Wayne RESA
OS/MAISA > Grade 3 > World Languages > Chinese - Grade 3 (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: My Busy School Day
(Week 1, 5 Weeks)

How is a school day organized?


In this unit, students learn to use Chinese to talk about their school experiences.  They identify classes taken, describe classes by location and order, and exchange information about a weekly school schedule. Students also compare a typical school day in the USA with that of a Chinese school. They continue to develop recognition of characters within the context of school subjects as well as explore pinyin, radicals, and writing characters.

 

 



1. When do students go to school (days and months)?

2. What subjects do students take?

3. Where in the school are classes held?

4. What activities are associated with each class?

5. How does a school day in the USA compare with China?


1. Review days of the week from 1st grade, Unit 3, calendar from 2nd grade, Unit 3, and school places from 2nd grade, Unit 2.

 

2. Identify school subjects: 

 

yǔ wén kè/ yǔ yán yì shù kè, shù xué kè/ suàn shù kè, zhōng wén kè/ hàn yǔ kè, tǐ yù kè, yīn yuè kè, měi shù kè, shè huì kè, kē xué kè
语文课/语言艺术课,数学课/算术课,中文课/汉语课,体育课,音乐课,美术课,社会课,科学课

  • Review activities from 1st grade, Unit 4.

3. Ask for and give information about school subjects:

  • Nǐ jīn tiān yǒu shén me kè? 你今天有什么课?
  • Wǒ jīn tiān yǒu ...Kè. 我今天有…课。
  • Wǒ jīn tiān méi yǒu kè. 我今天没有课。
  • Xīng qī... nǐ yǒu shén me kè? 星期…你有什么课?
  • Xīng qī...wǒ yǒu...kè. 星期…我有… 课。
  • Nǐ jīn tiān yǒu ...kè mā? 你今天有…课吗?
  • Yǒu/ Méi yǒu. 有/没有。

4. Express likes, dislikes, and preferences:

  • Wǒ (zuì) xǐ huān/ bù xǐ huān shàng...kè.      我(最)喜欢/不喜欢上…课。
  • Nǐ (zuì) xǐ huān/ bù xǐ huān shàng ... ke?    你(最)喜欢/不喜欢上…课?
  • Nǐ xǐ huān shàng...kè mā?你喜欢上…课吗?    

         Xǐ huān/ Bù xǐ huān.喜欢/不喜欢。

 

5. Describe classes by sequence and location:
Introduce : dì yī 第一/ēr二/sān 三 jié kè 节课, zài 在...

  • Wǒ de dì yī jié kè shì..., zài...

         我的第一节课是...,在...。

 e.g. Wǒ de dì yī jié kè shì tǐ yù kè, zài tǐ yù guǎn. 

        我的第一节课是体育课,在体育馆。

 

6. Compare classes in the USA and China :

  • School subjects
  • Schedules
  • School year
  • Teacher assignments
  • Classroom physical setting 

7. Identify characters:  体育,中文,课,喜欢

 

8. Introduce but not assessed:

  • Radicals: 人字/单人旁 rén zì/ dān rén páng,言字旁 yán zì páng
  • Writing characters: 体,课

9. Ongoing review of pinyin for summative assessment at the end of the third grade.

 

 

 

 


Sample Performance Assessments:

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

2. Create and label your ideal daily schedule using a word bank in pinyin and characters. (2.1.N.E.a)
3. Create and orally present the ideal 3rd grade schedule.(1.3.N.S.b, 2.1.N.F.b)
4. Draw and label a school floor plan as well as the classes conducted using a word bank in pinyin and characters. (2.2.N.E.a)

5. Interview a classmate about his/her likes, dislikes, and preferences regarding school subjects. (1.1.N.SL.j)

6. Students use their ideal schedule for this assessment. In pairs students ask each other questions about when they have certain classes. (1.1.N.SL.h, 1.1.N.SL.i, 1.2.N.L.b)

7. Using a Venn diagram, students compare an American school schedule with a Chinese school schedule. (2.1.N.F.b, 4.2.N.b)

8. Given the characters for P.E., Chinese, class, and like, students match the characters with the corresponding pictures/English. (1.2.N.R.a)


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形

 

Mandy and Pandy, Activity Book 1, Page 57, Chinese Basic Strokes

 

Easy Steps to Chinese, Book1, Lesson 1, Basic Strokes

 

Monkey King Chinese, Book 2A, Lesson 6

 

Chinese Paradise, Book 3B Student's Book & Workbook , Lesson 7

 

Chinese Treasure Chest, Volum 2, p. 171

 

Elementary school in Anwu China (National Geographic video): http://video.nationalgeographic.com/video/kids/people-places-kids/china-anwu-school-eorg-kids/

 

 


XUnit 2: It's Lunch Time!
(Week 6, 6 Weeks)

What do people consider food?

 


In this unit students continue to identify additional food items eaten at lunch. Students describe meals, express likes and dislikes. Students practice ordering lunch in a cafeteria. As a result of this unit of study, students also gain an awareness of special food eaten in China. They continue to develop recognition of characters within the context of food as well as explore pinyin, radicals, and writing characters.



1. What kinds of food do people eat for lunch?

2. How do foods compare between the USA and China?

 


1. Review likes, dislikes and preferences from Third Grade, Unit 1.

 

2. Review food vocabulary from Kindergarten, Unit 8, First Grade, Unit 6, Second Grade, Unit 5

 

3. Identify food: 

shǔ tiáo, tǔ dòu, yù mǐ, yì dà lì miàn, rè gǒu, chá, lù chá, hóng chá, huā chá, kā fēi, xuě bì, qì shuǐ, chūn juǎn, chǎo fàn, wǔ fàn/ wǔ cān

薯条,土豆,玉米,意大利面,热狗,茶,绿茶,红茶,花茶,咖啡,雪碧,汽水,春卷,炒饭,午饭/午餐

 

4. Ask and answer questions:

  • Nǐ yào chī/ hē shén me?       ... hái shì...?

       你要chi吃/喝什么?  ...还是...? 

   e.g. Nǐ yào chī shén me? Hàn bǎo bāo hái shì yì dà lì miàn?

      你要吃什么? 汉堡包还是意大利面?

  • ...hǎo chī/ hē mā?  ...好吃/喝吗?
  • ... (hěn) hǎo chī/ hē....(很)好吃/喝。
  • Nǐ xǐ huān chī/ hē ... mā? 你 喜欢吃/喝...吗?
  • Wǒ xǐ huān/ bù xǐ huān chī/ hē....我喜欢/不喜欢吃/喝....。
  • Wǒ ná...我拿...,  Wǒ dào 我倒....。

5. Compare typical lunch food in USA and China:

  • cold vs. hot lunches
  • milk with/without lunch

6. Identify characters : 很,吗,米

 

7. Introduce but not assessed: 

  • Radicals: 双人旁 shuāng rén páng, 口字旁 kǒu zì páng 
  • Writing characters:  很,吗,米

8. Ongoing review of pinyin for summative assessment at the end of the third grade.


Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).
2. Create and label a lunch menu using a word bank in both Pinyin and characters. (1.2.N.R.a)
3. Create and orally present a Gouin series. (1.3.N.S.b)
e.g. 午饭时,

我渴了,

我倒牛奶,

我喝牛奶,

我不渴了。

午饭时,

我饿了,

我拿饺子,

我吃饺子,

我不饿了。

4. Create and present a skit ordering lunch in a restaurant. (1.3.N.S.a)
5. You have been asked to select items for a Chinese table at the International School Festival. Circle all the items from the following list that should be at the Chinese table. (1.2.N.R.a, 2.2.N.F.b, 2.2.N.F.d)

6. Given the characters for very, rice, and ma(吗), students match the characters with the corresponding pictures/English. (1.2.N.R.a)


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形

 

Resources from Kindergarten Unit 8, First Grade Unit 6 and Second Grade Unit 5

 

Mandy and Pandy, Activity Book 1, p. 12

 

Easy Steps to Chinese, Book 3, Lesson 12

 

Easy Steps to Chinese, Book 2, Lesson 11

 

Monkey King Chinese, Book 3A, Lesson 2 & 3

 

Monkey King Chinese, Book 1B, Lesson 3

 

Mandy and Pandy, Activity Book 1, Page 57, Chinese Basic Strokes

 

Easy Steps to Chinese, Book1, Lesson 1, Basic Strokes

 

School cafeteria and food selections for students: http://www.youtube.com/watch?v=SjaioLFQDho

 

 

 


XUnit 3: My Comfy Room!
(Week 12, 7 Weeks)

How do people create a comfortable living space?

 


In this unit students identify furnishings in a bedroom. Students describe bedroom furniture by color and size. They practice giving the location of items in the bedroom. Students also compare typical bedrooms in the USA and China. They continue to develop recognition of characters within the context of bedroom objects as well as explore pinyin, radicals, and writing characters.



1. What makes up a comfy bedroom?

2. How do I describe my bedroom?

3. How do bedrooms compare in the USA and China?

 

 


1. Review classroom objects from 1st & 2nd grade, Unit 2.

 

2. Identify bedroom objects: 

chuáng, chuáng tóu guì, shā fā, fú shǒu yǐ, shū zhuō, tái dēng, diàn shì (jī), diàn nǎo, nào zhōng, yī guì, jìng zi,  chuāng lián, bì chú

床,床头柜,沙发,扶手椅,书桌台灯,电视(机),电脑,闹钟,衣柜,镜子,窗帘,壁橱

 

3. Ask for and give information about bedroom size, color and objects:

  • Introduce: 

         dà bú dà 大不大

         Nǐ de fáng jiān dà bú dà? 你的房间大不大?

         Wǒ de fáng jiān hěn dà/ hěn xiǎo/ bú dà bù xiǎo. 我的房间很大/很小/不大不小。

         Nǐ de fáng jiān lǐ yǒu shén me? 你的房间里有什么?

         Wǒ de fáng jiān yǒu... 我的房间里有... 

         Nǐ de fáng jiān shì shén me yán sè de? 你的房间是什么颜色的?  

 

4. Identify and express the location of objects in the bedroom:

  • shàng (miàn) 上(面),xià (miàn)下(面),qián (miàn)前(面),hòu (miàn) 后(面),páng biān 旁边,zài...zhōng jiān 在...中间,zuǒ miàn 左面,yòu miàn 右面
  • ... shàng yǒu .... ...上有..., 例如,Qiáng shàng yǒu jìng zi. 墙上有镜子。
  • ...zài...de zuǒ miàn/ yòu miàn/ qián miàn/ hòu miàn/ shàng miàn. xià miàn..., 在... 的左面/右面/前面/后面/上面/下面,例如,chuáng zài xiě zì tái de zuǒ miàn. 床在写字台的左面。

5. Compare bedrooms in the USA and China.

 

6. Identify characters: 上,下,前,后,左,右,中

 

7. Introduce but not assessed: 

  • Radicals: 提手旁 tí shǒu páng,三点水 sān diǎn shuǐ 
  • Writing characters: 沙发,打

8. Ongoing review of pinyin for summative assessment at the end of the third grade.


Sample Performance Assessments

 

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

2. Design and label the bedroom using a word bank in pinyin and character.(1.2.N.R.a)
3. Describe a bedroom by location of the bedroom objects orally and have your partner draw the description.(1.2. N.L.b)

4. Interview a classmate about the size and color of his/her bedroom.(1.1.N.SL.g, 1.1.N.SL.h)

5. Using a Venn diagram, students compare a child's bedroom in the USA and China. (2.1.N.F.b, 4.2.N.b)

6. Draw your ideal bedroom and orally describe to the class. (1.3.N.S.b)

7. Given the characters for up, down, left, right, front, back and middle, students match the characters with the corresponding pictures. (1.2.N.R.a)


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形

 

Mandy and Pandy, Activity Book 1, Page 57, Chinese Basic Strokes

 

Easy Steps to Chinese, Book1, Lesson 1, Basic Strokes

 

Monkey King Chinese, Book 3A, Lesson 1

 

Monkey King Chinese, Book B, Lesson 6

 

Monkey King Chinese, Book 2A, Lesson 2

 

Youer Hanyu, Book 3, Lesson 5, 6, & 7

 


XUnit 4: Help - I Don't Feel Well
(Week 19, 6 Weeks)

How do I describe my health?


In this unit students identify more body parts vocabulary. They learn to ask and give information about their health and describe some simple injuries. They practice talking about their own health as well as that of others. They also compare going to the doctor in China and the USA. They continue to develop recognition of characters within the context of feelings as well as explore pinyin, radicals, and writing characters.



1. How do I describe an injury or ailment?

2. How do I express how I feel?


1. Review vocabulary from Kindergarten Unit 7.

 

2. Identify new body parts vocabulary:

bèi, ěr duō lǐ miàn, dù zi, shǒu zhǐ, dà mǔ zhǐ, xiǎo mǔ zhǐ, xī gài

背,耳朵里面,肚子,手指,大拇指,小拇指,膝盖    

 

3. Ask about and express states of being:

  Nǐ (jīn tiān) gǎn jué zěn me yàng?你 (今天)感觉怎么样?

  Nǐ/ tā/ tā zěn me le? 你/她 /他怎么了?
  Wǒ/ tā/ tā bìng le. 我/她 /他病了。

  Wǒ (de) ... téng/ tòng. 我(的)...疼/痛。

  Nǐ (jīn tiān) gǎn jué hǎo xiē ma? 你(今天)感觉好些么?

  Wǒ (jīn) tiān hǎo duō le. 我(今天)好多了。

  Wǒ zuó tiān bù shū fú. 我昨天不舒服。

  Wǒ jīn tiān hǎo duō le. 我今天好多了。
 

 4. Compare going to the doctor in China and the USA:

  • doctor's office (USA) vs. mén zhěn bù 门诊部

5. Identify characters: 病,疼

 

6. Introduce but not assessed:

  • Radicals: 月字旁 yuè zì páng,病字头 bìng zì tóu  
  • Writing characters: 病,疼

7. Ongoing review of pinyin for summative assessment at the end of the third grade.


Sample Performance Assessments:

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

2. Draw and label body parts using a word bank with Pinyin and Chinese characters. (1.2.N.R.a)
3. Create a skit, song or rap about body parts and orally present to the class. (1.3.N.S.a)

4. Create and orally present a skit about a mother and a child going to the doctor. (1.3.N.S.a, 1.1.N.SL.b, 1.1.N.SL.f, 1.3.N.S.b)
5. Given two pictures, have the students mark which represents a visit to a doctor in China versus the USA. (2.1.N.F.d)

6. Given the characters for sick(病) and hurt(疼), students match the character with the corresponding picture. (1.2.N.R.a)

 

 


Identifying

Describing

Comparing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Chinese Treasure Chest, Volume 1, pp. 198-203

 

Monkey King Chinese, Book 3B, Lesson 4

 

Easy Steps to Chinese, Book 2, Lesson 6

 

Body parts flash cards

 

Plastic doctor's kit with tools


XUnit 5: My Daily Routine
(Week 26, 7 Weeks)

How do people organize a day?


In this unit, students learn to use Chinese to talk about their daily routines. They identify daily activities, describe them by time, and exchange information about their ideal routine. Students also compare a daily routine in the USA with that of Chinese children. They continue to develop recognition of characters within the context of the unit vocabulary as well as explore pinyin, radicals, and writing characters.

 

 



1. What activities do we have in our daily routine?

2. How do you start a day?

3. What activities are available after school?

4. What is a typical school day like in USA and China?


1.Review body parts and hobbies from kindergarten, Unit 5 & Unit 7. Review numbers from 1st grade, Unit 2 and school subjects from 3rd grade, Unit 1.

 

2. Identify routines:  

qǐ chuáng, shuā yǎ, xǐ liǎn, shū tóu fā, chuān yī fú, chī zǎo fàn, shàng xué, shàng kè, chī wǔ fàn, fàng xué, huí jiā, chī diǎn xīn, zuò zuò yè, kàn diàn shì, wán diàn nǎo yóu xì, chī wǎn fàn, xǐ zǎo, shuì jiào

起床,刷牙,洗脸,梳头(发),穿衣服,吃早饭,上学,上课,吃午饭,放学,回家,吃点心,做作业,看电视,玩电脑游戏,吃晚饭,洗澡,睡觉

 

3. Express time in hour and half hour:  diǎn 点,bàn 半,liǎng 两

  • 一点 yì diǎn,两点 liáng diǎn,三点 sān diǎn,四点 sì diǎn,五点 wǔ diǎn,六点 liù diǎn,七点 qī diǎn,八点 bā diǎn,九点 jiúdiǎn,十点 shí diǎn,十一点 shíyī diǎn and  十二点 shíer diǎn .
  • 一点半 yì diǎn bàn,两点半 liáng diǎn bàn,三点半 sān diǎn bàn,四点半 sì diǎn bàn,五点半 wǔ diǎn bàn ,六点半 liù diǎn bàn,七点半qī diǎn bàn,八点半 bā diǎn bàn,九点半 jiúdiǎn bàn,十点半shí diǎn bàn,十一点半 , shíyī diǎn bàn and 十二点半 shíer diǎn bàn

4. Ask for and give information about time and routines:

  • (Xiàn zài) jǐ diǎn le? (现在)几点了?
  • (Xiàn zài) bā diǎn. (现在)八点。
  • Nǐ měi tiān jǐ diǎn...? 你每天几点...? e.g. Nǐ měi tiān jǐ diǎn qǐ chuáng? 你每天几点起床?
  • Wǒ měi tiān... diǎn qǐ chuáng. 我每天...点起床。e.g. Wǒ měi tiān liù diǎn qǐ chuáng.我每天六点起床。 
  • Fàng xué hòu, nǐ zuò shén me? 放学后,你做什么?
  • Fàng xué hòu, wǒ 放学后,我...。e.g. Fàng xué hòu, wǒ kàn diàn shì. 放学后,我看电视。

5. Compare daily routines in the USA and China.

 

6. Identify characters:

  • 点,半,脸,牙

7. Introduce but not assessed: 

  • Radicals: bǎo zì gài 宝字盖/ bǎo gài tóu 宝盖头,四点水 sì diǎn shuǐ
  • Writing characters: 点, 家

8. Ongoing review of pinyin for summative assessment at the end of the third grade.


Sample Performance Assessments

 

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

2. Using pictures create your ideal daily routine including time and orally present to the class.(1.3.N.S.b)
3. Using a Gouin series, orally present your daily routine to the class. (1.3.N.S.b)

4. Students use their ideal routine for this assessment. In pairs students ask each other questions about their daily activity and when they do it. (1.1.N.SL.h, 1.1.N.SL.i, 1.2.N.L.b)

5. Given the characters for hour, half, face and tooth, students match the characters with the corresponding pictures. (1.2.N.R.a)

6. Using a Venn diagram, students compare a child's daily routine in the USA and China. (2.1.N.F.b, 4.2.N.a)

 

 


Describing

Identifying

Comparing

 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形

 

Mandy and Pandy, Activity Book 1, p. 57, Chinese Basic Strokes

 

Easy Steps to Chinese, Book 1, Lesson 1, Basic Strokes

 

Youer Hanyu, Book 4, Lesson 3

 

Chinese Paradise, Book 3B, Lesson 8

 

Easy Steps to Chinese, Book1 , Lesson 11

 

Chinese Paradise, Book2A, Lesson 3

 

Chinese Treasure Chest, Volume 2, pp. 161-170

 

Better Chinese, My First Chinese Words, Book 15

 


XUnit 6: Let's Go To The Beach!
(Week 33, 5 Weeks)

How do people relax in summer?

 

 


In this unit students learn to identify and describe the four seasons and related weather expressions. They identify items and places and describe activities they do at the beach. Additionally they ask for and give information about what they like about summer. They continue to develop recognition of characters within the context of season as well as explore pinyin, radicals, and writing characters.



1. What is at the beach?

2. What can you do at the beach?

3. What is the weather like at the beach?

4. When is it good to go to the beach?

5. What should we pack to go to the beach?


1. Review color, family member from Kindergarten, Unit 2 & 4, animal from kindergarten, Unit 6 and 1st grade, Unit 5 , activity from 2nd grade, Unit 6.

 

2. Identify and describe the four seasons and related weather:

  • Review: weather from kindergarten, Unit 3 and 2nd grade, Unit 3
  • Introduce: chūn tiān 春天,xià tiān夏天,qiū tiān 秋天,dōng tiān 冬天  

        例如:chūn tiān nuǎn huo 春天暖和,xià tiān hěn rè 夏天很热,qiū tiān liáng kuài 秋天凉快,dōng tiān hěn lěng 冬天很冷   

 

3. Identify items and places at the beach: 

tài yáng, dà hǎi, shā tān, shā tān pái qiú, bèi ké, diào yú, shài tài yáng, tài yáng yǎn jìng, fáng shài shuāng, yù jīn, yóu yǒng yī, mào zi, duǎn kù, liáng xié, tuō xié, tī xù

太阳,大海,沙滩,沙滩排球,贝壳,钓鱼,晒太阳,太阳眼镜,防晒霜,浴巾,游泳衣,帽子,短裤,凉鞋,  拖鞋, T恤
  

4. Ask for and give information about likes and the reason: 

  • Nǐ wèi shén me xǐ huān xià tiān? 你为什么喜欢夏天?
  • Wǒ xǐ huān xià tiān, yīn wèi... 我喜欢夏天,因为...

   例如:

  1.  Wǒ kě yǐ qù shā tān. 我可以去沙滩。
  2.  Wǒ kě yǐ dǎ shā tān pái qiú. 我可以打沙滩排球。
  3.  Wǒ kě yǐ qù yóu yǒng. 我可以去游泳。
  4.  Wǒ kě yǐ dài tài yáng yǎn jìng. 我可以戴太阳眼镜。
  5.  Wǒ kě yǐ chuān tuō xié/ liáng xié. 我可以穿拖鞋/凉鞋。
  6.  Wǒ kě yǐ jiǎn bèi ké. 我可以捡贝壳。

5. Identify characters: 春天,夏天,秋天,冬天

 

6. Introduced but not assessed:

  • Radicals: 两点水 liáng diǎn shuǐ,日字旁 rì zì páng
  • Writing characters: 春,冷 

7. Ongoing review of pinyin for summative assessment at the end of the third grade.

 

 


Sample Performance Assessments:

 

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

2. Given characters for four seasons, students match the characters with the corresponding pictures (1.2.N.R.a)

3. Interview a classmate about why he/she likes summer. (1.1.N.SL.j)

4. Using a picture of a beach scene(provided by teacher), student orally describes the scene. (1.3.N.S.b)

5. Draw and label a picture of a beach bag with the items needed to have fun at the beach using a word bank in pinyin and character. (1.2.N.R.a)

 

 


Identifying

Describing

 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形

 

Mandy and Pandy, Activity Book 1, Page 57, Chinese Basic Strokes

 

Easy Steps to Chinese, Book 1, Lesson 1, Basic Strokes

 

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

 

Chinese Paradise, Book 3B, Lesson 8

 

Chinese Paradise, book 3A, Lesson 1

 

Chinese Treasure Chest, Volum 2, pp. 355-361

 


Wayne RESA