Wayne RESA
OS/MAISA > Grade 5 > World Languages > Chinese - Grade 5 (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: Celebrating Chinese Style!
(Week 1, 6 Weeks)

What and how do Chinese people celebrate?


In this unit students access prior knowledge regarding numbers and dates. They identify and describe a personal and traditional celebrations in China. They practice asking and giving information about birthdays. They also compare how birthdays are typically celebrated in China and the USA. Students read about and describe the traditional Mid-Autumn festival. They compare the Mid-Autumn festival with the traditional American holiday of Thanksgiving. Students continue to develop recognition of characters within the context of celebrations as well as explore pinyin, radicals, and writing characters.



1. What special celebrations does China have?

2. What do they celebrate?

3. How do Chinese families celebrate birthdays?

4. How do birthday celebrations compare in China and the USA?

5. What is an example of a traditional Chinese national celebration?

6. How does this celebration compare to one in the USA?

 


1. Review dates and numbers from Kindergarten, Unit 1, 1st grade, Unit 2, and 2nd grade, Unit 3.

 

2. Identify and describe a personal and traditional celebration in China:

  • Introduce:庆祝,农历,生日,派对,蛋糕,生日卡,生日快乐,蜡烛,气球,礼物,寿桃,面条(长寿面),中秋节,故事,月饼,月亮,太阳,妻子,丈夫

qìng zhù, nóng lì, shēng rì, pài duì, dàn gāo, shēng rì kǎ, shēng rì kuài lè, là chú, qì qiú, lǐ wù, shòu táo, miàn tiáo (cháng shòu miàn), zhōng qiū jié, gù shì, yuè bǐng, yuè liàng, tài yáng, qī zī, zhàng fū

 

中国人庆祝中秋节。中秋节是农历八月十五号。

Zhōng guó rén qìng zhù zhōng qiū jié. Zhōng qiū jié shì bā yuè shí wǔ hào.

  • Express and exchange information about birthdays:

你的生日是几月几号? Nǐ de shēng rì shì jǐ yuè jǐ hào?

我的生日是___月___号。Wǒ de shēng rì shì ___ yuè ____ hào.

  • Sing Chinese birthday song.

3. Compare the similar celebrations between China and the USA.

 

4. Identify characters: 生日快乐,中秋节

 

5. Introduced but not assessed:

  • Radicals: 禾木旁
  • Writing characters: 生日快乐

6. Ongoing review of pinyin and strokes.

 


Sample Performance Assessments:
 

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

2. Given the characters with pinyin for related birthday and moon festival celebrations, students match the characters/pinyin with the corresponding pictures/English words. (1.2.N.R.a) 

 

3. Given a storyboard of the Mid-Autumn Festival, students match story pictures with corresponding sentences in pinyin and characters.(1.2.N.R.a, 2.2.N.F.d)

 

4. Given a Venn diagram and a word bank, students fill in diagram to correctly describe birthday celebrations in China and the USA(See attachment). (1.2.N.R.a, 2.2. N.F.d, 4.2.N.a, 4.2.N.b)

 

5. Students orally survey three classmates for their birthdays and orally present their findings to the class.(1.1.N.SL.b, 1.3.N.S.b)
 

 


Identify

Describe

Compare


 

Teachers Resources:

 

1. Mid-Autumn festival:

http://www.youtube.com/watch?v=ndknxk4v4QY

2. Mid-Autumn festival story:

http://www.youtube.com/watch?v=BXTDFgm42OU

3. Story of Chang E:

http://www.youtube.com/watch?v=oXczHYZcRvo

4. Chinese Treasure Chest, Volume 1, Page 230-238

5. Chinese Treasure Chest, Volume 1, Page 81- 92

6. World Young Learners' Chinese, Book 2, Page 53- 60

7. YOUER HANYU, Book 4, Page 7-12

8. Chinese Paradise, Workbook 3B, Unit 6, Lesson 11, Page 26-31

9. Chinese Paradise, Student's Book 3B, Unit 6, Lesson 11, Page 30-35

10.Monkey King, Book 2B, Lesson 6, Page 32-36

11.Mid-Autuumn festival PPT: http://www.americancouncils.org/participantResource/093008093936_9341.pdf

12.American Councils for International Education: http://www.americancouncils.org/TCLP/lessonPlansBrowse.php?cat=104&programCat=2

13.Making moon cakes:

http://www.youtube.com/watch?v=RLt1qO5ILVY


XUnit 2: China In America?!?!
(Week 7, 6 Weeks)

Do Chinese communities exist outside of China?


In this unit of study students access prior knowledge about numbers. They identify locations using direction words. They learn to describe cities and countries by comparing their locations.  They continue to develop recognition of characters within the context of geography as well as explore pinyin, radicals, and writing characters. As a result of this unit of study, students come to know more about important cities in both China and USA and general geography knowledge. 



1. How is the USA divided?

2. What borders the USA?

3. What are some major/important cities?  

4. Are there Chinese communities in these cities?

5. What are Chinese communities like in the USA?


1. Describe location using: north, south, east, west, Pacific Ocean, Atlantic Ocean, North America, Canada, Mexico, state, capital, country, continent

  • Introduce: 北面 běi miàn,南面 nán miàn,东面 dōng miàn,西面 xī miàn,太平洋 tài píng yáng,大西洋 dà xī yáng,北美洲 běi měi zhōu,加拿大 jiā ná dà,墨西哥 mò xī gē,国家 guó jiā,洲 zhōu

_____ 在哪里? _______ zài nǎ lǐ?

_____ 在 _______。____ zài ____.

 

e.g. 美国在哪里?Měi guó zài nǎ lǐ?

美国在北美洲。Měi guó zài běi měi zhōu.

 

2. Locate and describe countries and cities:

  • Introduce: 亚洲 yà zhōu.,州 zhōu,首都 shǒu dū,华盛顿 huá shèng dùn,旧金山 jiù jīn shān ,芝加哥 zhī jiā gē,纽约 niǔ yuē,波士顿 bō shì dùn,洛杉矶 luò shā jī, 俄罗斯 é luó sī,省 shěng,北京 běi jīng,上海 shàng hǎi,西安 xī ān,中部 zhōng bù

美国在北美洲。美国的北面是加拿大,南面是墨西哥,东面是大西洋,西面是太平洋。美国有五十个州,它的首都是华盛顿。旧金山在美国的西面,芝加哥在美国的中部,波士顿在美国的东北面,波士顿有中国城。

Měi guó zài běi měi zhōu. Měi guó de bèi miàn shì jiā ná da, nái miàn shì mò xī gē, dōng miàn shì dà xī yáng, xī miàn shì tài píng yáng. Měi guó yǒu wǔ shí gè zhōu, tā de shǒu dū shì huá shèng dùn. Jiù jīn shān zài měi guó de xī miàn. Zhī jiā gē zài měi guó de zhōng bù. Bō shì dùn zài měi guó de dōng běi miàn, bō shì dùn yǒu zhōng guó chéng.

 

中国在亚洲。中国的北面是俄罗斯,东面是太平洋。中国有二十三个省,中国的首都是北京。上海在中国的东面,西安在中国的中部,广州在中国的南面。

Zhōng guó zài yà zhōu. Zhōng guó de běi mīan shì é luó sī, dōng miàn shì tài píng yáng. Zhōng guó yǒu èr shí sān gè shěng, zhōng guó de shǒu dū shì běi jīng. Shàng hǎi zài zhōng guó de dōng miàn. Xī ān zài zhōng guó de zhōng bù. Guǎng zhōu zài zhōng guó de nán bù.

 

4. Identify characters: 东,南,西,北,国

 

5. Introduced but not assessed:

  • Radicals: 方框儿
  • Writing characters: 东,南,西,北,国

6. Ongoing review of pinyin and strokes.

 


Sample Performance Assessments:

 

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

2. Students label a map of China and surrounding area using a word bank in pinyin and character.(1.2.N.R.a, 2.2.N.G.a, 2.2.N.G.c)
 

3. Students label a map of USA and surrounding area using a word bank in pinyin and character. (1.2.N.R.a, 2.2.N.G.a, 2.2.N.G.c) 

 

4. Students listen to statements about Chinese and USA geography and determine as true or false. (see attachment in Links.) (1.2.N.L.a)

 

5. Students present information about where two family members live in the USA (city, state, capital of state and location within the USA). E.g. My uncle lives in San Antonio. San Antonio is in the state of Texas. The capital of Texas is Austin. Texas is in the southern part of the USA. Texas is also north of Mexico. (1.3.N.S.b)
 


Identify

Describe

 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

1. Map of China:

http://www.google.com/search?safe=active&hl=zh-CN&site=imghp&tbm=isch&source=hp&q=chinese+map&oq=chinese+map&gs_l=img.3..0l2j0i24l3.2272.52641.0.53521.15.13.2.0.0.0.99.924.13.13.0.crnk_timecombined...0...1.1.23.img..0.15.947.tAesdVQZ2dA&biw=1024&bih=672&sei=NmX6UfqhC8jXyAGavYGQDg#biv=i%7C2%3Bd%7CdJe9Mk_d9PlzgM%3A


2. Chicago Chinatown website: http://www.chicagochinatown.org/?page_id=14

 

3. Boston Chinatown http://www.boston-chinatown.info/
 

4. New York Chinatown website: http://www.explorechinatown.com/index.htm

 

5. San Francisco Chinatown website: http://www.sanfranciscochinatown.com/
 

6. Los Angeles Chinatown website: http://www.chineseinla.com/f/page_viewtopic/t_204.html

 

7. Outline maps website: http://www.worldatlas.com/webimage/testmaps/maps.htm#.UfqeZmTwK4U


8. Chinese Treasure Chest, Volume 1, Page 94-98 

 

9. Common Knowledge About Chinese Geography
 


XUnit 3: Job For A Day!
(Week 13, 6 Weeks)

What do people do for a living?

 


In this unit of study students access prior knowledge about family members and numbers. They identify professions and related work places. They learn to ask and answer questions about professions, work places and salaries. Students also compare salaries in similar professions between China and USA. They continue to develop recognition of characters within the context of currency as well as explore pinyin, radicals, and writing characters. As a result of this unit of study, students become aware that professions in China play the same roles as in the USA.



1. What jobs are available to an adult?

2. Where do people work?

3. What salaries can people earn for different jobs?

4. How do salaries compare between China and USA?


1. Review family member vocabulary from Kindergarten, Unit 4, 1st grade, Unit 4, and 2nd grade, Unit 4, numbers 0 to 100 from 1st grade, Unit 2.

 

2. Identify professions and related work places:

老师,校长,校车司机,秘书,清洁工,学校,医生,护士,医院,警察,警察局,消防员,消防局,邮递员,邮局,家庭主妇,家,厨师,饭店,律师,律师行 工程师,公司

lǎo shī, xiào zhǎng,x iào chē sī jī, mì shū, qīng jié gōng, xué xiào, yī shēng, hù shì, yī yuàn, jǐng chá, jǐng chá jú, xiāo fáng yuán, xiāo fáng jiú, yóu dì yuán, yóu jú, jiā tíng zhǔ fù, jiā, chú shī, fàn diàn, lù shī, lù shī háng, gōng chéng shī, gōng sī

3. Ask and answer questions about family members' professions:

  • Introduce the verb: 上班 shàng bān

你的____做什么工作?

Nǐ de__ zuò shén me gōng zuò?

 

你的____在哪儿上班?

Nǐ de___ zài nǎ er shàng bān?

我的____是______,他/她在_______上班。

Wǒ de ______ shì ______ , tā/tā zài ______ shàng bān.

 

4. Ask and answer questions about salary ranges:

  • Introduce:

挣/赚多少钱? 元, 美元,千,万,十万,百万,大概/大约

zhèng/zhuàn duō shǎo qián? yuán, měi yuán, qiǎn, wàn, shí wàn, bǎi wàn, dà gài/dà yuē

 

当_______可以挣多少钱?

Dāng _____ kě yǐ zhèng duō shǎo qián?

 

当_______大概可以挣________。

Dāng _____ dà gài kě yǐ zhèng _______ ?


5. Compare salary ranges for similar professions in China and USA.

 

6. Identify characters:

钱,元,百,千,万

 

7. Introduced but not assessed:

  • Radicals: 金字旁
  • Writing characters: 钱,元,百,千,万

8. Ongoing review of pinyin and strokes.

 

 

 

 

 

 


Sample Performance Assessments:

 

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

2. Given the characters with pinyin for professions, students match the characters/pinyin with the corresponding pictures. (1.2.N.R.a) 
 

3. Given the characters with pinyin for work places, students match the characters/pinyin with the corresponding pictures. (1.2.N.R.a) 
 

4. Interview a classmate about his/her three family members' professions and work places and orally present to the class. (1.1.N.SL.b, 1.1.N.SL.i, 1.3.N.S.b, 2.1.N.E.c)

 

5. Interview three relatives about their professions' average salaries, compare with similar professions in China and orally present to the class.(1.1.N.SL.b, 1.1.N.SL.i, 1.3.N.S.b, 2.1.N.E.c, 2.2.N.E.c)
 

 

 

 

 


Identify

Describe

Compare 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

1. Monkey king Chinese, Book 3B, Lesson 2

 

2. Chinese Paradise, Book 2B, Lesson 7 and 8

 

3. Learn Chinese with me, Student's Book 1, Lesson 18

 

4. Chinese Treasure Chest, Volume 2, Page 195-203

 

5. YOUER HANYU, Book 1, Lesson 9

 

6. China Average Salaries, http://www.worldsalaries.org/china.shtml

 

7. Chinese and American Jobs Comparisons article,  http://www.forbes.com/sites/kenrapoza/2012/06/14/for-some-jobs-china-salaries-now-on-par-with-u-s/

 

8. China's 2011 average salaries article, http://www.forbes.com/sites/kenrapoza/2012/06/14/for-some-jobs-china-salaries-now-on-par-with-u-s/

 


XUnit 4: Fast Food Favorites!
(Week 19, 6 Weeks)

What kinds of fast food are available?


In this unit of study students access prior knowledge about food. They identify fast food choices and restaurants. They describe and compare nutritional values of fast food. Students also analyze a home meal for its nutritional value. They continue to develop recognition of characters within the context of food as well as explore pinyin, radicals, and writing characters. As a result of this unit of study, students become aware that there are fast food restaurants in China and also that healthy choices can be made at fast food restaurants.



1. What are fast foods?

2. Where can fast foods be bought?

3. What kind of fast food is healthy?

4. What nutritional values can be found in fast food?


1. Review food vocabulary from Kindergarten, Unit 8, 1st grade, Unit 6, 2nd grade, Unit 5, 3rd grade, Unit 2, and 4th grade, Unit 3.

 

2. Identify fast food choices and restaurants:

快餐,外卖,套餐,肯德基,麦当劳,必胜客,卡路里,脂肪,盐,糖,维生素,克,毫克,盎司

kuài cān, wài mài, tào cān, kěn dé jī, mài dāng láo, bì shèng kè, kǎ lù lǐ, zhī

fáng, yán, táng, wéi shēng sù, kè, háo kè, àng sī

 

3. Describe and compare nutritional values of fast food:

  • Introduce: 更 gèng,只有 zhǐ yǒu,认为 rèn wéi

_______有多少克卡路里/脂肪/盐/糖/蛋白质/维生素?

 

_______ yǒu duō shǎo kè kǎ lù lǐ/zhī fáng/yán/táng/dàn bái zhì/wéi shēng sù?

 

_______有____克卡路里/脂肪/盐/糖/蛋白质/维生素。

 

______yǒu____ kè kǎ lù lǐ/zhī fáng/yán/táng/dàn bái zhì/wéi shēng sù.

 

我认为____更健康,因为____只有____克____。

Wǒ rèn wéi_____ gèng jiàng kāng, yīn wéi _____ zhǐ yǒu _______ kè ________.

 

我认为____不健康,因为____有更多的____。

 

Wǒ rèn wéi ____ bú jiàng kāng, yīn wèi ______ yǒu gèng duō de ________.

 

4. Make recommendations for healthy meals.

  • Introduce: 谷类 gǔ lèi,蔬菜 shū cài,水果 shuǐ guǒ,蛋白质 dàn bái zhì,奶制品 nǎi zhì pǐn

早饭/午饭/晚饭去____吃____,____是____,____是____。
Zǎo fàn/wǔ fàn/wǎn fàn qù ____ chī _____, _____ shì _____, ______ shì

_______.

 

e.g. 早饭去麦当劳吃 egg white delight McMuffin 和橙汁 。鸡蛋是蛋白质,Muffin是谷类,橙汁是水果汁。

 

Zǎo fàn qù mài dāng láo chī egg white delight McMuffin hé chéng zhī. Jī dàn

shì dàn bái zhì, Muffin shì gǔ lèi, chéng zhī shì shuǐ guǒ zhī.

 

5. Identify characters:

快餐,外卖

 

6. Introduced but not assessed:

  • Radicals: 竖心旁
  • Writing characters: 快餐,外卖

7. Ongoing review of pinyin and strokes.



Sample Performance Assessments:

 

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

2. Given the characters with pinyin for nutrition, students match the characters/pinyin with the corresponding pictures. (1.2.N.R.a) 

 

3. Plan a healthy meal from a fast food restaurant based on nutritional values, ChooseMyPlate (see attached resources) and orally present to the class. (1.1.N.SL.i, 1.1.N.SL.k, 1.3.N.S.b, )

 

4. Record a meal eaten at home, analyze its' nutritional value, decide and explain whether it is a healthy meal and orally present to the class. 

(1.1.N.SL.i, 1.1.N.SL.k, 1.3.N.S.b, )


 


Identify

Describe

Compare


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

1. Fast Food Nutrition: http://www.fastfoodnutrition.org/

 

2. Drexel lesson plan: http://www.drexel.edu/nutritioneducation/Website_Materials/FY2013%20Lesson%20Plans/MS%20Lessons%20updtd%202012/MS%20Fast%20Food%20Frenzy%20Lesson%20rev%208%202011.pdf
 

3. Best Fast Food Meals article: http://health.yahoo.net/experts/eatthis/7-fast-food-meals-under-350-calories

 

4. Fast Food restaurants in Shanghai: http://www.travelchinaguide.com/cityguides/shanghai/dining/fastfood.htm
 

5. Calories in Chinese Fast Food:

www.livestrong.com/article/312030-calories-in-chinese-fast-food/


6. Yonghe King restaurant website

http://www.yonghe.com.cn/

 

7. Da Niang Dumpling restaurant photos: http://www.cnddr.com/eng/images/images/big/C25V2330.jpg; http://www.cnddr.com/eng/images/images/big/C25V2352.jpg

http://www.cnddr.com/eng/photo.htm

 

8. Kungfu restaurant:http://www.4006009900.com/web/zgf/kc/

 

9. www.choosemyplate.gov

 

10. Dunkin Donuts in China:

http://www.dunkindonutschina.com/index.php

 

11. Subway in China:

http://www.world.subway.com/Countries/frmMenu.aspx?CC=CHI&LC=ZHS&Mode=2iand1user

 

12. Chinese Treasure Chest, Volume 2, Page 277

 

13. Nutritional brochures from local fast food restaurants.


XUnit 5: Chinese Painting and Calligraphy
(Week 25, 6 Weeks)

How is Chinese painting unique?


In this unit students access prior knowledge regarding colors and expressing likes and dislikes. They identify and describe Chinese painting and calligraphy. They use traditional Chinese tools and techniques to create an original Chinese painting. They exchange information about what they want to paint, what colors they use, what tools they use and how the painting makes them feel. Students continue to develop recognition of characters within the context of Chinese painting and calligraphy as well as explore pinyin, radicals, and writing characters. As a result of this unit, students gain an awareness of and appreciation for traditional Chinese art.



1. What are the Four Gentlemen of Chinese painting?

2. What are the Four Treasures of Chinese painting?

3. What do Chinese artists traditionally paint?

4. What is calligraphy?

5. How does Chinese painting make me feel?


1. Review colors from Kindergarten, Unit 2 and expressing likes and dislikes from First Grade, Unit 6 and Fourth Grade, Unit 4.

 

2. Identify and describe Chinese painting and calligraphy.

  • Introduce:

中国画, 书法, 文房四宝, 人物画, 山水画, 花鸟画, 四君子,梅, 兰, 竹, 菊, 笔, 墨, 纸, 砚, 高兴,难过,放松,兴奋

zhōnɡ ɡuó huà , shū fǎ , wén fánɡ sì bǎo , rén wù huà , shān shuǐ huà , huā niǎo huà , sì jūn zǐ , méi , lán , zhú , jú , bǐ , mò , zhǐ , yàn,ɡāo xìnɡ , nán ɡuò , fànɡ sōnɡ , xīnɡ fèn

 

中国画有人物画,山水画和花鸟画。

Zhōng guó huà yǒu rén wù huà, shān shuǐ huà hé huā niǎo huà.

3. Ask and answer questions about painting and calligraphy:

  • Introduce:

Nǐ yào huà shén me ?
你 要 画 什 么 ?

Wǒ yào huà ________ 。
我 要 画 ________ 。

这是我的中国画,我画了 _________( 山水, 人物,花鸟), 我用了( 颜色 ) , 我用了 (工具) , 我(不)喜欢我的画,因为我觉得____(感觉)。
Zhè shì wǒ de zhōnɡ ɡuó huà , wǒ huà le _________ ( shān shuǐ , rén wù , huā niǎo ), wǒ yònɡ le______ ( yán sè ) , wǒ yònɡ le______ ( ɡōnɡ jù ) , wǒ ( bú ) xǐ huɑn wǒ de huà ,yīn wèi wǒ jué dé ____( ɡǎn jué ) 。

4. Identify characters: 梅,兰,竹,菊,笔

 

5. Introduced but not assessed:

  • Radicals: 竹字头
  • Writing characters: 梅,兰,竹,菊,笔

6. Ongoing review of pinyin and strokes.

 

 


Sample Performance Assessments:

 

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

2. Given the characters with pinyin for painting and calligraphy terms, students match the characters/pinyin with the corresponding pictures/English words. (1.2.N.R.a) 

 

3. Students create a Chinese painting project. They then orally make a presentation to the class telling what they painted, what tools they used, what colors they used and how their painting makes them feel. (1.1.N.SL.j, 1.3.N.S.b, 2.2.N.F.b)

 

4. Students orally survey three classmates for what they want to paint and orally present their findings to the class.(1.1.N.SL.b, 1.3.N.S.b)

 

5. Given a paper with the characters for the Four Gentlemen, students number them according to the the teacher's oral instructions, e.g., #1, 兰. (1.2.N.L.a, 1.2.N.R.a)

 


 


Identify

Describe

 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

1. Four Treasures: Inkstick and Inkstone

http://www.youtube.com/watch?v=xPgN4ectOf8

2. Four Treasures: Painting Brushes

http://www.youtube.com/watch?v=-htyFTYKf7g

3. Four Treasures: Xuan Paper

http://www.youtube.com/watch?v=2eCZsGSmKMs

4. Chinese Calligraphy Demonstration

http://www.youtube.com/watch?v=wM4BuhTFxho

5. Chinese Calligraphy: History and Development   

http://www.youtube.com/watch?v=oO4xurhLIEw

6. Animated Chinese Painting  - Landscape, Animals, Figures, Flower & Birds   

http://www.youtube.com/watch?v=y4mlYGAZgZs

7. Learn How To Write Chinese Calligraphy : Numbers 1-6

http://www.youtube.com/watch?v=MTYIDS6rb8k

8. Bamboo and Bird - Chinese Brush Painting by Virginia Lloyd-Davies       

http://www.youtube.com/watch?v=cr6HEm_kkPM

9. Panda Bears - How to Paint Animals in Sumi and Watercolor Tutorial

http://www.youtube.com/watch?v=QLQ0LKa0thY

10. Animated Chinese Painting  - Kungfu Martial Arts Panda       

http://www.youtube.com/watch?v=1T-eAgs17No

11. Animated Chinese Painting Cartoon LU LING, part 1

http://www.youtube.com/watch?v=MzWSVlu4Tvw

12. Animated Chinese Painting Cartoon LU LING, part 2

http://www.youtube.com/watch?v=2hmROFYoAx8

13. Animated Chinese Painting Cartoon LU LING, part 3

http://www.youtube.com/watch?v=SFxQdnmAL38

14.  Animated Chinese Painting Cartoon Little Tadpole looking for Mom

http://www.youtube.com/watch?v=8RCgNbfNTEs

15. Chinese Treasure Chest, Volume 2, Page 345-348

16. Free Chinese Calligraphy Models for Beginners & Non-Chinese  

http://www.art-virtue.com/models/


 


XUnit 6: Movin' On Up! (To Middle School)
(Week 31, 7 Weeks)

What is middle school like?


In this unit students access prior knowledge regarding school schedules and subjects. They ask and express feelings about leaving elementary school and entering middle school. They identify and describe middle school schedules and school life. They also compare middle school schedules between China and the USA. Students continue to develop recognition of characters within the context of time and school subjects as well as explore pinyin, radicals, and writing characters. As a result of this unit, students begin to think about and prepare for their transition to middle school.



1. How do I get ready for middle school?

2. How does middle school compare with elementary school?

3. What are middle schools like in China?

4. What does the middle school schedule look like?


1. Review days of the week from 1st grade, Unit 3, calendar from 2nd grade, Unit 3, school places from 2nd grade, Unit 2, school subjects from 3rd grade, Unit 1, and emotions from 5th grade, Unit 5, time from 3rd grade, Unit 5.

 

2. Ask and express emotions and feelings in different situations:

  • Introduce: 紧张,害怕,新,离开,告别,进入,认识,小学,中学

jǐn zhāng, hài pà, xīn, lí kāi, gào bié, jìn rù, rèn shì, xiǎo xué, zhōng xué

e.g. 进入中学你什么感觉?

Jìn rù zhōng xué nǐ shén me gǎn jué?
离开小学/告别老师,让我觉得很难过。

Lí kāi xiǎo xué/gào bié lǎo shī ràng wǒ jué de hěn nán guò.

进入中学/认识新朋友,让我觉得很兴奋

jìn rù zhōnɡ xué / rèn shí xīn pénɡ you , rànɡ wǒ jué dé hěn xīnɡ fèn

有点紧张和害怕。

yóu diǎn jǐn zhānɡ hé hài pà 。

 

3. Identify and describe middle school schedules and life:

  • Introduce: 课程表,每天,必修课,自选课,管乐队,弦乐队,俱乐部,合唱团,西班牙语,历史课,此外,更多,自由,作业,考试, 到校,回家,室外运动。

kè chénɡ biǎo , měi tiān , bì xiū kè , zì xuǎn kè , ɡuǎn yuè duì , xián yuè duì , jù lè bù , hé chànɡ tuán , xī bān yá yǔ , lì shǐ kè , cǐ wài , ɡènɡ duō , zì yóu , zuò yè , kǎo shì, dào xiào , huí jiā , shì wài yùn dònɡ 。

e.g. 我每天上六节课。必修课有______,自选课有______。此外,我参加________。我喜欢中学因为中学

有更多选课自由,更多午餐选择。我不喜欢中学,因为中学有更多的作业和考试。

wǒ měi tiān shànɡ liù jié kè 。 bì xiū kè yǒu ______ , zì xuǎn kè yǒu ______ 。 cǐ wài , wǒ cān jiā ________ 。 wǒ xǐ huɑn zhōnɡ xué yīn wèi zhōnɡ xué yǒu ɡènɡ duō xuǎn kè zì yóu , ɡènɡ duō wǔ cān xuǎn zé 。 wǒ bù xǐ huɑn zhōnɡ xué, yīn wèi zhōnɡ xué yǒu ɡènɡ duō de zuò yè hé kǎo shì 。

  • Introduce: 分 fēn

__点diǎn__分fēn,______(activity)

 

4.Compare middle school schedules and classes between China and the USA.

 

5. Identify characters:

点,分,作业, 语文,数学,外语,中学

diǎn , fēn , zuò yè, yǔ wén , shù xué , wài yǔ , zhōnɡ xué

 

6. Introduced but not assessed:

  • Radicals: 四点水
  • Writing characters: 点,分,作业

7. Ongoing review of pinyin and strokes.

 


Sample Performance Assessments:

 

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

 

2. Create your ideal middle school schedule using a word bank in pinyin and characters and orally present to the class. (1.1.SL.h, 2.1.N.F.b)

3. Students interview 3 friends about how they feel about leaving elementary and going to middle school and orally present to the class. Students should ask the following questions: How do you feel about going to middle school? Why? (1.1.N.SL.f, 1.1.N.SL.h, 1.1.N.SL.k)

 

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

 

5. 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)

 

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

 

7. Given the characters for Language of Arts, math, foreign languageand homework, students match the characters with the corresponding pictures/English. (1.2.N.R.a)


 


Identify

Describe

Compare


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 1. A Day in the Life of an American Middle School Student

https://www.youtube.com/watch?v=nE9RKgRNXM0


2. A Day in the Life of an American Middle School Student

https://www.youtube.com/watch?v=g5MiLfNvI1E


3. Take You Around A Normal Chinese Middle School

https://www.youtube.com/watch?v=SsjnmSCcgyA


4. Morning exercises:

http://www.youtube.com/watch?v=gFNnjzvatFw


5. Comparing US and Chinese Public School Systems:

http://sitemaker.umich.edu/vanschaack.356/synopsis_of_public_schools_in_china


6.  Chinese School in Anwu (National Geographic:

http://video.nationalgeographic.com/video/kids/people-places-kids/china-anwu-school-eorg-kids/


7. School Schedule sample:

http://www.chinaeducenter.com/en/sstour/daily.php

 

8. Get a middle school schedule from your district.

 

9. Learn Chinese With Me, Book 1, Lesson 19, 20, 21

 

10. Monkey King Chinese, Book 3B, Lesson 1

 

11. Experiencing Chinese, Book 1, Lesson 9, 10

 

12. YOU ER HAN YU, Book 4, Lesson 3, 4

 

13. Chinese Paradise, Book 3B, Lesson 7

 

14. Chinese Paradise, Book 2A, Lesson 3, 4


Wayne RESA