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EDSC 542F WORLD LANGUAGES UNIT PLAN TEMPLATE
(Adapted from Keys to Planning Unit Template)
Language and Course Level
Vietnamese
Stage 1 Desired Results
Standards (CA, World Readiness, CCSS ELA/Literacy Tech Subjects) and Skill Sets (21st Century)
California Standards
(WL or ELD)
 Stage 1:
Content
A.1.1.j. Important dates in
the target culture when
áo dài is worn.
Communication
B.1.2. Interpret written,
and spoken Vietnamese
language.
B.1.5. Identify learned
words and phrases in
authentic texts.
Cultures
C.1.1. Associate traditional
garment and perspectives
with the Vietnamese
culture.
Structures
D.1.0. Students use
orthography, phonology,
or ASL parameters to
understand words, signs
(ASL), and phrases in
context.
Settings
E.2.0. Students use
language in interpersonal
settings.
Proficiency Level
Novice Mid  Novice High
World Readiness Standards
 1.3 Presentational
Communication: Learners
present information,
concepts, and ideas to
inform, explain, persuade,
and narrate on a variety
of topics using Google,
YouTube or other online
resources and adapting to
various audiences of
listeners, readers, or
viewers.
 2.2 Relating Cultural
Products to Perspectives:
Learners use the language
to investigate, explain,
and reflect on the
relationship between
traditional garment and
perspectives of the
Vietnamese culture.
 3.2 Acquiring
information and diverse
perspectives: Learners
access and evaluate
information and diverse
perspectives that are
available through the
language and its cultures.
 4.2 Cultural
Comparisons: Learners
use the language to
investigate, explain, and
reflect on the concept of
culture through
comparisons of the
cultures studied and their
own.
 5.1 School and Global
Communities: Learners
use the language both
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CCSS College and Career Readiness
Anchor(s) (CCRA)
 CCSS.ELA-
LITERACY.CCRA.W.3.d Use
precise words and
phrases, telling details,
and sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or characters.
 CCSS.ELA-
LITERACY.CCRA.W.6. Use
technology, including the
internet, to produce,
publish, and update
individual or shared
writing products, taking
advantage of technology’s
capacity to link to other
information and to display
information flexibly and
dynamically.
 CCSS.ELA-
LITERACY.CCRA.L.4.c.
Consult general and
specialized reference
materials (e.g., college-
level dictionaries, rhyming
dictionaries, bilingual
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word
or determine or clarify its
precise meaning, its part
of speech, its etymology,
or its standard usage.
 CCSS.ELA-
LITERACY.CCRA.WHST.8.
Gather relevant
information from multiple
authoritative print and
digital sources (primary
21st Century Skill(s)
 Communication
Students work in groups
to research about three
different types of “ao dai”
and produce detail
descriptions of each type
in Vietnamese.
 Critical Thinking and
Problem Solving
Students examine a
variety of áo dài from
Internet sites. They then
classify them into each
category. Each group is
asked to investigate each
type of áo dài and identify
their associated culture.
 Creativity and
Innovation:
Students select images of
various types of áo dài
and share with peers,
asking them to identify
the similarities and
differences.
 Information Literacy:
Students research the
occasions when áo dài
were worn (Miss Universe,
Tet, etc.)
 Media Literacy:
Students identify movies
titles of U.S. films showing
the use of áo dài and
discuss why they were
used in the movie, and
what they reflect about
Vietnamese culture.
 Flexibility and
Adaptability
Students attend
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within and beyond the
classroom to interact and
collaborate in their
community and the
globalized world.
Unit Theme
Beauty and Aesthetic
Unit Communicative Learning Objectives for:
Knowledge
(Linguistic and cultural understandings)
At the end of this unit, the learners
will be able to:
 Interpretive:
 Content: Students can identify and
recognize “áo dài” (Vietnamese
traditional dress in real life settings).
Students can give examples of the
occasions that Vietnamese people
wear áo dài.
 Culture: Students can describe how
Vietnamese culture is reflected in
“áo dài.”
 Knowledge: use the language to
compare the different cultural
perspectives.
 Classify each context which language
 Interpersonal:
will be used culturally in appropriate
ways.
and secondary), using events/festivals in
advanced searches Vietnamese communities
effectively; assess the to observe and take note
usefulness of each source of the way people who are
in answering the research wearing áo dài react.
question; integrate  Social and Cross-Cultural
information into the text Skills
selectively to maintain the Students will greet
flow of ideas, avoiding teacher as he/she enters
plagiarism and following a and leaves the classroom
standard format for and perform appropriate
citation. gestures in Vietnamese
culture.
Essential Question(s)
How does traditional dress differ from daily wear in
cultures around the world? How does a culture’s historical
art of different types compare with each other?
Communication Accuracy
(About what will they communicate and how? (Language functions and structures)
These should include two or three
objectives for each of all three
modes of communication. What will
they be able to do in the
interpretive mode (viewing, reading,
listening)? In the interpersonal
mode (writing and speaking)? In the
presentational mode?
 Students recognize new
vocabularies such as “tứ thân, bà ba,
o Students can interpret and quai thao” through research and
analyze what is heard and apply it to appropriate context.
viewed by completing a KWL
 Students are able to recognize and
chart identifying old/new
employ new grammar structures
vocabulary related to cultural
through interpretation of sample
fashion.
sentences in Vietnamese.
o Students build, reinforce, and
 Students express opinions on how
expand knowledge of other
traditional dress represents a
disciplines while using the
perspective of a country.
language to develop critical
 Students ask and answer questions
thinking and to solve problems
to learn more about different ways
creatively.
of representing symbolizations of a
country.
o Students will be able to ask
and answer questions to each 
other about where and which áo
dài are worn
o Students can interact and
communicate with peers in
different ways to share
information and opinions about
how the traditional dress differs
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from daily clothing in the
Vietnamese culture.
o Students use the language to
investigate, explain, and reflect
on the relationship between the
Vietnamese traditional dress
and its perspectives of the
Vietnamese culture by writing a
reflection paragraph.
 Presentational:
o Students can create a
presentation based on multiple
sources of information to
illustrate the different types of
áo dài.
o Students, in pairs or small
groups, will share what they
have learned about áo dài and
the differences/ similarities of
each type.
Stage 2 Summative Assessment
IPA Overview
(Brief Summary FOR STUDENTS of all IPA Tasks Describing Each Task and Interrelating Them)
IPA instructions for students:

You will watch videos on áo dài in Vietnamese and interpret and analyze what is heard and viewed in the videos. You may
use Brainstorming Web to connect ideas and key points that were showed on the videos. After watching the videos,
you will answer comprehensive questions such as where, when and which áo dài were worn in the videos or what are
the differences between traditional dresses for boys and girls, or etc. You will share the answer with your elbow partner.
After that, working in pairs, you will create a presentation based on multiple sources such as TV, YouTube, social media,
and etc. . The presentation must show what you have learned about áo dài. For example, the differences/ similarities of
each type of áo dài and for different Your interaction in the video must show communication with your partner in
different ways to share information and opinions about how the traditional dress differs from daily clothing in the
Vietnamese culture. Finally, working in groups of four, you will create a presentation based on multiple sources of
information to illustrate the different types of áo dài and how and when they are used. The mode of presentation is up
to you and your group members. You will be presenting to the class.

All of the three tasks above will help you internalize learned vocabulary and grammar as well as cultural understanding
of the Vietnamese áo dài and give you an opportunity to showcase your learning. All three tasks are interconnected and
will help you in terms of interpretive, interpersonal, and presentational skills.
Summative Interpretive Summative Interpersonal Summative Presentational
Assessment(s) (Collaborative) Assessment(s) (Productive) Assessment
Students watch videos on áo dài and Working in pairs, students will share Students create a presentation based
complete an organizer to demonstrate information and opinions about áo on multiple resources such as online
comprehension of what is heard and dài, including the differences/ resources, social media, friends, or
viewed in the videos. similarities of each type of áo dài via etc. to show audiences how
media of their choice (i.e. YouTube traditional dress differ from daily wear
After watching the videos, students video, etc.). in cultures around the world and
answer comprehensive questions such explain why the traditional dress is
as recognizing three types of Ao Dai, important for a country (in other
giving examples of the occasion that words, they need to illustrate their
they are worn. What are differences opinions and ideas about how a
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between Ao Dai for boys and girls? traditional dress represent a country
or its cultural perspective)

Stage 3 Learning Plan

Toolbox (Section 3A)
Language Functions Vocabulary Expansion
Related Structures / Patterns
(Add rows as necessary) Tier 1
Compare and classifying three types of Ao Áo dài
Dai. Tà
Tết
Chào
Dạ

Agreeing and disagreeing with elbow partner Tier 2

and the explanation of each group’s Ống tay
presentation. Cổ áo
Inquiring/Questioning
Tier 3
Khuy cổ
Tà sau
Tà trước
Nút bấm thân áo

Key Learning Activities/Formative Assessments - This is where lesson planning begins (Section 3B)
Interculturality
Key Activity/Formative Assessment How does this activity support the Mode of Self
(representative samples from beginning to end of unit) unit goals or performance tasks? Communication Community
World

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