule
  • Ask and answer questions about dailyroutines
  • Compare lifestyleroutines
  • Express frequency saying when and how often they do certainthings
  • Express opinions about daily activities,schedules
  • Make suggestions about ways to behealthy

Summative Performance Assessment: create at least 1 performance task for interpretive, interpersonal, and presentational communication
Reference pg. 18-23
Interpretive
(reading, listening, and/or viewing) / Interpersonal
(Speaking and/or writing) / Presentational
(Speaking and/or writing)
  • SS will read a blog written by a French teenager where he discusses his activities and compare with popular activities in theU.S.
  • SS will watch a commercial for a product that promises to make life less stressful and analyze the effectiveness of themessage
/
  • SS will survey at least 5 classmates on activities that they do during the week. Make a graph that shows the most popular activities.
/
  • SS will create a presentation based on multiple sources of information highlighting ways to promote a balanced lifestyle for teenagers; share with another Frenchclass.

Week 1
Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg. 24-36 /
  • Describe their dailyschedule
  • Ask and answer questions about dailyroutines

Formative Assessment Tasks: /
  • Comprehension checks forTPRS
  • Flyswatter game with newvocabulary
  • Teacher observation as students survey one another about dailyactivities

Standards: Communication Connections Culture Comparisons Communities /
  • Communication: SS write questions and interview classmates about activities that they do during theweek.
  • Culture: SS discuss the importance of cafés to Frenchteenagers

Vocabulary: /
  • Review: Days of the week, schoolsubjects
  • Vocabulary Focus: sports,activities

Grammar/Sentence patterns: (write these in the target language) /
  • (le) lundi… (onMondays)
  • qui, que, quoi, quel, quelle, quels, quelles (interrogative pronouns and adjectives)

Materials Needed: /
  • Textbook Ch.6
  • Blog post from a Frenchteenager
  • Teacher-madeflashcards