Wayne RESA

Unit PlannerChinese Level 2

OS/MAISA / Grade 10 / World Languages / Chinese Level 2 (OS/MAISA) / Week 1 - Week 6
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

Why should I study Chinese?

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Graphic Organizer
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Unit Abstract

In this unit of study, students assess their knowledge and understanding of important aspects of China and Chinese Language. Students refresh their knowledge of Chinese geography, majority and minority populations, influential people, important national symbols, and their significance to China and its people. They also refresh their use of pinyin and Chinese characters as well as their ability to communicate about themselves, their family, time, interests, and friends. Students identify new areas of interest about China and Chinese language that they will explore throughout the year.

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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.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions
1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
1.1.N.SL.c Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings, leave-takings and introductions
1.1.N.SL.d Request, offer, invite, and reply appropriately using memorized phrases
Identifying and Describing
1.1.N.SL.e Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer using a list of traits
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 Information
1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life
1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services
Exchanging Opinions
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
Interpersonal Reading/Writing (RW)
Socializing
1.1.N.RW.a Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions
1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/ physical conditions, self, family, and friends
Exchanging Information
1.1.N.RW.h Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life
Exchanging Opinions
1.1.N.RW.j Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters
1.2 Interpretive Communication
Students understand and interpret written and spoken language on a variety of topics.
Interpretive Language -Listening (L) or Signed (SL)
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests
1.2.N.L.b Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences
1.2.N.L.d Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
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
Presentational Language-Writing (W)
1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu
Cultures
2.1 Practices and Perspectives
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Understanding the impact of historic events and governmental systems within the target cultures (H)
2.1.N.H.b Name the governmental system(s) and key political figures in a country in which the language is spoken
Understanding the role of family and community
within the target culture(s) (F)
2.1.N.F.b Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day)
2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
2.1.N.F.e Explain the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken
2.2 Products and Perspectives
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Understanding the impact of geography and natural resources on the target cultures (G)
2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken
2.2.N.G.b Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken
2.2.N.G.c Identify the neighboring countries and geographic features surrounding a country in which the language is spoken
Understanding the importance of cultural and creative heritage within the target cultures
2.2.N.C.a Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites)
2.2.N.C.b Identify historic culture icons (arts, music, literature, film, and the creators of these products as well as natural sites)
Connections
3.1 Knowledge
Students reinforce and further their knowledge of other disciplines through the world language.
3.1.N.a Reinforce previously learned content knowledge through the target language
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Unit Level Standards
 
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Essential Questions
Essential/Focus Questions

1. What do you remember about China and Chinese language?
2. What new information do you want to know about China and
Chinese language?

Content (Key Concepts)
  • language: pinyin, characters, tones, sentence structure
  • refresh memory of China geography, population, national symbols, and important people
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Unit Assessment Tasks

Sample Performance Assessments

 

1. Locate and label China, oceans and seas on its borders, major rivers and its neighbors, major cities when given a blank world map (2.2.N.G.a, 2.2.N.G.b, 2.2.N.G.c, 3.1.N.a).
2. Identify national symbols of China and influential people in Chinese history describe in English their significance to China and its people (2.1.N.H.b, 2.2.N.C.b, 3.2.N.a).
3. Introduce and describe yourself, a family member and/or friend (include name, age, birthday, phone number, nationality) (1.1.N.SL.a, 1.1.N.SL.b, 1.3.N.S.b, 5.2.N.a).
4. Listen to samples of characters and identify the pinyin and tones that you hear (4.2.N.d).
5. Write a short paragraph in Chinese to describe an event that happened during the vacation (1.1.N.RW.a).
6. Describe a day in your life including the time of your activities and a description of the activities (1.1.N.SL.h, 2.1.N.F.d, 5.2.N.a).

Skills (Intellectual Processes)

Identifying

Describing
Inquiring

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Resources

 

Teacher Resource
Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 1-164.

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