Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Theme: Stories and the New Year
Enduring Understandings:



We communicate in another language to understand, interact with, and provide information to others.
We can understand another culture by relating its practices and perspectives and by comparing them to ours.
We can make connections to enhance our learning of other disciplines through learning a language and about other cultures.
Important questions:


Why are stories passed down through generations?
What traits of culture can we see in the mythical creatures and legendary characters in Chinese cultures?
Learning Targets
Students can:
 Understand descriptions of a monster. (Interpretive)
 Present descriptions of a drawing of a monster orally. (Presentational)
 Ask and answer questions with a partner about monsters and make drawings based on information. (Interpersonal)
1
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Summary of Performance Assessment Tasks and Standards Addressed
Communication
Interpretive task

Listen to the teacher describe a monster and draw a picture of it to match the description.
Presentational task

Draw a monster, and present an oral description of it.
Interpersonal task

Ask and answer questions about a monster to get information to draw the monster.
Culture

The New Year Beast, Nian and the story
Connections


Physical fitness
Mythology and History- Understanding of how a legend and a myth originate in the culture
Comparisons

Legendary and mythological characters
Communities

Display the work of student created monsters with labeling in Chinese
2
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Communication: Interpretive Performance Assessment Task 1
Students have learned and
Listen to the teacher describe a monster and draw a picture that matches the description of the
practiced:
monster.
 Nian monster story
(Note: Ensure that students sit apart from each other with sufficient space so that they will not see
 Body parts
each other’s work. Give each student a set of colored markers or pencils.)
 Numbers
 Shapes
Task directions to students:
 Colors
 Listen carefully to the teacher’s description of a monster
 Adjectives
 Draw the monster to look like the description on the sheet of paper using colored pencils.
 Physical appearance
 Personal characteristics,
i.e. brave, strong
 Emotions
3
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Communication: Presentational Performance Assessment Task 2
Students have learned and
practiced all of the above
vocabulary, plus:
 I like/ I don’t like
 Emotions
Create a monster similar to one from Chinese culture in a small group. Draw the monster on a
large sheet of paper using colored markers or pencils. Decide, based on what they know about
Chinese culture, what kind of things the monster likes or dislikes, and how the monster feels
about these items.
Do an oral presentation of the monster in a “Gallery Walk”. Divide the entire class into two
groups. While one group of students presents, the other group is the audience. The presenter(s)
each have a station; and the audience rotates to visit each station. Encourage the audience to
ask questions after the presentation.
Teacher also rotates to listen to the presentations in order to assess presentation skills using the
rubric.
Task directions to students:
1. Create your own monster. Include the following items for your monster.
a. Age of the monster
b. Name of the monster
c. How many eyes, mouth, ears, etc…that the monster has.
d. Colors of the body parts.
e. Shapes of the body parts.
f. Personal characteristics of the monster
g. What the monster likes and dislikes based on what you know about the Chinese
culture.
h. What kind of emotion the monster presents when he sees the items that he likes
and dislikes.
2. Draw and color the monster and label the body parts in Chinese.
3. Present your monster in a “Gallery Walk”. Half the class will be presenters. The other half
will be audience. Each presenter will have a station and the audience will rotate around to
the stations. After everybody visited all the stations, you will switch roles.
4
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Communication: Interpersonal
Students have learned and
practiced all of the above, plus:
● Basic expressions: Yes, no,
thank you
● Questions: yes/no, choice,
and information questions
● Ask for clarification or
repetition:
● I understand; I don’t
understand
Performance Assessment Task 3
Ask and answer questions about your partner’s monster and draw the monster based on the
information from your partner’s answers to their questions.
(Note: The teacher will present several images and examples of monsters from online, books, or
stuffed toys, etc. Assign each student an image or a stuffed toy without revealing what it is to the
other partner. Assess pairs of students as they ask and answer questions about the monster
they were assigned to describe, using the rubric while the rest of the class is engaged in a
meaningful activity.
Task directions for students:
1. You and your partner have an assigned picture of a monster.
2. You can’t see what your partner’s monster looks like.
3. Your job is to find out as much information as possible by asking questions in Chinese
about what your partner’s monster looks like, so that you can draw your partner’s monster
as close to what it looks like as possible. For example: Does the monster have big eyes
or little eyes?
Criteria for Assessing Integrated Performance Tasks



5
How will you know how well students understand?
o Use the interpretive task rubric for Novice with students.
How will you know how well students can express ideas and give information to others?
o Use the presentational task rubric for Novice with students.
How will you know students can interact with other in the target language?
o Use the interpersonal task rubric for Novice with students.
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Language Components and teaching resources
Language Functions
Key Structures
Key Vocabulary
 Describe a character,  他/她/牠 有/沒有藍色的大 Essential to know:
an animal, or a
眼睛 He/she/it has/ does not  Colorsmonster orally.
黑色 black; 白色 white; 紅色 red;
have big blue eyes
橘色 orange;
 Ask and answer basic  他的眼睛大 His eyes are
黃色 yellow; 綠色 green; 藍色 blue;
questions about a
紫色 purple; 粉紅色 pink
big
character, an animal,
 Adjectivesor a monster.
 他是男生 He is a boy;
大 big; 小 small; 長 long; 短 short b
 Shapes Give basic
 她是女生 She is a girl.
圓形 round;長方形 rectangle;
information of a
正方形 square; 三角形 triangle
character, an animal,

他九十八歲
He
is
ninety
 Physical appearances:
or a monster.
eight years old
高 tall; 矮 short; 可愛 cute; 可怕 scary
 Personal characteristics:
 他肚子痛, 因為…His
勇敢 brave; 強壯 strong; 不強壯 weak
stomach hurts, because
 Emotions:
快樂 happy; 傷心 sad; 害怕 scared
 他可愛/他不可愛 He
is/not cute
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Materials/Resources
 Teacher created drawing of a
monster
 Several images of a monster or
stuffed (monster) toys, such as
Cookie Monster from Sesame
Street.
 Video clip of Nian Story
http://www.youtube.com/watch?v=m
RWB6v1z0AM&feature=related
 App store version
http://itunes.apple.com/tw/app/thebeast-nian/id396384621?mt=8
 Teacher created simplified
version of TPRS Nian Story(See
Appendix 1).
 http://kidsbook.estores.com.tw/newhtm3/monsterboo
ks1.htm
 http://kidsbook.estores.com.tw/search/monsterbooks.
htm
 A large sheets of paper for
student(s) to draw their own created
monsters
 Sheets of paper for Interpretive
task
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Description of sample lessons and formative assessments for beginning, middle, and end to teach the unit
“Hook” students; get them interested in the topic.
 Brainstorm some characters from cartoons, movies, and TV
Vocabulary focus:
shows. Ask students what characters they like; what colors they
 Body parts
are; what their names are, etc... in Personalized Questions and
Answers to review some vocabulary.
 Shapes
 Show an image of Nian from a book and
 Physical appearances
o Tell a TPRS story about it.
 Personal characteristics
Beginning
Key elements of lessons
Introduce vocabulary:
 Body parts- play “Simon Says”, Sing a Chinese version of “Head,
shoulders, knees, and toes.”
 Shapes- TPR with common everyday objects in classroom, i.e.
“Point to a round clock.” “Go to the table and get a blue square
block.”
Practice interpersonal communication:
 Inside-Outside Circle
o Each student thinks of a favorite food. Pairs of students ask questions to each other to
guess what food their partner is thinking about.
o Each student thinks of a sibling, a friend, or a parent. Pairs of students ask questions of
each other about their physical appearances and draw a picture of the person. For
example: Is she/he tall? Is her hair long?
Samples of formative assessment:
 Retell a Nian TPR Story.
 Comprehension checks of the story. Show hands to tell the degree of comprehension (4 fingers40%); answer true/false questions; pop-quiz on the vocabulary
Teach reading and writing:
 Sequence the sentence strips from the Nian TPRS story.
 Students will create their own flash cards with the new vocabulary and use it in a game, for
example the “Fly Swatter” game.
 Work in partners to recognize words on flash cards.
Summative Assessments:
 Do interpretive performance assessment task when students are ready.
7
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Middle
Vocabulary focus:
●
●
I like/ I don’t like
Emotions
Transition and maintain students’ interest in the topic.
 Have students think of mythological or legendary characters from their own cultures (Have
student research or ask their family members at home in advance so that they will be
prepared).
 Discuss them as a whole class. Teacher asks questions about the personalities and physical
appearances
 Compare and contrast the characters from each culture. For example, “Is something like a
Bigfoot in Asian countries?”
Key elements of the lessons
Introduce vocabulary:
 Do personalized questions and answers using like/don’t like and talking about emotions.
Practice interpersonal communication:
 Survey classmates on what they like or don’t like using the learned vocabulary-colors, food,
Samples of formative assessment:
 Students will choose two mythological or legendary characters to compare and contrast. A
pair of students fills in a T-Chart with words and short sentences. Each pair will report it to
class.
Teaching reading and writing:
 After the T-Chart reports are completed, the teacher projects each pair’s T-chart reads the
words and sentences together as a class.
 Practice word/character recognition using the student-created flash cards.
 Play the game “Around the World” using the cards.
 After the presentational task, write the sentences as homework.
Summative Assessments:
 Do presentational performance assessment task when students are ready.
8
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
End
Wrap up the unit and revisit and answer the important questions:
 Why are stories passed down through generations?
 What traits of culture can we see in the mythical creatures and legendary characters in
Chinese cultures?
Vocabulary focus:
All of the above;
● Ask questions, i.e.
yes/no and information Key elements of the lessons
questions
● Ask for clarification or Practice interpersonal communication:
repetition, i.e., “I
 Students ask a partner about the monster they had presented. They will switch a partner for
understand”; “I don’t
several times.
understand”, “Please
say that again.”
Samples of formative assessment:
 Observe students during pair activities.
Teaching reading and writing:
 Students read the Nian TPR story on their own.
 Rewrite the story.
Summative Assessments:
 Do interpersonal performance assessment task when students are ready.
9
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
Appendix:Teacher Created Simplified Version of Nian Story:
年 獸 的 故事
Niánshòu
de
gùshì
年是一隻
Nián shì yīzhī
可怕的
Kěpàde
野獸
yěshòu
牠喜歡吃人和動物
Tā xǐhuan chī rén hé dòngwù
牠住在海裡
Tā zhùzài hǎilǐ
10
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education
Monster is Coming! 怪兽来了!
Integrated Performance Assessment
Chinese, Level 1, Northeast Middle School, Year End
LESSON PLANNING CHECKLIST
√
STAGE ONE: LESSON GOALS
ITEM
I have identified what I want students to know by the end of the lesson
I have identified what I want students to be able to do by the end of the lesson
I have identified the Standards that I am addressing in the lesson
STAGE TWO: CHECK FOR LEARNING
I know how students will show me that they have achieved the lesson goals by the end of the lesson
STAGE THREE: LESSON ACTIVITIES
I have thought about various activities that could be used to achieve the lesson goals
From the activities I have thought about, I have carefully selected activities that hold the greatest promise for reaching the lesson
goals
THE ACTIVITIES I HAVE SELECTED DO THE FOLLOWING:
Give students a reason for needing and wanting to pay attention, and being on-task
Provide students with an authentic (real-world) purpose for using the language
Make the learner—not the teacher—the active participant
Engage all students as opposed to just one or two at a time
Provide sufficient opportunities for input before expecting output
Provide multiple, varied opportunities for students to hear new words and expressions in contexts that make meaning
transparent
Represent the best use of instructional time
Take an appropriate amount of time considering the age of the learner
Include enough variety to enable a lively pace for the lesson
Vary in level of intensity and physical movement from one activity to the next
2011. Donna Clementi, HUTEP, STARTALK,
11
© Arabic and Chinese Extended Sequences Project (ACES), Minneapolis Public Schools, 2012
Project Teacher: Fang-Ju Lin
Unit template by Donna Clementi, Helena Curtain, and Ursula Lentz; modified for ACES by Gaelle Berg
Funded by the Foreign Language Assistance Program, U.S. Department of Education