Wayne RESA
OS/MAISA > Kindergarten > World Languages > Chinese - Kindergarten (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: Getting Acquainted
(Week 1, 4 Weeks)

How do I greet others and follow directions at school?


This unit teaches children to communicate orally in Chinese. They begin to use basic vocabulary to greet others, introduce themselves, and say good-bye. Children use appropriate titles with adults. They express basic courtesies. Children also learn to count to ten and recognize the Chinese characters for these numbers. They learn that people in both English and Chinese-speaking countries can say the same things in both languages. Initially, children demonstrate understanding of oral directions by responding physically or using one-word or memorized phrases. They start to recognize a few Chinese characters from the unit vocabulary.



1. How do I introduce myself?

2. How do I show that I understand directions?


1. Express greetings: Nǐ hǎo./ Zài jiàn.

你好。/再见。

Classroom greetings:

Tóng xué men hǎo./Lǎo shī hǎo./ Tóng xué men zài jiàn./ Lǎo shī zài jiàn.

同学们好。/老师好。/同学们再见。/老师再见。

 

2. Express name and age:

Nǐ jiào shénme míng zì? Wǒ jiào.... Nǐ jǐ suì? Wǒ... suì.

你叫什么名字?我叫...。你几岁?我...岁。

 

Numbers: 1—10

 

3. Carry out classroom directions:

Qǐ lì./Zuò xià./Jǔ shǒu. /Pái duì./Qǐng gēn wǒ shuō./ Yì qǐ shuō./Qǐng dà diǎner shēng./ Qǐng ān jìng./Shǒu fàng xià.

起立。/坐下。/举手。/排队。/请跟我说。/一起说。/请大点儿声。/请安静。/手放下。

 

4. Use classroom language:

Wǒ yào shàng cè suǒ/zhǐ jīn/ hē shuǐ.

我要上厕所/纸巾/喝水。

 

5. Express courtesies:

Xiè xie./Bú kè qi./ Duì bù qǐ./ Méi guān xi.

谢谢。/不客气。/对不起。/没关系。

 

6. Identify characters: 一,二,三,四,五,六,七,八,九,十, 你好,再见,中文


Sample Performance Assessments:

 

1. Greet, introduce self, state name and age. (1.1.N.SL.a)

2. Orally count 1-10

3. Carry out oral directions

4. Respond to oral directions. (1.2.N.L.a)

5. Given the characters one to ten, hello and goodbye, 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 1A, Unit 1, Lesson 2

 

Chinese Paradise, Book 1B, Unit 5, Lesson 9

 

Better Chinese, My First Chinese Words, Book 3, 4 & 22

 

Monkey King Chinese, Book 1A, Lesson 2

 

Mandy and Pandy, Activity Book 1, pp 41-69

 

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

 

Experiencing Chinese, Book 1, Lesson 7 & 8

 

Youer Hanyu, Book 1, Lesson 3, 4 & 10

 

Youer Hanyu, Book 2, Lesson 8 & 9

 

Youer Hanyu, Book 4, Lesson 1

 

Number flashcards

 

 


XUnit 2: My School Supplies
(Week 5, 4 Weeks)

How do I describe things in my classroom?

 


In this unit, children begin to acquire basic vocabulary to talk about a limited number of school items. They learn to understand and respond to classroom directions. In addition, children engage in activities that allow them to describe and classify objects by color and number. They express likes and dislikes about colors and become aware of the significance of the color red in Chinese culture. Additionally, children begin to recognize a few Chinese characters from the unit vocabulary.



1. How do I identify and describe objects I bring in my backpack?

2. How do I show that I understand classroom directions?


1. Identify backpack school supplies:

qiān bǐ/ xiàng pí /jiǎn dāo/zh/ǐshū/shū bāo/wén jiàn jiá /là bǐ
铅笔/橡皮/剪刀/纸/书/书包/文件夹/蜡笔

  • Zhè shì shěn me? 这是什么?
  • Zhè shì… 这是...

2. Identify and describe using colors:

lán sè/ kā fēi sè/ zōng sè/ hē sè/ huáng sè /zǐ sè/ hóng sè/ huī sè/ lù sè/ chéng sè/ bái sè

蓝色/咖啡色/棕色/黑色/黄色/紫色/红色/灰色/绿色/橙色/白色

  • Zhè shì shěn me yán sè? 这是什么颜色 ?

3. Express likes and dislikes:

  • Nǐ xǐ huān shěn me yán sè? 你喜欢什么颜色?
  • Wǒ xǐ huān/bù xǐ huān… 我喜欢/不喜欢...。

4. Cultural practices: Recognize that red represents happiness and good luck in Chinese people’s mind (introduced, not assessed).

 

5. Identify characters:纸,书,笔

 


Sample Performance Assessments:

 

1. Orally identify school objects using items or pictures.(1.1.N.SL.g)

2. Name the colors. (1.1.N.SL.g)

3. Respond to questions about likes and dislikes. (1.1.N.SL.j)

4. Given the characters for pen, book and paper, students match the character with the corresponding picture. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Better Chinese - My First Chinese Words, Book 5, 6, 10, 22, 23

 

The Monkey King Chinese, Book A, Lesson 5

 

Lanbridge Chinese for Young Learners, Book 1A, Lessons 3 and 10

 

Youer Hanyu, Book 3, Lesson 1 & 2

 

Experiencing Chinese, Book 1, Lessons 13 and 14

 

Monkey King Chinese, Book 1A, Lesson 4 & 6

 

Posterboard for face puppets.

 

Family trees

 

Pictures

 

Songs

 


XUnit 3: When Things Happen
(Week 9, 5 Weeks)

How do I talk about when things happen?


In this unit children learn the days of the week in Chinese and identify daily basic weather conditions. They learn about a Chinese calendar and how the calendar begins with Monday instead of Sunday. Children sing songs to remember new learnings. They begin to recognize a few Chinese characters from the unit vocabulary.



1. How do I explain when things happen?

2. How do I describe the weather?


1. Express the weather:

qíng tiān/ yīn tiān/ xià yǔ/ xià xuě/ guā fēng

晴天/阴天/下雨/下雪/刮风

 

2. Identify five days of the week (school days):

xīng qī yī/ xīng qī èr/ xīng qī sān/ xīng qī sì/ xīng qī wǔ

星期一/星期二/星期三/星期四/星期五

 

3. Cultural practices: Recognize that the week begins with xīng qī yī星期一 in Mandarin

 

4. Express today’s day of the week:

  • Jīn tiān xīng qī… 今天星期...。
  • Jīn tiān 今天

5. Character recognition:

days of the week (Monday through Friday)

星期一,星期二,星期三,星期四,星期五


Sample Performance Assessments:

 

1. Orally describe weather conditions using a visual. 3/5 (1.1.N.SL.b)

2. Respond to questions about weather. (1.1.N.SL.b)

3. Respond to questions about days of the week. (1.1.N.SL.b)

4. Identify days of the week in simplified characters by matching the English word with the character. (1.2.N.R.a)

5. Identify/Circle the first day of the week given a list of days. (1.2.N.R.a)

6. Given the Chinese characters for Monday to Friday, students match the characters with the corresponding English text. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Calendar

 

Weather Cards

 

Chinese Paradise, Book 3A, Lesson 2

 

Money King Chinese, Book 2B, Lesson 4

 

Better Chinese, My First Chinese Words, Book 32 & 34

 

Chinese Treasure Chest, Volume 1, P 139 - Days of the week song

 


XUnit 4: My Little Family
(Week 14, 5 Weeks)

How do I identify my immediate family?


In this unit children learn to identify members of a family. They also introduce and describe members of their own family and their relationship to those members. They start to recognize a few Chinese characters from the unit vocabulary.



1. Who is in my immediate family?

2. How do I describe my family?


1. Identify family members:

yé ye/ nǎi nai/ bà ba/ mā ma/ gē ge/ jiě jie/ dì di/ mèi mei 爷爷/奶奶/爸爸/妈妈/哥哥/姐姐/弟弟/妹妹
Pets: māo, gǒu 猫,狗

 

2. Identify family members using:

Wǒ yǒu… 我有...

Wǒ ài…   我爱...

Zhè shì... 这是...

 

3. Identify characters:

爸爸/妈妈/哥哥/姐姐/弟弟/妹妹


Sample Performance Assessments:

 

1. Orally identify family members. (1.1.N.SL.b)

2. Respond to questions “Do you have…?” (1.1.N.SL.b)

3. Given the characters for dad, mom, older brother, older sister, younger brother and younger sister, students match the character with the corresponding picture. (1.2.N.R.a)

 


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Chinese Paradise 1B: Lesson 7

 

Better Chinese, My first Chinese words, Book 1,2 & 22

 

Experiencing Chinese, Book 1, Lesson 2, 3, 4, 15 & 16

 

Youer Hanyu, Book 1, Lesson 1 , 2 & 8

 

Mandy and Pandy, Activity Book 1, Chapter 2

 

World Young Learners' Chinese, Book 1, Lesson 1

 

Monkey King Chinese, Book 2A, Lesson 1

 


XUnit 5: Me, Myself and I
(Week 19, 5 Weeks)

How do I talk about my interests?


In this unit children learn to describe their hobbies as well as express their personal likes and dislikes in Chinese. They start to recognize a few Chinese characters from the unit vocabulary.



1. How do I talk about things I do?

2. How do I express likes and dislikes?


1. Express/Identify activities:

kàn shū/ yóu yǒng/ chàng gē/ tiào wǔ/ dǎ qiú/ huà hua/ kàn diàn shì/ zuò yóu xì/ pǎo bù

看书/游泳/唱歌/跳舞/打球/画画/看电视/做游戏/跑步

 

2. Express likes and dislikes:

  • Wǒ xǐ huān…. 我喜欢...
  • Wǒ bù xǐ huān…. 我不喜欢...

3. Identify characters:

我喜欢,我不喜欢,画画


Sample Performance Assessments:

 

1. Demonstrate activities given oral directions. (1.2.N.L.a)

2. Working in pairs, students describe their likes and dislikes. (1.1.N.SL.h), (1.1.N.SL.j)

3. Interview with teacher: Students respond to questions about likes and dislikes (e.g. “Do you like to swim?”) (1.1.N.SL.j)

4. Given the characters for I like, I don't like and drawing, students match the character with the corresponding picture. (1.2.N.R.a)

 


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Better Chinese, My First Chinese Words, Book 10, 31 & 32

 

Pictures of activities

 

Quia activities: www.quia.com

 

Monkey King Chinese, Book 3A, Lesson 4

 

Monkey King Chinese, Book 2A, Lesson 6

 

Chinese Paradise, Book 3A, Lesson 4

 


XUnit 6: Animals In My Home
(Week 24, 5 Weeks)

How do I describe animals at home?


In this unit, children learn to identify and describe animals in a home. They describe animals and classify them by color. They explore how Chinese culture uses animals to represent years. They begin to recognize a few Chinese characters from the unit vocabulary.



1. What kinds of animals can live in a home?

2. How do I describe animals in the home?3.

3. What house pets are found in Chinese Zodiac?


1. Identify animals:

māo/ gǒu/ yú/ xiǎo niǎo/ tù zi/ yā zi/ wū guī/ xī yì/ cāng shǔ/ hé lán zhū

猫/狗/鱼/小鸟/兔子/鸭子/乌龟/蜥蜴/仓鼠/荷兰猪

  • Zhè shì shěn me? 这是什么?
  • Zhè shì … 这是...
  • Wǒ yǒu… 我有...
  • Wǒ méi yǒu… 我没有...

2. Review animals from Unit 4 and describe animals by color.

 

3. Culture: Introduce the concept of the Chinese Zodiac and the pets found in the zodiac.

 

4. Identify characters: 猫,狗,鱼,什么


Sample Performance Assessments:

 

1. Identify animals using pictures. (1.1.N.SL.h)

 

2.  In groups of 3, students express animals they have/don’t have using the teacher’s flash card prompts.

(1.1.N.SL.h)

 

3. Given the characters for dog, cat, fish and what, students match the character with the corresponding picture. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Pictures of animals

 

Beanie baby animals

 

DVD: Zodiac Animal Stories

 

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

 

Chinese Paradise, Book 3B, Lesson 12

 

Chinese Paradise, Book 2B, Lesson 9

 

Experiencing Chinese, Book 1, Lesson 1 & 2

 

Better Chinese, My First Chinese Words, Book 3, 19 & 20


XUnit 7: Tummies, Toes, and Eyes - Oh, My!
(Week 29, 5 Weeks)

How do I describe what hurts?

 


In this unit students learn to identify some body parts. They describe what hurts and doesn't hurt. They begin to recognize a few Chinese characters from the unit vocabulary.

 



1. How do I name my body parts?

2. How do I describe what hurts/ what does not hurt?


1. Identify body parts:

  • yǎn jīng /bí zi/ zuǐ ba/ ěr duō/ yá/shǒu zhǐ tóu/jiǎozhǐ tóu /tóu/dù zi/ tuǐ/ shǒu/ gē bo/ jiǎo  

   眼睛/鼻子/嘴巴/耳朵/牙/手指头/ 脚趾头/头/肚子/腿/手/胳膊/脚

 

2. Express what hurts/doesn’t hurt:

  • Wǒ...téng. 我...疼。
  • Wǒ...bù téng.g 我...不疼。

3. Identify characters: 手,耳朵,嘴 ,头

 


Sample Performance Assessments:

 

1. Identify body parts given pictures of body parts. (1.1.N.SL.b).

2. Visit to the doctor: Student selects a body flashcard without showing to doctor. Doctor (teacher) must find out what is hurting student by asking three-four questions. Student expresses what hurts/doesn’t hurt. (1.1.N.SL.b).

3. Given the characters for hand, ear, mouth and head, students match the character with the corresponding picture. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Pictures of body parts.

 

Body parts songs and chants.

 

Better Chinese, My First Chinese Words, Book 13

 

Quia activities: www.quia.com

 

Youer Hanyu, Book 4, Lesson 6

 

Youer Hanyu, Book 3, Lesson 8

 

Chinese Paradise, 1A, Unit 3

 

Monkey King Chinese, 1B, Lesson 1

 

Experiencing Chinese, Book 1, Lesson 11 & 12


XUnit 8: Going To The Fruit Market
(Week 34, 4 Weeks)

How do I describe fruits and juices?

 

 

 


In this unit, students learn to identify fruits and juices. They describe fruits by size. They also learn to express needs, likes and dislikes. They begin to recognize a few Chinese characters from the unit vocabulary.



1. What kinds of fruits and juices do I find in my home?

2. How do I describe fruits and juices?

3. How do I express hunger and thirst?


1. Identify fruits and juices:

píng guǒ/ xiāng jiāo/ xī guā/ cǎo méi /chéng zi/ bō luó/ yīng táo/ pú táo/ lí /zhī/ níng méng/ táo/ máng guǒ

苹果,香蕉,西瓜,草莓,橙子,菠萝,樱桃,葡萄,梨,汁,柠檬,桃,芒果

 

Describe by size: dà, xiǎo 大,小

 

2. Express needs and likes/dislikes:

  • Wǒ è/ kě le. 我饿/渴了。
  • Wǒ xǐ huān chī... 我喜欢吃...。
  • Wǒ xǐ huān hē... 我喜欢喝...。
  • Wǒ bù xǐ huān chī...我不喜欢吃...。
  • Wǒ bù xǐ huān hē... 我不喜欢喝...。

3. Identify characters: 大,小

 


Sample Performance Assessments:

 

1. Identify fruits and juices given the teachers oral directions: teacher says “Mark a #1 on the pingguo. etc.” (1.2.N.L.a)

2. Given a school cafeteria scenario, pairs of students express needs and likes/dislikes with fruits and juices. (1.1.N.SL.d), (1.1. N.SL. j)

3. Using a T-chart of da/xiao in simplified characters, students arrange fruits according to size from a fruit picture bank. (1.2.N.R.a)

4. Given the characters for big and small, students match the character with the corresponding picture. (1.2.N.R.a)

 


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

 

Pictures of fruits and juices.

 

Plastic fruits.

 

Better Chinese, My First Chinese Words, Lesson 8, 24 & 33

 

Monkey King Chinese, Book 1A, Lesson 5

 

Monkey King Chinese, Book A, Lesson 15.

 

Expressing Chinese, Book 1, Page 57

 

World Young Learners' Chinese, Book 1, Lesson 6

 

Mandy and Pandy, Activity Book 1, Page 12

 


Wayne RESA