Unit Plan Template Document

Unit Plan Template

Teacher Candidate Name: Lexi Liu
Unit Name: Healthy lifestyle
Subject Area: World Language Chinese
Grade Level(s): Intermediate (G6-G12)

Introduction: What will students learn in this unit and why is it important? Describe the
theme and student outcomes, including guiding questions and real-world connections.

Unit Introduction

Healthy lifestyle roots in daily life and have positive long-term effects on life. Staying healthy is a lifelong
process that includes exercise, nutrition and stress management. In this unit, students will explore how to
communicate with people revolving around the topic of healthy lifestyle by using Chinese. They are going to
learn related vocabularies and sentence structures about expressing their opinion about a healthy lifestyle. In
the process of their language learning, they will also gain knowledge about how to balance their life and
have a healthy lifestyle.

Guiding Question(s) and/or Real-World Connections

Consider how you would make the unit relevant to students. What real-world connections or guiding
questions would you use to hook your students?

● What does a healthy lifestyle look like in Chinese-speaking cultures?

● How can I make goals for long-term, healthy living?

● What is necessary to support a healthy lifestyle?

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Standards: What are the standards or curricular outcomes of this unit as provided by your
school, district, or government? Add all applicable content-area standards,including
cross-curricular standards. (Add rows as needed.)

Content Area Standard(s) Addressed

Teaching of Foreign Languages National (ACTFL)

Communications

● Standard 1.1: Students engage in conversations, provide and

obtain information, express feelings and emotions, and
exchange opinions
● Standard 1.2: Students understand and interpret written and
spoken language on a variety of topics.
● Standard 1.3: Students present information, concepts, and
ideas to an audience of listeners or readers on a variety of
topics.

Teaching of Foreign Languages

Maryland State

Communications

● Standard 1.1 INTERPERSONAL: Students exchange information

orally and in writing in the target language in a culturally
appropriate manner to provide and obtain information, express
feelings and emotions, and exchange opinions.
● Standard 1.2 INTERPRETIVE: Students understand and interpret
the target language in its spoken and written form on a variety
of topics.
● Standard 1.3 PRESENTATIONAL: Students present information,
concepts, and ideas to an audience of listeners or readers on a
wide variety of topics in the target language.

Teaching Chinese as a Second IB MYP Language Acquisition Guide Chinese B

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Language
Develop the student’s communication skills necessary for further
language learning, and for study, work and leisure in a range of
authentic contexts and for a variety of audiences and purposes

Overarching Goals: What are the big-picture goals for student achievement and mastery in
this unit? Orient these goals around overall student skills, growth, and development. Your
unit objectives should be derived from these goals.

● Students will be able to identify new vocabularies and sentence structures in listening and use them in
speaking and writing.
● Students will be able to express what a healthy lifestyle looks like and classify several dimensions to
have a healthy lifestyle
● Students can write some general tips about how to keep a healthy lifestyle by using new grammar
structures in their writing.

Objectives: What are the lesson objectives for this unit that will lead students to complete
specific tasks and meet the overarching goals. Objectives should use language that is
specific, measurable, achievable, relevant, and timely (SMART).

Content-Area Objectives

● Students will be able to identify whether it is a healthy lifestyle or not by listening to some short
paragraphs or dialogues.
● Students will be able to recognize and write down the names of different healthy foods and names
of exercises and in Chinese. The total number of vocabulary they need to learn will be around 20.
● Students will be able to make a short presentation(5minutes) in class to express their opinion about
how to have a healthy lifestyle.
● Students will be able to identify and use several sentence starters that are related to a healthy
lifestyle in their conversation practices.
● Students will be able to identify and use 2-3 grammar structures in their conversation with peers in
class and they will be able to use these grammar structures to make their own sentences in their
short writing assignments.

Literacy Goals: How does this unit support students’ language and literacy development?
Include literacy skills, key vocabulary, and 21st-century skills (i.e., critical thinking, creativity,
collaboration, communication, information/technology literacy).

Literacy Skills

In this unit, students will learn new vocabularies and grammar structures that enhance their daily expression
about relevant topics and improve their writing ability.

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Vocabulary

There are around 20 new vocabularies that relate to the theme they need to learn and use in this unit. Those
vocabularies are essential to daily conversation in Chinese learning.

21st-Century Skills

● Communication skills

In this unit, students will use their communication skills in their conversation and their presentation.
They will obtain information, express feelings and emotions in their listening, speaking, reading and
writing practices.

● Creativity skills

Students will demonstrate their creativity skills by expressing their opinions in their writing and short
presentation.

Prerequisite Skills: What skills and prior knowledge do students need before this unit?

● Students will be able to be aware of opinions, attitudes and cultural backgrounds presented in the
written text. The student could imagine himself or herself in another’s situation, gain new perspectives
and develop empathy, based on what he or she has understood in the text.

● Students will be able to use appropriate vocabularies and sentences to communicate and interact with
each other in specific context, for example, making a presentation, having an interview.

● Students will understand how to use appropriate formats in their writing and know about their target
audience.

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Assessments: What form of evaluation tools will you use to measure student learning and
achievement both at the end of the unit and throughout? Clarify any modifications you
would make based on student readiness, ability level, primary language, or interest.

Summative Assessment
(Include projects, performances, tasks, or traditional tests you will implement for students to demonstrate
that they have met the overarching goals and objectives.)

Description(s) Modifications
● Presentation: In a physical learning environment, ● Students who have special needs could submit
students will do a 5-10 minutes short presentation to writing text instead of preparing a presentation or
introduce what their daily life looks like and how to making a vlog.
keep a healthy lifestyle by using Chinese. The purpose
of this activity is similar to online activity, except that ● Low language ability students could get an
they will be a presenter in class instead of a vlogger. As extension of their summative assessment.
a result, they need to notice how to use appropriate
language in this circumstance. This also echoes with ● For an ELL student, using fluent verbal language
“authentic contexts' in the standard. to demonstrate his understanding may be
difficult. So I will offer him another choice to finish
● Making a vlog: For an online learning environment,
this assessment. He could make a poster or a PPT
students will introduce their daily life and talk about
how to keep a healthy lifestyle by creating a vlog and instead.
sharing it with their classmates. They will use Flipgrid as
a platform to share their vlog. In this activity, they will ● For students who have special needs, if speaking
practice their Chinese speaking by using technology. would not hinder understanding then I would
When they are preparing their vlog, they need to use recommend them to make a vlog as it is a good
various forms of sentences and a wide range of opportunity to improve his verbal language. I will
vocabulary that relates to health. Meanwhile, as a
recommend them to write an outline before
vlogger, they will notice their audience and be aware of
their purpose when making the video. starting recording. Also, I will provide several
sentence frames to help them to express his
opinion in a more logical way.

Formative Assessments
(Include checks for understanding, quizzes, activities, and other progress monitoring as students move
toward mastery of the overarching goals and objectives.)

Description(s) Modifications

Students will do quizzes about new vocabularies in Some words or terms will be highlighted in their
this unit. quizzes for students who have special needs.

Teacher is going to lead students to classify healthy ● Some students will be assigned to the group
lifestyles from three dimensions. Students will be which has their peers to help them.
divided into three group, each group choose a
● Sometimes appropriate technology could help
dimension to work on, by the end a lesson, each
language learners to improve. Google Translate
group is going to present their understanding of or other language apps, for example, may be
each dimension by speaking\writing or drawing, useful as supplements to their learning.
teacher can use the activity as a pre-assessment to
how many vocabularies of food and exercises they ● Students who have special needs will be
have already known. encouraged to set a calendar reminder to help
them keep track of their assessment and finish

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work on time.
●

Students will do some readings as formative Some words, terms or sentences will be highlighted
assessment and answer the relevant questions. in their reading for students who have special needs.

Lessons: How will you sequence the lessons, formative assessments, and summative
assessment in this unit? Briefly describe each lesson including techniques to differentiate
the product, content, and/or process for the diverse needs of your students.

1. Lesson 1
a. Objective:
Students will identify whether it is a healthy lifestyle or not by pictures.
Students will express what a healthy lifestyle looks like and could finish the sentences
presented by the teacher.

b. Prerequisite Skills:
Students need to understand some basic sentence structure of Chinese, for example, ‘ I
think…..’ and ‘what’s required to maintain a healthy lifestyle’

c. Description:
1\Two students work together, they can draw pictures or write what a healthy lifestyle looks
like in their understanding. Teacher can write down sentence starters as below, and walks
around to give necessary support.
健康的生活方式需要健康的食物和水。（看代表健康生活方式的图片，选择用其他短语代替划线部
分）

2\Teacher is going to divide students into three groups, each group choose a dimension to
work on, by the end of this lesson, each group is going to present their understanding of each
dimension by speaking\writing or drawing, teacher can use the activity as a pre-assessment to
how many vocabularies of food and exercises they have already known.

d. Differentiation:
Students who have special needs or need help in their language learning will be assigned in a
group with peers who can help them. They can choose one or two whom he prefers to work
with. Sometimes they may be more willing to receive peer help than asking a teacher.

I will assign talented students in a group by using homogeneous grouping strategies so they
could reach their full potential in group work.

2. Lesson 2
a. Objective: Getting to know what a healthy diet looks like by learning a food pyramid picture.

b. Prerequisite Skills: Students already know the names of some basic food, for example, sugar,
salt, icecream, chocolate, etc.

c. Description:
1\Students work with a peer to draw or write down the names of different foods. They can
ask and answer like: student 1 says apple, student 2 should say it is a kind of fruit, student 1
says fruit, student 2 should give an example which belongs to fruit.
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2\Students will learn the food pyramid together, identifying the content in the picture. Then
the teacher will divide students into 4 groups, each group is going to prepare for a mini
presentation on healthy diet. For example, group 1 are going to say: if you want to keep
healthy, you should eat more vegetables, like apples, bananas, pears and so on, group 2 are
going to say: if you want to keep healthy, you should drink less coke.
3\students will learn two grammar structures in this class.

d. Differentiation: the teacher will give individual instruction to students who need extra help.

3. Lesson 3
a. Objective: ​This lesson is going to talk about the importance of exercises. They are going to
have some fun by learning to sing the song.

b. Prerequisite Skills: students know some basic vocabularies about exercises.

c. Description:
1\Teacher is going to play a song to students, write down a question on the board, what is the
song about? Students watch the video and listen to the song.
2\Teacher is going to teach and explain the key words in the lyrics.
3\Learn to sing the song together.
4\After singing the song, the teacher is going to ask students what exercises they often do?
Students answer the teacher's question and exchange information with their classmates.

d. Differentiation:
The supporting material will be given to students who need help at the beginning of class.
The key words of lyrics will be highlighted so it will be easier for them to grasp the main
content.
Sometimes the teacher would raise questions and invite students to raise their hand so
talented students could have a chance to show their understanding.

4. Lesson 4
a. Objective:
1\Students will get the gist about how to keep mental health by reading a text.
2\ Students will be able to write some general tips about how to keep mental health.

b. Prerequisite Skills: Students have some general idea about how to keep mental health in their
life.

c. Description:
1\Teacher starts this lesson with an activity. The teacher prepared a big anchor chart and put it
on the board. Students are going to put a color sticky note in a blank to represent the feeling
today.
2\The Teacher is going to read an article on how to keep mental healthy students, students
need to highlight the vocabularies they don’t recognize. And then the teacher is going to
teach new vocabularies by using pictures.
3\Each student is going to write a tip which is good for mental health by reading the article
again. The sentence can be: Chatting with friends is good for mental health.

d. Differentiation: the teacher will give individual instruction to students who need extra help
when they are having group discussion.

5. Lesson 5 (Repeat as necessary.)

a. Objective: Reviewing the content we learned in this unit

b. Prerequisite Skills: understanding the goal of this unit

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c. Description:
1\Reviewing the vocabularies and grammar structures by finishing quizzes in class.
2\Discussing about the requirements for the summative assessment.

d. Differentiation: Students who need help can get extensions for their quizzes. The questions
will be slightly adjusted according to their level and situation. For example, the key words of
each question will be highlighted. Also, long questions will be separated into small chunks so
it will be easier for them to grasp the main content.

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Remediation & Next Steps: How will you remediate, review, and extend prior to moving to
the next unit? Include considerations for students who lack prior knowledge.

● Whole class instruction: after the SA, I will take one class to go over their
Remediation Activities performance of SA and give the whole class instructions about the
unsatisfactory parts.

● Individual instruction: I will give individual instruction and face-to face

feedback for students whose grades are below the level.

● Self-reflection: students will do self-reflection about the SA based on the

Review Activities rubric.

● Peer review: They will do the peer review of SA.

● Reading materials: there are some extra reading materials available for
Extension Activities them to improve their reading skills
● Audio and video resources: audio and video resources are the important
learning materials for language learners. I will recommend several
podcasts and TV channels for them to follow.

References: Add resources you used to create this unit plan and links to important texts and
tools referenced within.

1. https://www.youtube.com/watch?v=MzptrRmW2dw (Chinese song for children)

2. https://quizlet.com/507855240/healthy-diet-flash-cards/ (quizlet for vocabularies)