Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Approximate Length of
5 weeks
Language and Unit
Filipino 1
Level / Grade Approximate Number
260 minutes/week
of Minutes Weekly

Theme/Topic Family

What do Filipino families look like?

What are considered to be Filipino family values?
Essential Question Who do I consider to be a part of my family?
How does my family differ from someone elses?
What are some traditions that my family has?
Learners will be able to
show how respect and age play a role in Filipino family dynamics
read a text and watch a movie about Filipino families, and form a connection or have a basic
Goals
understanding of it
What should learners know use nanay, tatay, kapatid, and other vocabulary words that relate to the family.
and be able to do by the describe their appearance, age, and personality in a way that is appropriate to the setting.
end of the unit? interview each other using simple question and answer techniques
present their family trees to the class
create a video about 5 members of their family

Interpretive Mode
Summative

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

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

Summative
Performance Learners will read and watch a Learners will watch Ang Tanging Learners will see a Prezi
Assessment short video on Ang Alamat ng Ina. They will see how a single presentation on the Seven Waves
Pinya. They will demonstrate mother relies on and works with of Filipino/a Immigration, and
These tasks allow comprehension by answering her children to keep their family demonstrate understanding by
learners to demonstrate questions about the storys main together, as well as the economic identifying which wave their
how well they have met idea, and its characters struggles faced by the typical family belongs to.
the goals of the unit.
They are integrated personality traits. working Filipino everyday.
throughout the unit.
The template encourages Presentational Mode Interpersonal Mode
multiple interpretive
tasks. Learners will create a family tree and present it to In order to get to know their classmates, learners will
The interpretive tasks
inform the content of the the class. It must explain how you are related to interview each other to learn about their families.
presentational and them, as well as describe their personality traits. They will compare and contrast how their families
interpersonal tasks. look, what their traditions are, and how they stay
The tasks should
incorporate 21st Century Learners will create a short video featuring some connected. They will find out whether they have
Skills. family members (at least 5), including the first family members abroad, or if they have a big
person in your family who came to the United (extended) family, etc.
States. You will discuss the reasons why they Learners will also get the opportunity to ask me (the
migrated, as well as their relation to you. You will teacher) the same questions!
describe each featured person with details like their
personality or job. Learners will interview the first person in your
family who came to the United States, and
understand their motivation for doing so.

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

Product: Extended families

Practice: Utang na loob; gratitude and respect
Cultures Perspective: Families are at the core of Filipino culture; they are the support system of many Filipinos.
(Sample Evidence)

Indicate the relationship Product: Transnational families and OFWs (Overseas Filipino Workers)
between the product, Practice: Regular reunions; sending remittances and balikbayan boxes
practice, and perspective.
Perspective: Many Filipinos leave the country or better economic opportunities abroad, but still help those
who are in the Philippines
Making Connections Acquiring Information and Diverse Perspectives
English Language Arts: Family structures in various countries, specifically the
Connections Sharing information and ideas with others Philippines and the United States.
(Sample Evidence) through discussions Importance and influence of the family on the individual

Social Studies:
Learning about the Filipino diaspora, and
understanding the long-term effects of
colonization on a country
Language Comparisons Cultural Comparisons
Comparisons
(Sample Evidence) Ibang tao / Hindi ibang tao Extended family / Immediate family
Kamag-anak Showing respect and gratitude to elders
Ka Common traditions
School and Global Communities Lifelong Learning
Communities
(Sample Evidence) Share information about families. Show Reflect on own family structure, and learn how to create
comprehension on traditions and practices. and sustain relationships within it.

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

CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and
well-structured event sequences.
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
Connections to on others ideas and expressing their own clearly and persuasively.
Common Core CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Toolbox
Vocabulary Expansion
Language Functions Related Structures / Patterns
Tier 1
Ask and answer questions about families Sino (who) Family
Adjectives
Ang set markers (si, sina, ang, ang
mga)
Ng set pronouns (ko, mo, niya,
namin, natin, nila)
Kasi
Pumunta (went)

Tier 2

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

Compare and contrast a classmates family to and from Ako rin! (Me too!)
your own Pareho tayo. (Were similar/the
same.)
Magkaiba tayo. (Were different.)
Talaga? (Really?)
Nakatira (live)
Kasama (with)
Talaga (really)
Pareho (similar/same)
Magkaiba (different)
Plural form of adjectives
Past time marker (noong)

Describing people in your family (physical appearance (adjective) si (name).

and personality) (adjective) sina (multiple names).
Giving biographical information about your family (relation) (ng set pronoun) si
structure (name).
(relation) (ng set pronoun) sina
(multiple names).
Indicating relationships with family members and Chapter vocabulary and adjectives
other relatives
Listing members of the family Chapter vocabulary, ang set
markers (si, sina, ang, ang mga),
ng set pronouns (ko, mo, niya,
namin, natin, nila)
Presenting your family to an audience Chapter vocabulary, ang set
markers, ng set pronouns,
adjectives
Taking turns during the interview At ikaw? (And you?)
Telling/Retelling a story about the first immigrant in Pumunta si (name) sa (place)
your family to come to the United States noong (time).
Key Learning Activities/Formative Assessments

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

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

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
Concept of the Filipino
From the textbook, read a short article about Filipino families,
family from an Interpretive S, C
their common practices, and how they show respect for elders.
informational text.
Work in groups to explain the concept of utang na loob, Deepen understanding of Interpersonal
C, W
mano po, opo, and extended families. Filipino familial values. Presentational
A canon of Filipino
Listen to the teacher as she reads Ang Alamat ng Pinya (The
literature; introduce
Legend of the Pineapple). List the main characters, and compare Interpretive S, C
students to the dynamics
their personality traits.
of a Filipino family.
Watch a short video of Ang Alamat ng Pinya. In assigned Engage the learners in a
Interpretive
groups, either describe the surroundings, the characters, or other story through a different C
Interpersonal
aspects of Filipino culture shown in the clip. medium.
Understand Filipino
Watch Ang Tanging Ina (The Extraordinary Mother) as a class. family dynamics in a big
Interpretive
With a partner, create the family tree of the Montecillo family, family, and see the C, W
Interpersonal
and indicate how they are related to each other. economic hardships they
face in the Philippines.
Create a family tree on a poster board. Describe each family
First preparation for the Interpersonal
member and state your relation to them. Give written feedback S
video presentation. Presentational
through a Gallery Walk activity.

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

Ask and answer questions

within a given context.
Learn about the families
Interview each other (groups of 2 or 3) about your families. of classmates, and identify Interpersonal C
similarities and
differences between theirs
and your own.
Ask about the immigration story of the first member of the
Discover family origins. Interpersonal S, W
family who moved to the United States.
Learn about key social
and political events
View a Prezi presentation about the 7 waves of Filipina/o
happening that affected Interpretive
immigration to the US. Identify which wave to which the person S, C, W
immigrant Filipino/ Interpersonal
referred to above belongs.
Filipino-American
families.

Resources Technology Integration

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

Interpretive Tasks Text: To upload pictures of the family pictures and the
Textbook: https://www.amazon.com/gp/product/080484514X/ summative assessment: www.kidblog.org
ref=s9u_simh_gw_i1?
ie=UTF8&fpl=fresh&pd_rd_i=080484514X&pd_rd_r=BEJTC8V0X0K6HV8
6NKC1&pd_rd_w=i2wkk&pd_rd_wg=GiFjS&pf_rd_m=ATVPDKIKX0DER
&pf_rd_s=&pf_rd_r=QB7RAXGAN8VPYD0A9ZNN&pf_rd_t=36701&pf_r
d_p=781f4767-b4d4-466b-8c26-2639359664eb&pf_rd_i=desktop (pages
56-57)
Alamat ng Pinya (text): http://www.gintongaral.com/mga-alamat/alamat-ng-
pinya/
Alamat ng Pinya (video):https://www.youtube.com/watch?
v=nVHKuaZ7HEk
Ang Tanging Ina: http://www.imdb.com/title/tt0368323/ (will need a copy of
the DVD)
Seven Waves of Filipina/o Immigration: https://prezi.com/hk6hv-yndsa6/
seven-waves-of-filipinoa-american-immigration/ (will need to simplify and
narrow down context)

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013