Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate Length of
2-3 weeks
Language and Mandarin Unit
Level / Grade Second Grade Approximate Number
300 min
of Minutes Weekly

Theme/Topic Endangered Species and Their Habitat

Why is the animal you have chosen endangered and how does their existence (or extinction) impact
people? How are the animals you have chosen represented in the stories of the local area (e.g., tigers in
Essential Question
China) and what does it tell us about how the people viewed these animals? (e.g., tigers are often portrayed
as villain in various Chinese fables and folktales)
Goals • I can describe and present to the class their animal’s traits, characteristics, habitat, and reason for
extinction as well as a possible way for humans to help prevent animal extinction.
What should learners know • I can research online or using the books in the library to find details about the endangered animal that I
and be able to do by the
end of the unit? chose.

Interpretive Mode
Summative • I can read different texts: informational • I can draw graphic organizer indicating
Performance texts about wetlands and rainforest and the setting, subject, and main idea of
Assessment fictional texts about animals and each passage that was read as a class.
deforestations. • I can include supporting details and
• I can identify the main idea and author's purpose.
• These tasks allow supporting details, as well as author’s
learners to demonstrate purpose.
how well they have met
the goals of the unit.
• They are integrated

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

• They are integrated

throughout the unit. Presentational Mode Interpersonal Mode
• The template encourages • I can research and present my findings about my animal by • I can ask and answer questions from my classmates about
multiple interpretive describing their traits, appearance, whey they are endangered details about my animals. For example: Can you describe
tasks. and how we can help. your animal? Where does your animal live? Why is it
• The interpretive tasks • I can answer questions posted by my classmates. endangered? What can we do to help?
inform the content of the
presentational and
interpersonal tasks.
• The tasks should
incorporate 21st Century
Skills.

Product: 虎姑婆 (Tiger Aunt)

Cultures Practice: Retelling the story
(Sample Evidence) Perspective: How geography affects characters in a story
Indicate the relationship
between the product, Product: Deforestation
practice, and perspective. Practice: Describing location
Perspective: How does the product we consume affect local geography
Connections Making Connections Acquiring Information and Diverse Perspectives
(Sample Evidence)
Math: Graphing & Data
Social Science: Internet safety
Language Comparisons Cultural Comparisons
Comparisons
(Sample Evidence) Compare Little Red Riding Hood & Tiger Aunt. (why the
Adjective + Noun
different animals? How does location affect characters in
Mandarin: the use of 的 with adjectives
stories?)
School and Global Communities Lifelong Learning
Communities
(Sample Evidence) Present: To fellow classmates & parents
about what we can do to help prevent Protecting our environment and animals.
extinction of animals.

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

•RL 2.6 Acknowledge

differences of cultures, including
by speaking in a different voice for each character
RL 2.3 Describe how
characters in a story respond to
major events and challenges. in a
different voice for each
Connections to character when reading dialogue
Common Core aloud.
•RI 2.9 Compare and contrast the most important points presented by two texts on the same topic
•SL2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
•SL2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
•W2.2 Write informative texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
•RF 2.3dDecode common words with “similar radicals” 部⾸
•L 2.2 Demonstrate command of the conventions of “Chinese language”, punctuation, and stroke orders when writing.

Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1
Compare different habitats such as wetlands and rainforests ——，但是—— (however) 還有 (also)
但是 (however, but)
因為 (because)
所以 (so, therefore)
除了 (in addition to)
比較 (compare)

Tier 2
Describe animals and their habitat 疊字 + 的 (doubling a character to be used 地圖 (map)
as an adjective + particle de) 環境 (environment)
⽔源 (water source)
氣候 (weather, climate)
植物 (plants)
動物 (animals)

Express cause & effect of why certain animals are endangered 因為 ——，所以 —— (because…
therefore)

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Offering alternatives & solution the problem of endangering 除了——，我們還可以—— (In addition Tier
animals (such as deforestation, pollution, etc) to____, we can also___)
Presenting information of students’ research on their animals (all of the above) ⾬林 (rain forest)
Listing animals, characteristics, or other related data 瀕危物種 (endangered species)
——還有—— （also）
濕地 (wetland)
棲息地 (habitat)
絕種 (extinct/extinction)

Key Learning Activities/Formative Assessments

Interculturality
How does this activity
Key Learning Activity/Formative Assessment Mode of Self
support the unit goals or
(representative samples from beginning to end of unit) Communication Community
performance tasks?
World
Activates prior knowledge
about animals and forests
Watch & listen to PowerPoint Presentation about rainforest. and learn about the Interpretive Mode World
context of the unit —
rainforests.
Learning about habitat of
animals; literal &
interpretive
Read informative passage about rainforest. Interpretive Mode World
comprehension. Identify
main idea, vocab,
structure, author’s purpose

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

Students will learn about

each other’s animals (their
habitats, traits, food, why
they are endangered, etc.).
Kagan collaborative learning: Team interview Interpersonal Self, World
Through explaining about
their own animals,
students will take the first
step in
Using the information
they gathered in the team
interview, students will
create a data chart using
Self, Community,
Data Chart the info. For example, Presentational
World
they can create a bar graph
about how many animals
live on the continent of
Asia, Europe, Africa, etc.
Students will be able to
see where the endangered
animals are, how they are
related to one another, and
Animal Map: Students will come back to class and share with
also share with their
the class where their animals reside in the world and pin a Interpersonal Community,
friends to compare and
picture on the class world map. Then, in small groups, they will Presentational World
contrast the various
share what the habitat is like - humid, dry, mountainous, etc.
locations; how they are
alike and different. They
will also be using the
structure for descriptions.

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

The map activity would

have shown that much of
the endangered tiger
population reside in the
Asia continent: China, the
Community,
Read Aloud: The Tiger Aunt Philippines, Russia, India, Interpretive
World
etc. This story is one
example of how animals
in the region give rise to
myths and fables of the
region.
The map activity would
have shown that much of
the endangered tiger
population reside in the
Asia continent: China, the
Self, Community,
Writing Philippines, Russia, India, Presentational
World
etc. This story is one
example of how animals
in the region give rise to
myths and fables of the
region.

Resources Technology Integration

Book: Tiger Aunt Research on the Internet (tablet, laptops &

Articles: Wetland; Rainforest (Better Immersion Curriculum, Grade 2) desktops)
PPP: Facts about rainforests PowerPoint Presentation
https://a-z-animals.com/animals/endangered/
Graphic organizers

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013

Appendix I. Standards-Based Unit Template by Clementi & Terrill November 2013

ACTFL Keys to Planning for Learning by Clementi & Terrill © 2013