Wayne RESA

Unit PlannerChinese Level 2

OS/MAISA / Grade 10 / World Languages / Chinese Level 2 (OS/MAISA) / Week 14 - Week 20
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

What is the value of education in China?

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Graphic Organizer
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Unit Abstract

In this unit of study, students learn about school life in China including the role of teachers and student leaders. They compare Chinese and American parents’ expectations of their high school students. Students also learn about and communicate about school routines and personal responsibilities such as, study habits, high school schedules, extracurricular activities, movement of teachers from class to class, graduation requirements, and preparation for the national high-stakes exams.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
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
Exchanging Opinions
1.1.N.SL.j Share likes and dislikes in the target language with a classmate
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
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.k Share opinions and preferences in the target language with their classmates in writing using email messages, notes, letters
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
4.2 Comparing Cultures
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
4.2.N.a Identify basic target culture practices and compare them to one’s own
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Unit Level Standards
 
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Essential Questions
Essential/Focus Questions

1. What are the educational responsibilities of secondary students?
2. What influence does the national exam have on a student’s life?
3. How does the national exam in China and the ACT/SAT in the
USA compare?
4. How does your school compare to a school in China?
a. Virtue: Respect the teacher
5. What is the role of student leaders?

Content (Key Concepts)
  • adverbs: jiu, cai
  • chinese characters
  • confucius – You jiao wu lei, yin cai, shi jiao
  • descriptive compliments: tai, zhen
  • grammar:
  • particles =V + particles (de) + Adv
  • V + object + V + particles (de) + Adv
  • no favoritism - There should be no favoritism. Every individual should be taught according to
  • individual needs. You teach all students, not just those who you want.
  • ordinal numbers
  • steps of learning: preview, study, review
  • verbs: learn, understand, teach, write, read, report
  • view of education
  • vocabulary; school objects, test talk
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Unit Assessment Tasks

Sample Performance Assessments

 

1. Write a journal describing a school day (1.1.N.RW.h).
2. Write a letter/email to a pen-pal/key-pal describing how they feel about learning Chinese (1.1.N.RW.k).
3. Describe orally the routines you follow each day. Include a description of daily activities, and comments about your classes and school life (1.1.N.SL.h, 1.1.N.SL.j, 1.1.N.SL.k).
4. Complete your school planner in Chinese including a daily schedule (1.1.N.RW.h).
5. Describe a day of a student’s life including daily routines (1.3.N.S.b).
6. Create a T-chart comparing American and Chinese schools (English/Chinese) (4.2.N.a).
7. Write about the testing system in the USA and China and their influence on a student’s life (English) (2.2.N.E.a, 4.2.N.a).
8. Discuss the testing system in the USA and China and their influence on a student’s life (English) (2.2.N.E.a, 4.2.N.a).

Skills (Intellectual Processes)

Describing

Comparing

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.
  • Lesson 8, pp. 190 - 213.
  • Chinese Link Elementary Chinese. Prentiss Hall. pp 55 – 57.
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