Wayne RESA
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I talk about what people eat?

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Graphic Organizer
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Unit Abstract

In this unit children learn to identify and describe foods. They learn to express their needs, likes and dislikes about foods. They also classify foods by taste, color and temperature. They continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
Identifying and Describing
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits
Exchanging Opinions
1.1.N.SL.j Share likes and dislikes in the target language with a classmate
Interperpreting Written Language-Reading
1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests
Cultures
Understanding the artifacts associated with family and community life within the target culture(s) (F)
2.2.N.F.b Identify products that were native to a community, region, or country in which the language is spoken
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
 
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Essential Questions
Essential/Focus Questions

1. What foods are good for me?

2. How do I describe some foods?

3. How do I describe my favorite meal?

Content (Key Concepts)

1. Identify and describe foods by temperature and taste: 

hàn bǎo bāo, sān míng zhì, shā lā, pī sà bǐn, jī dàn, dàn gāo, yú, qiǎo kè lì, bīng qí lín/,miàn bāo, shuǐ,kě lè, niú nǎi, qiǎo kè lì niú nǎi, guǒ zhī, tián, xián, rè, lěng, mǐ fàn, miàn tiáo, jiǎo zi

汉堡包,三明治,沙拉,披萨饼,鸡蛋,蛋糕,鱼,巧克力,冰淇淋,面包,水,可乐,牛奶,巧克力牛奶,果汁,甜,咸,热,冷,米饭,面条,饺子

  • Review colors with fruits and juices

2. Express needs, likes and dislikes: 

  • Wǒ xǐ huān chī/ he…. 我喜欢吃/喝...。
  • Wǒ bù xǐ huān chī/ hē.... 我不喜欢吃/喝...。
  • Wǒ yào chī/ hē…. 我要吃/喝...。
  • Wǒ bú yào chī/ hē…. 我不要吃/喝...。

     Review

  • Wǒ è le. 我饿了。
  • Wǒ kě le. 我渴了。

 

3. Identify characters:

 水,鱼,子

 

4. Introduced but not assessed:

Pinyin: ü, üe, üan, ün

Writing characters: 水,鱼,子

 

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Unit Assessment Tasks

Sample Performance Assessments:

 

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

2. Orally identify foods commonly eaten in USA versus China. (2.2.N.F.b)

3. Describe foods orally by temperature, taste and color. (1.1.N.SL.g, 3.1.N.a)

4. Draw and describe their favorite meal and one thing they don’t like. (1.1. N.SL.j, 1.2.N.R.a)

5. Categorize foods by temperature and taste. (1.2.N.R.a)

6. Given the Chinese characters for water, fish and child, students match the characters with the corresponding pictures. (1.2.N.R.a)

 

Skills (Intellectual Processes)

Identifying

Describing

Classifying

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of foods, fruits and juices

 

Plastic foods

 

Better Chinese, My First Chinese Words, Book 9 & 36,

 

Character flash cards

 

US Food Pyramid/Plate website: http://www.choosemyplate.gov/index.html

 

Chinese Treasure Chest

 

Chinese Paradise, Book 1B, Unit 6

 

Monkey King Chinese, Book 1B, Lesson 3

 

Youer Hanyu, Book 4, Lesson 7 & 8

 

Youer Hanyu, Book 2, Lesson 3 & 4

 

Monkey King Chinese, Book 3B, Lesson 6

 

Monkey King Chinese, Book 2A, Lesson 3

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Wayne RESA