Lucy Lee, Carol Chen-Lin, Yu-Lan Lin

1. National Chinese Language Conference
April 12, 2012
Lucy Lee, Carol Chen-Lin, Yu-Lan Lin

2.  Gain knowledge and skills to design
and implement a thematic unit
 Design a web-format theme
 Set language functions from novice to
pre-advanced level
 Design spiraled activities and
assessment tasks

3.  Thematic design rooted in the concept
of enduring understanding
 Essential questions derive from
related topics
 Sequential steps of building a
thematic design
 Review samples of a thematic unit
 Activities/Assessments that are
spiraled

4.  1) What is a Thematic Unit?
 2) How does it help me and my
students achieve our goals?
 3) How is it different from the
traditional instruction?
 4) How do I design a thematic
unit?

5.  Brainstorm ideas related to topic
 Identify a common theme
 Set the end goal ( backward design)
 Align the theme with standards:
a) language functions = “can do”
b) content= voc
c) linguistic elements= grammar
d) culture=products/practices/perspectives

6. ◦ A ‘web’
◦ ‘web’ center: the theme
◦ subthemes
◦ topics
◦ subtopics
◦ Individual lessons

7. Respect Mj Citizenship Mj Self Mj
and Mj Identity Mj
Tolerance Mj Interest & Mj
Preference Mj
Community Mj
Service Mj
Aspiration Mj
Rights Mj All About Mj
and Mj Me Mj
Responsibilities Mj
Good Mj
Deeds Mj Appearance Mj
Individual Mj
and Mj
Group Mj
Immediate Mj
Physical Mj
& Mj
and Mental Mj Well-being Mj
Mj Family and Mj Extended Mj
Family Mj
Structure Mj
Health Mj Clan Mj
Family Mj
My Role Mj Relation Mj
and Mj Value and Mj
Chinese Mj Obligation Mj concept of Mj
Way of Mj Family Mj
Being Fit Mj Family Mj
Activities Mj Filial Mj
Piety Mj
Wu-Shu Mj Self Mj
Cultivation Mj Respect Mj
Birthday Mj Elderly Mj
Reunion Mj
Wedding Mj

8.  Organized around a “big idea”
 Standards-based
 Deepens knowledge, strengthens
skills
 Connects language/culture/content
 Integrates four skills in meaningful
context
 Activates higher order thinking skills

10.  Familiar with: broad-brush
knowledge
 Important to know: facts,
concepts, principles
 Important to do: to process,
strategize, identify characterize,
distinguish, etc.
 EU: larger concepts, principals, and
processes

11.  Limited voc, isolated grammar
elements
 Sequential and hierarchical
 Practice skills without contexts
 Little flexibility and creativity
 Teacher-centered
 Students rarely work cooperatively
 Rigid test format

12. “ Why is this theme worth studying?”
 An “ anchor” of a theme
 Focus on understanding
 “ Big” concepts/ideas
 Use inquiry approach
 Away from “covering” to “uncovering”
 Retain EU after forgotten details

13. A big idea with enduring value
 At the heart of a discipline
 Involve “performance”
 Use higher-order thinking skills
 Potential for engaging students
 Require “un-cover” an abstract
concept, a myth, a misunderstood
idea

14.  In
teaching nutrition:
Cover: good eating habit
nutritional info
food pyramid
Uncover: Why people don’t act on
the knowledge of
nutrition?

15.  Does it have many layers and nuances, not
obvious to the naïve or inexperienced
person?
 Does it yield optimal depth and breadth of
insight into the subject?
 Do you have to dig deep to really
understand its meanings and implications
even if you have a surface grasp of it?

16.  Is it (therefore) prone to misunderstanding
as well as disagreement?
 Are you likely to change your mind about its
meaning and importance over a lifetime?
 Does it reflect the core ideas as judged by
experts?

17.  Choose the theme
 Align the standards
 Decide what students should know and
be able to do
 Identify how students will demonstrate
their knowledge
 Plan instruction
 Choose resources

18. In the 21st century, we share
responsibilities to create one
world and one dream
在二十一世纪 , 分担责任共同创造
“ 同一个世界，同一个梦想”的和
谐社会

19.  Thought provoking questions
 Open ended questions
 Students need to apply higher
order thinking skills
 EQ answers directly connect with
the enduring understanding
 “How” questions
 “Why” questions

20. Respect Mj Citizenship Mj Self Mj
and Mj Identity Mj
Tolerance Mj Interest & Mj
Preference Mj
Community Mj
Service Mj
Aspiration Mj
Rights Mj All About Mj
and Mj Me Mj
Responsibilities Mj
Good Mj
Deeds Mj Appearance Mj
Individual Mj
and Mj
Group Mj
Immediate Mj
Physical Mj
& Mj
and Mental Mj Well-being Mj
Mj Family and Mj Extended Mj
Family Mj
Structure Mj
Health Mj Clan Mj
Family Mj
My Role Mj Relation Mj
and Mj Value and Mj
Chinese Mj Obligation Mj concept of Mj
Way of Mj Family Mj
Being Fit Mj Family Mj
Activities Mj Filial Mj
Piety Mj
Wu-Shu Mj Self Mj
Cultivation Mj Respect Mj
Birthday Mj Elderly Mj
Reunion Mj
Wedding Mj

21.  Beginning (Novice-Low)
 Emerging (Novice-Mid/High)
 Progressing (Novice-High,
Intermediate-Low, Intermediate-
Mid)
 Attaining (Intermediate-
High/Pre-Advanced)

22.  Language Functions:
 List
 Enumerate
 Itemize
 Count
 Greet and respond to greetings
 Introduce and respond to
introductions

23.  Content /Context: Mostly relevant to one’s
immediate environment:
 Self/Family
 Housing
 Daily Routine
 Interests
 School
 Work
 Community

24. Text Type:
 Single word
 Words
 Simple sentences
 Memorized phrases

25. Language Control:
 Highly accurate
 Comprehensible to highly sympathetic
listeners

26. Vocabulary Use:
 High frequency words
 Limited in number

27. Communication Strategies:
 Paraphrase/Repeat words
 Ask questions/repetition
 Ask for clarifications
 Imitate modeled words
 Use facial expressions and gestures
 Resort to first language
 State lack of understanding

28. Language Functions:
Get through survival situations:
 Ask and answer questions
 Express likes and dislikes
 Make simple requests

29. Context and Content: relevant to
one’s immediate environment:
 Family
 Housing
 Daily routine
 Interest
 School
 Work
 Community

30. Text Type:
Mostly connected sentences and
some paragraph-like discourse
-with cohesive devises
-multi-clause sentences

31. Language Control:
Control of language may decrease as language
expands across:
 Topics
 Functions
 Time frames

32. Vocabulary: Evidence of more
specialized language
 High frequency vocabulary
 Variety of topical groups
 Thematic language
 Expanding number of familiar words and
phrases
 Limited number of common idiomatic
expressions

33. Communication Strategies:
 Paraphrase
 Ask questions
 Ask for clarification
 Self correct when not
understood

34. Language Functions:
Adapt learned materials to express
new ideas:
 Express needs
 Describe a concrete situation
 Indicate emotions

35. Language Functions:
with concrete details:
 Clarify and ask for clarification
 Express opinions
 Describe a situation in a time
frame
 State issues

36. Language Functions:
Deal with abstract and unfamiliar situations
 Hypothesize
 Explore other alternatives
 Give advice and suggestions
 Initiate, engage in, and close a conversation
 Explain
 Compare and contrast

37. School Mj
Go Mj and Mj Role of Mj
Service Mj
Green Mj Education Mj Teacher Mj
Learning Mj
School Mj
Activities Mj
Recycling Mj
Social Mj Education/ Mj
Conscious Mj School Mj
ness MjMj School Mj
Society Mj Building Mj
Save Mj
Resources Mj and Mj
Environment Mj
Daily Mj Government Mj Public Mj
Life Mj Service Mj
Food Mj
Local Mj
Township Mj
Travel Mj
Clothing Mj Local Mj
official Mj
Community Mj Business Mj
Assembly Mj
Mj
Festival/ Mj
Celebration Mj
Ritual Mj

38. Myths Mj
Confucianism Mj and Mj
Daoism Mj
Legends Mj
Folk Tales/ Mj
Stories Mj
Buddhism Mj
Classical/ Mj
Modern Mj
Literature Mj
Philosophy Mj Literature Mj
Others Mj
Art Mj
and Mj Poems Mj
Humanities Mj
medium Mj Paintings Mj Arts Mj Music Mj
Songs Mj
Subject Mj
Calligraphy Mj
Methods Mj
Architecture Mj Musical Mj
Chinese Mj
Instruments Mj
Music Mj Regional Mj
Folk Art Mj Performing Mj
Temple Mj
Art Mj
Garden Mj Palace Mj

39. Women's Mj Dynasties / Mj
Role Mj Love and Mj Mordern Mj Famous Mj
Marriage Mj China Mj People Mj
Family Mj
Structure Mj
Contribution Mj
to Mj
The world Mj
Professio- Mj
Social Mj History Mj
nal Mj Status Mj Silk Mj
Role Mj Road Mj
Change Mj Significant Mj
over Mj event Mj
Tea Mj
Time Mj Road Mj
Social Mj
Linguistics Mj
Life Mj zhenghe Mj
Language Mj
Style Mj
Holidays/ Mj
Wen fang Mj
Festivities Mj
Si Bao Mj
Mj Chinese Mj
New Year Mj
Entertainm Mj
Reading Mj ent Mj Custom/ Mj Moon Mj
Pop Mj Festival Mj
and Mj Evolution Mj Rites Mj
Characters Mj Culture Mj
of Mj
Games Mj and Youth Mj
Characters Mj
Toys Mj
Ancestor Mj
Qingming Mj Worship Mj
Tomb Mj

40. Telescope Mj
Solar Mj
System Mj
Seasons Mj
Environmental Mj
Weather Mj
Stars Mj Science Mj
Astronomy Mj
Climate Mj
Space Mj Change Mj
Exploration Mj
Climate Mj
Nature Mj and Mj
Exploration Mj Weather Mj
Preservation Mj
Undersea Mj Nature Mj
Exploration Mj and Mj
Science Mj
rocks Mj
Technology Mj
Earth Mj
Movie Mj Media Mj Geology Mj
Earth Mj
Quick Mj
TV Mj
Fossil Mj
Computer Mj
World-wide Mj
Earth Mj Archaeology Mj
Communication Mj
Science Mj
Internet Mj Biology Mj
Mj Bing Ma Mj
Mj
Yong Mj Mj
iphone Mj
Mj Banpo
Mj Mj PeiKing Mj
E-mail Mj Man Mj
Trees Mj
Mj Animals
Mj Mj

41. Pursue Mj Diversity Mj
World Mj of Mj Cross Mj
and Mj
without Mj Dream Mj Cultural Mj
Respect Mj
Border Mj Understanding Mj
Stop Mj Religious Mj
Nuclear Mj Tolerance Mj
Proliferation Mj
World Mj The World Mj
Peace Mj
Communica Mj
Shi Jie Mj
Mj
Mj tion Skills Mj
Mj
Da Tong Mj Global Mj
Engagement Mj
Global Mj
Global Mj Issues Mj Save the Mj
Financial Mj Earth Mj Alternative Mj
Crisis Mj Energy Mj
Prevention Mj
of Mj Reduce Mj
Epidemics Mj Carbon Mj
Climate Mj Re- Mj Emission Mj
Change Mj forestation Mj
Food and Mj Save Rain Mj
Hunger Mj Forest Mj

42.  Set the end goals first
 Pose essential questions
 Decide language functions
 Set the content in its context
 Collect authentic materials
 Design student-centered activities
 Design a culminating activity

43.  Title
 Functional objectives
 Learning scenarios
 Materials and Resources
 Assessment tasks
 Rubrics

44.  Visual
 Audio
 Multi-media/technology
 Speaking
 Writing
 Projects
 Demonstrations
 Research

45.  Holistic
-exceeds expectations
-meets expectations
- needs improvement
- does not meet expectations
 Analytic
- various assessment elements
- various weight distributions