Wayne RESA
Curriculum, OS/MAISA 

Common Core Initiative

...
Overarching Questions and Enduring Understandings

Who makes up a family?

...
Graphic Organizer
...
Unit Abstract

In this unit children learn to identify more members in/of a family. They also describe members of their own family by age, physical and personality traits as well as likes and dislikes. They express their relationship to those members. Students continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.

...
Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
1.1 Interpersonal Communication
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Interpersonal Speaking/Listening or Signed (SL)
Socializing
1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
Interperpreting Written Language-Reading
1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests
1.3 Presentational Communication
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Presentational Language -Speaking (S) or Signed (SL)
1.3.N.S.b Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
Cultures
Understanding the artifacts associated with education, employment, and the economy in the target cultures (E)
2.2.N.E.a Identify facilities, supplies, and materials needed for schooling and activities in a community or culture in which the language is spoken
Comparisons
4.1 Comparing Languages
Students demonstrate understanding of the nature of language through comparisons of the language studies and their own.
4.1.N.a Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words)
Communities
5.2 Personal Enrichment
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
5.2.N.a Willingly use the target language within the classroom setting
Copyright © 2001-2015 State of Michigan
Unit Level Standards
 
...
Essential Questions
Essential/Focus Questions

1. How do I describe a family?

2. How do I describe grandparents and their role in my life?

3. How do I describe family members with adjectives?

4. Who is considered a family member?

 

Content (Key Concepts)

1. Review family members and pets from Kindergarten, Unit 4 and Unit 6.

 

2. Describe family members by age and relationship: 

  • Wǒ yǒu …. 我有...。
  • Nǐ yǒu mā? 你有...吗?
  • Zhè/ tā/ tā shì (wǒ de).... 这/他/她是(我的)...。
  • Wǒ...suì. 我...岁。
  • Tā/ tā...suì. 她/他...岁。
  • Wǒ de bà ba/ gē ge...suì. 我的爸爸/哥哥...岁。

 

3. Describe family members’ likes and dislikes:

kàn shū/ yóu yǒng/ chàng gē/ tiào wǔ/ dǎ qiú/ huà huà/ kàn diàn shì

看书/游泳/唱歌/跳舞/打球/画画/看电视
 

 

4. Describe family members using gāo高, ǎi矮, cōng míng聪明, piào liàng漂亮, kě ài可爱, shuài帅, and shàn liáng善良.

 

 

5. Identify Characters:

爷, 奶,我,你,有, 岁.

 

6. Identify cognates between English/Chinese family member vocabulary.

 

7. Introduced but not accessed:

Pinyin: i, ia, ie, in, ing

Writing characters: 我,有,爸,岁

 

 

...
Unit Assessment Tasks

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. (1.2.N.R.a, 1.3.N.S.b)

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

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

5. Identify family members by listening to an oral description. (1.1.N.SL.b)

6. Given the Chinese characters for I, you, have, age, grandmother and grandfather, students match the characters with the corresponding English script or pictures. (1.2.N.R.a)

7. Identify words to name family members that are cognates in Chinese. (4.1.N.a).

Skills (Intellectual Processes)

Identifying

Describing

...
Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of family members and activities

 

Chinese Treasure Chest, Volume 1, P 167-176

 

Family member vocabulary flash cards using characters

 

Better Chinese website: www.betterchinese.com

 

Family trees

 

Poster board for face puppets

 

Songs

 

Kindergarten resources: Unit 4 & 5

 

Lanbridge Chinese for Young Learners, Book 1A, Lesson 7

 

Easy Steps to Chinese, Level 1, Lesson 5 & 7

 

Chinese Paradise, Book 1A, Lesson 6

...
Wayne RESA