Wayne RESA
OS/MAISA > Grade 2 > World Languages > Chinese - Grade 2 (OS/MAISA)
Curriculum, OS/MAISA 
Course Description:
Unit
Overarching Questions and Enduring Understandings
Graphic Organizer
Unit Abstract
Unit Level Standards
Essential Questions
Content (Key Concepts)
Unit Assessment Tasks
Skills (Intellectual Processes)
Lesson Plan Sequence
Resources
XUnit 1: Finding Out About Others
(Week 1, 6 Weeks)

How do I get to know others?


 

In this unit children are reacquainted with the Chinese language. They use Chinese to meet, greet, introduce themselves, make introductions, ask for information from others, describe how they are feeling, and talk about their nationality. The children also demonstrate their understanding of classroom directions and routines. They continue to develop recognition of characters within the context of the unit vocabulary as well as explore pinyin, strokes and writing characters.



1. How do I greet others?
2. How do I introduce a peer/classmate?
3. How do I ask others for personal information?
4. How do I express feelings?
5. How do I talk about my nationality?
6. How do I show that I understand directions?


1. Express greetings and leave taking:

  • míng tiān jiàn. 明天见。

Review: zǎo shàng hǎo, xià wǔ hǎo, wǎn shàng hǎo, wǎn ān, zài jiàn 早上好, 下午好, 晚上好, 晚安, 再见

 

2. Ask others for personal information:

  • Nǐ shàng jǐ nián jí? 你上几年级?
  • Tā/ tā shàng jǐ nián jí? 他/她上几年级?

Review: nǐ/ tā jiào shénme míngzi? / nǐ hǎo ma?

你/他/她叫什么名字?/ 你好吗?

 

3. Make and respond to introductions:

wǒ jiào.... / tā jiào... / Wǒ shàng...nián jí./ Tā/ tā shàng...nián jí.

我叫...。/他/她叫...。/我上...年级。/他/她上...年级。

 

4. Express/Review state of being:

  • Wǒ hěn gāo xìng. 我很高兴。
  • Wǒ/ tā bù shū fu. 我/他(她)不舒服。
  • Wǒ/ tā bìng le. 我/他(她)病了。
  • Wǒ/tā hěn hǎo. 我/他(她)很好。
  • mǎ ma hū hu 马马虎虎
  • yì bānbān 一般般

5. Inquire and express national identity:

  • Nǐ shì nǎ guó rén? 你是哪国人?
  • Wǒ shì měi guó rén/ fǎ guó rén/ jiā ná dà rén/ zhōng guó rén/ ā lā bó rén/ dé guó rén/ yīng guó rén, etc.

我是美国人/法国人/加拿大人/中国人/阿拉伯人/德国人/英国人,等等。

 

6. Follow classroom directions:

gěi wǒ, shǒu fàngxià, dàjiā shǒu fàngxià, ná chū bǐ lái, dàjiā dōu ná chū qian bǐ lái.

给我,手放下,大家手放下,拿出笔来,大家都拿出铅笔来。

 

Review commands from K and 1st grade.

 

7. Make requests:

Wǒ néng qù cèsuǒ ma? 我能去厕所吗?

Wǒ néng qù hēshuǐ ma? 我能去河水喝水吗?

Wǒ néng qù xiāo qiānbǐ ma? 我能去削铅笔吗?

 

8. Identify characters: 他,她

 

9. Introduced but not assessed:

  • Pinyin: b, p, m, f
  • Strokes: 横héng,竖shù,撇piě
  • Writing characters: 两,个,和, 从,中国,美

 

 

 

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. In groups of three, everyone greets and introduces him/herself including name, age, grade and nationality to the others. (1.1.N.SL.a, 3.2.N.a)

3. Ask a classmate how he or she is feeling. In return tell the classmate how you are feeling. (1.1.N.SL.b)

4. Follow classroom directions. (1.2.N.L.a)

5. Read aloud a Chinese paragraph such as the following example (1.2.N.R.a):

我有一个爸爸,一个妈妈,一个哥哥,一个姐姐和一个弟弟。我爸爸四十一岁,我妈妈三十九岁,我哥哥九岁,我弟弟五岁,我七岁。

6. Given the characters for he and she, students match the character with the corresponding picture. (1.2.N.R.a)


Identifying

Describing

 


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Chinese Paradise, Book 2A, Lesson 1

 

Better Chinese, My First Chinese Words, Book 7

 

Flags of countries

 

Youer Hanyu, Book 1, Lesson 2 to 5

 

Lanbridge Chinese for Young Learners, Book 1A, Lesson 5 & 6

 

World Younng Learners' Chinese, Book 2, Lesson 1 & 2

 

Easy Steps to Chinese, Book 1, Lesson 7 & 8

 

Chinese Treasure Chest, Volume 1, pp. 63-69

 

Chinese Treasure Chest, Volume 2, p. 397


XUnit 2: Getting Around In My School
(Week 7, 7 Weeks)

What is my school like?


In this unit children access prior knowledge and talk about places and objects in their school. They describe places and objects in their school. They also learn to ask about and respond to questions about locations and activities in Chinese. They continue to develop recognition of characters within the context of the unit vocabulary as well as explore pinyin, strokes and writing characters..



1. How do I identify places in my school?

2. How do I talk about activities in my school?

3. How do I describe places in my school?

 

 

 


1. Review school supplies and color from Kindergardten, Unit 2, classroom objects and size from 1st grade, Unit 2, and hobbies from 1st grade, Unit 4.

 

2. Identify classroom objects and places in the school:

diàn huà, guì zi, dì tǎn, juǎn bǐ dāo, wǔ cān hé, dǎ yìng jī, mén, dēng, jiào shì, bàn gōng shì, tú shū guǎn, tǐ yù guǎn, cān tīng/ shí táng, zǒu láng, cāo chǎng, yǐn shuǐ chí

电话,柜子,地毯,卷笔刀,午餐盒,打印机,门,灯,教室,办公室,图书馆,体育馆,餐厅/食堂,走廊,操场,饮水池

 

3. Ask about and respond to questions about locations and activities:

  • Nǐ/ tā/tā zài nǎ lǐ? 你/他/她在哪里?
  • Wǒ/ tā/ tā zài... 我/他/她在...。
  • Nǐ/ tā /tā zài zuò shén me? 你/他/她在做什么?
  • Wǒ/ tā/ tā zài chī fàn/ kàn shū/ huà huà/ dǎ qiú.

我/他/她在吃饭/看书/画画/打球。

  • Nǐ tā tā qù nǎ lǐ? 你/他/她去哪里?
  • Wǒ/ tā/ tā qù...。 我/他/她去...。

4. Identify characters:

厕所,图书馆,体育馆,饮水池,教室,门,灯

 

5. Introduced but not assessed:

  • Pinyin: d, t, n, l
  • Strokes: 点diǎn,捺nà,提tí
  • Writing characters: 门,灯,他,她

Sample Performance Assessments:

 

1. Assess students current level vocabulary related to this unit of study (oral language).

2. Identify classroom objects using pictures (2.2.N.E.a).

3. Draw and label items found in a classroom using a character word bank. (1.2 N.R.a, 2.2.N.E.a)

4. Draw and label rooms in a school using a character word bank. (1.2 N.R.a, 2.2.N.E.a)

5. Given a floor plan of a school, student draws self doing the most typical activity done in each room (e.g. reading in library) and orally presents to class. (1.1.N.SL.h)

6. Given the characters for bathroom, library, gym, classroom, drink fountain, door and light, students match the character with the corresponding picture. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of classroom objects.

 

Flash cards of school places, objects in the classroom and activities.

 

Character flash cards

 

Better Chinese, My First Chinese Words, Book 357

 

Monkey King Chinese, Book 3B, Lesson 5

 

Chinese Treasure Chese, Volum 1, p. 72-80

 

Youer Hanyu, Book 2, lesson 5 & 6

 

Youer Hanyu, Book 4, Lesson 9

 

Chinese Paradise, Book 2A, Lesson 5 & 6

 

Lanbridge Chinese for Young Learners


XUnit 3: More About Weather And Chinese Time
(Week 14, 7 Weeks)

How do I talk about weather, time and special occasions?


 

In this unit children access prior knowledge and learn to describe the weather in greater detail over time. They request and receive information about weather conditions in their community and the target culture. Children express when things happen including year, month and date within the structure of the calendar. They also compare the similarities and differences in birthday celebrations between American and Chinese cultures. They continue to develop recognition of characters within the context of the unit vocabulary as well as explore pinyin, strokes and writing characters.



1. How do I describe weather over time?
2. How is time expressed?

3. How are birthdays celebrated?


1. Review days of the week and weather conditions from 1st grade, Unit 3.

 

2. Identify and describe weather, months:

  • yīn tiān, duō yún, cǎi hóng, shǎn diàn, liáng kuài, nuǎn huo

       阴天,多云,彩虹,闪电,凉快,暖和

  • yī yuè--- shí èr yuè, 一月---十二月
  • rì, yuè, nián 日,月,年
  • Shí èr yuè hěn lěng. 十二月很冷。

        Yī yuè xià xuě, etc.  一月下雪,等等。

 

3. Ask for and give information about the calendar:

  • Jīn tiān shì jǐ yuè jǐ rì/hào? 今天是几月几日/号?
  • Jīn tiān shì ...yuè ... rì/hào. 今天是...月...日/号。
  • Xiàn zài shì ...yuè. 现在是...月。

        Wǔ yuè xià yǔ. 五月下雨。

        Shí èr yuè xià xuě, 十二月下雪, etc.

 

4. Give and ask for information regarding birthday:

  • shēng rì  生日
  • Nǐ de shēng rì shì jǐ yuè jǐ rì/ hào? 你的生日是几月几号?
  • Wǒ de shēng rì shì … yuè … rì. 我的生日是...月...日。

5.  Compare and contrast birthday celebrations: 

Eating noodle (cháng shòu miàn 长寿面) with family versus birthday cake with family and friends.

 

6. Identify Characters:

  •  Review characters from 1st grade, Unit 3   
  • 月,日, 年,一月~十二月,号

7. Introduced but not assessed:

  • Pinyin: g, k, h
  • Strokes: 横折 héng zhé ,横折钩 héng zhé gōu
  • Writing characters: 年,月,日

 

 

 

 


Sample Performance Assessments:

 

1. Assess students current level vocabulary related to this unit of study (oral language).

2. Given the characters for year, month, day and January to December, students match the character with the corresponding pinyin. (1.2.N.R.a)

3. Identify weather conditions using pictures. (1.1.N.SL.b)

4. Describe the weather/Give a weather report for a given day. (1.1.N.SL.b)

5. In pairs, students ask about and respond to the current date and birthday. (1.1.N.SL.i, 1.3.N.S.b)

6. Draw a picture showing a birthday celebration in the USA and China. (2.2.N.F.d, 4.2.N.a)

 

 

 


Identifying

Describing

Comparing


 

 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Calendars

 

Weather flashcards

 

Monkey King Chinese, Book 2B, Lesson 1 & 6

 

Youer Hanyu, Book 4, Lesson 2

 

Chinese Paradise, Book 3A, Lesson 2

 

Chinese Paradise, Book 3B, Lesson 11

 

Chinese Paradise, Book 2A, Lesson 4

 

Easy Steps to Chinese, Book 1, Lesson 4

 

Better Chinese, My First Chinese Words, Book 16

 

Chinese Treasure Chest, Volum 1, page 225-238

 

World Young Learners' Chinese, Book 2, Lesson 10


XUnit 4: My Big Family!
(Week 21, 7 Weeks)

How are families unique?


In this unit children access their prior knowledge about families and expand their vocabulary to include extended family members. They describe family members using a list of physical and personality traits. When talking about family members, they express the relationship to the person. They also use possessive adjectives to express relationships. In this unit, students compare similarities and differences among American and Chinese families structure. They continue to develop recognition of characters within the context of family members as well as explore pinyin, strokes and writing characters.

 



1. Who makes up a family?

2. Who is in an extended family?

3. How do I describe my extended family?


1. Review family members, their physical and personality traits from First Grade, Unit 4.

 

2. Identify extended family members:

 laolao, wai po,lao ye,wai gong,shushu,jiujiu,gugu,ai yi

  姥姥,外婆,姥爷,外公,叔叔,舅舅,姑姑,阿姨

 

3. Describe family members’ physical and personality traits using adjectives: 

you li mao,yong gan,da fang,ān jìng,you mo,huo po,tou fa chang /duan,yan jing da/xiao,zuiba da/xiao,lan se de /lv se de yanjing, hei se de / zong se de /hong se de  tou fa

有礼貌,勇敢,大方,安静,幽默,活泼,头发长/短,眼睛大/小,嘴巴大/小,蓝色的/绿色的眼睛,黑色的/棕色的/红色的头发

 

4. Describe family members by relationship, physical and personality traits:

  • Review sentence patterns from First Grade, Unit 4
  • Introduce: hen , ni de (family member)(hen)….ma? 

                           很,你的(家庭成员)(很)...吗?

      e.g. ta hen an jing. 他很安静。

      e.g. Ni de gege (hen) you mo ma? 例如:你的哥哥(很)幽默吗?

            Shi de, ta hen you mo. 是的,他很幽默。

            Bu shi de, ta bu you mo. 不是的, 他不幽默。

 

5. Describe family members using possessive adjectives:

tā de , nǐ de , wǒ de 他的,你的,我的

e.g. Tā de baba hen gao. 例如: 他的爸爸很高。

 

6. Identify characters: 

高,矮,长,短,白,的,爱

 

7. Introduced but not assessed:

  • Pinyin: j, q, x
  • Strokes: 斜钩,竖钩
  • Writing characters: 的,白,爱

 

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study. (oral language)

2. Draw, label and orally describe members of their family or a fictional family. (1.3.N.S.b)

3. Ask a classmate basic questions about his/her family members. (1.1.N.SL.b, 1.1.N.SL.e)

4. Answer a classmate’s questions about family members. (1.1.N.SL.b, 1.1.N.SL.e)

5. Given the characters for tall, short, long, short, love, white and de(的), students match the character with the corresponding pinyin. (1.2.N.R.a)

 

 

 


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of family members

 

Pictures of adjectives

 

Vocabulary flashcards using both Pinyin and characters.

 

Easy Steps to Chinese, Book 1, Lesson 7.

 

Chinese Treasure Chest, Volum 2, pp. 156-160

 

Better Chinese, My First Chinese Words, Book 33

 

Kindergarten and First Grade resources, Unit 4 & 5


XUnit 5: A Delicious Breakfast!
(Week 28, 6 Weeks)

How does culture influence what we eat?


In this unit of study students access prior knowledge about food. They identify basic breakfast foods in American and Chinese culture. They describe and classify foods according to temperature, taste and nutritional value. They express their likes and dislikes regarding breakfast foods. They continue to develop recognition of characters within the context of food as well as explore pinyin, strokes and writing characters. As a result of this unit of study, they become aware that there are similarities and differences among typical breakfast foods eaten in the USA and China.



1. What do people eat in the morning?

2. What foods are good for me?

3. How do I describe my breakfast?

4. How do breakfast foods vary according to the culture?

5. How are foods and meals similar/different according to the culture?


1. Review fruits and juices vocabulary from Kindergarten, Unit 8 and food from 1st grade, Unit 6.

 

2. Identify and describe/ classify breakfast food:

péi gēn, tǔ sī, miàn bāo, guǒ jiàng, suān nǎi, guǒ zhī, mài piàn, tián miàn quān, yìng miàn bāo quān, bó jiān bǐng, rè xiāng bǐng,hǎo chī/ bù hǎo chī,jiàn kāng/ bú jiàn jiāng, zǎo cān/ zǎo fàn, dòu jiāng, yóu tiáo, bāo zi, mán tóu, xián cài, zhōu, dòu fu niǎo
培根,土司,面包,果酱,酸奶,果汁,麦片,甜面圈,硬面包圈,薄煎饼, 热香饼,好吃/不好吃,健康/不健康,早餐/早饭,豆浆,油条,
包子,馒头,咸菜,粥,豆腐脑

 

3. Express likes and dislikes:

  • Wǒ xǐ huān chī, bù xǐ huān chī....

         我喜欢吃…,不喜欢吃…。

  • Wǒ xǐ huān hē, bù xǐ huān hē....

         我喜欢喝…, 不喜欢喝…。

 

4. Identify characters: 牛奶, 面包, 水, 好, 不好, 吃, 喝

 

5. Compare American and Chinese breakfast:

  • Review nationality: 

        měi guó rén 美国人,zhōng guó rén 中国人

  • Měi guó rén zǎo fàn xǐ huān chī....

         美国人早饭喜欢吃...。

        Zhōng guó rén zǎo fàn xǐ huān chī....

         中国人早饭喜欢吃...。

 

6. Introduced but not assessed:

  • Pinyin: zh, ch, sh, r
  • Strokes: 横撇 héng piě,横折 héng zhé
  • Writing characters: 不,吃,好,喝

 

 

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Prepare (draw) a delicious breakfast for your Mom (a drink, a fruit, a protein, and a grain) and orally describe to the class. Include one food your Mom does not like in your drawing). (1.3.N.S.b)

3. Prepare (draw) a delicious breakfast for a Chinese friend (a drink, a fruit, a protein, and a grain) and orally describe to the class. Include one food your Mom does not like in your drawing). (1.3.N.S.b)

4. Using a Venn diagram, students list foods under appropriate category, e.g. USA - Both - China (2.1.N.F.b, 4.2.N.b)

5. Given the characters for milk, bread, water, drink, eat, good, and not good, students match the character with the corresponding pinyin. (1.2.N.R.a)

 


Identifying

Describing

Comparing

Classifying


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Monkey King Chinese, Book 2A, Lesson 4

Better Chinese, My First Chinese Words, Book 36

 

Youer Hanyu, Book 2, Lesson 3 & 4

 

World Young Learners' Chinese, Book 1, Lesson 3, 5, 7, and 10

 

Mandy and Pandy, Activity Book 1, Page 12 and 25

 

Chinese Paradise, Book 1B, Unit 6

 

Monkey King Chinese, Book 3A, Lesson 3

 

Monkey King Chinese, Book 1B, Lesson 3

 

Chinese Treasure Chest, Volume 2, Page 265-282

 

Authentic videos for jianbin 煎饼/danbin 蛋饼:

 


XUnit 6: Lions and Tigers and Bears - Oh, My!
(Week 34, 4 Weeks)

What kinds of animals can be found in a zoo?

 

 


In this unit children learn to identify animals in the zoo. They access prior knowledge to describe zoo animals by color and size. They identify actions/movements for zoo animals and categorize/describe these animals by their movements. They orally describe their favorite animal to the class. Students identify national animal symbols for the USA and China. They continue to develop recognition of characters within the context of zoo animals as well as explore pinyin, strokes and writing characters.

 

 

 

 

 

 

 

 

 



1. How do I identify animals that are found in a zoo?

2. How do I describe animals in the zoo?

3. What animals are unique to the USA and China?


1. Identify and describe zoo animals by color and size:

lǎo hǔ, dà xiàng, shī zi, è yú, shé, dà xīng xīng, kǒng què, cháng jǐng lù, hé mǎ, hóu zi, xī niú, qǐ é, xióng māo, xióng, dài shǔ, hǎi shī, hǎi tún, shā yú, bān mǎ, luò tuó, wū guī, shuǐ niú, lǎo yīng, dòng wù, dòng wù yuán, zuì xǐ huān

老虎,大象,狮子,鳄鱼,蛇,大猩猩,孔雀,长颈鹿,河马,猴子,犀牛,企鹅,熊猫,熊,袋鼠,海狮,海豚,鲨鱼,斑马,骆驼,乌龟,水牛,老鹰,动物,动物园,最喜欢
 

  • Review color from Kindergarten, Unit 2 and size of animals from First Grade, Unit 2.

2. Identify and describe animals’ movements:  

  • pá, tiào, pǎo, zǒu, yóu, fēi  

         爬,跳,跑,走,游,飞

  • huì, bú huì 会,不会
  • … (bú)huì…。 ...(不)会...。

     e.g. Dà xiàng huì zǒu, bú huì tào. 例如,大象会走,不会跳。

  • kuài, màn 快,慢  

     e.g. Dà xiàng zǒu de màn. 例如,大象走得慢。

 

3. Express likes and dislikes about zoo animals:

  • Wǒ xǐ huān... 我喜欢...。
  • Wǒ bù xǐ huān... 我不喜欢...。
  • Wǒ zuì xǐ huān... 我最喜欢...。

4. Identify characters:     爬,跳,跑,走,游,飞

 

5. Compare national animal symbols in China and USA.

 

6. Introduced but not assessed:

  • Pinyin: z, c, s, y, w
  • Strokes: 竖提 shù tí ,竖弯钩 shù wān gōu
  • Writing characters: 走,飞

 

 

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Given the characters for crawl, jump, run, walk, swim and fly, students match the character with the corresponding pinyin. (1.2.N.R.a)

3. Draw your favorite animal and orally describe it to the class including size, color, primary movement, and one thing it can't do (1.1.N.SL.j, 1.3.N.S.b)

4. Draw the national animal symbols associated with USA and China. (2.2.N.F.b, 4.2.N.b)

 


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of zoo animals and beanie babies.

 

Vocabulary flashcards using both Pinyin and characters.

 

Better Chinese, My First Chinese Words, Book 14 & 26

 

Chinese Treasure Chest, Volume 1, pp. 204-217

 

Chinese Treasure Chest, Volume 2, pp. 238-245

 

Experiencing Chinese, Book 1, Lesson 1 & 2

 

Chinese Paradise, Book 2B, Lesson 9

 

Monkey King Chinese, Book A, Lesson 2

 

Lanbridge Chinese for Young Learners, Book 1A, Lesson 2

 

Monkey King Chinese, Book 1A, Lesson 3

 

World Young Learners' Chinese, Book 1, Lesson 4


Wayne RESA