Wayne RESA

Unit PlannerChinese Level 2

OS/MAISA / Grade 10 / World Languages / Chinese Level 2 (OS/MAISA) / Week 33 - Week 37
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

How does transportation affect life in China?

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Graphic Organizer
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Unit Abstract

In this unit of study, students identify various modes of public transportation used in Chinese daily life and for vacations. They learn to read a schedule and make plans to travel from one location to another. Students compare the use of public transportation in USA and China. Students explore how families in both countries plan vacations. In addition they learn to offer holiday greetings and express personal gratitude for help received from others while traveling.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
Exchanging Information
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 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
1.1.N.RW.i Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services
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
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
Understanding the role of family and community
within the target culture(s) (F)
2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)
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
Understanding the artifacts associated with family and community life within the target culture(s) (F)
2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)
2.2.N.F.d Describe and explain the significance of the products associated with 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
Understanding the artifacts associated with education, employment, and the economy in the target cultures (E)
2.2.N.E.c Recognize the currency of a country in which the language is spoken
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Unit Level Standards
 
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Essential Questions
Essential/Focus Questions

1. What is the role of public transportation in daily life?
2. What is the role of public transportation for travelers?
3. How do I travel from one point to another?
4. How do Chinese spend their vacation/”Golden Week”?

Content (Key Concepts)
  • Choices using or haishi/huozhe
  • Every Mei…dou
  • Express emotions - nervous, embarrassed, happy, troubled, worried, polite
  • Grammar
  • Topic-comment sentence/word order
  • Had better: Haishi…ba
  • Modes of transportation: car, bus, train, subway, taxi, airplane, boat, bike, moped, motorcycle,
  • walking, community transportation
  • Sequence words: First, then, finally/xian, ranhou, zuihou
  • Verb- hua (to spend time/money)
  • da (1) jichengche-To take a taxi (Taiwan)
  • da (3) di/chuzuche-To take a taxi (China)
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Unit Assessment Tasks

Sample Performance Assessments

 

1. Ask for and give directions from one point to another orally (1.1.N.SL.i).
2. Write a thank you note or email to express gratitude after receiving a kindness or gift (1.1.N.RW.k).
3. Using a train schedule, plan a trip orally and in writing from one point to another (1.1.N.RW.i).
4. Plan a trip to China and present it to the class. Select an area to visit, itinerary, clothing to match the weather, transportation possibilities, side trips to a variety of areas, and a budget. Compete a shopping list of souvenirs (1.3.N.S.b, 1.3.N.W.a, 2.1.N.F.c, 2.2.N.F.a, 2.2.N.E.c).
5. Compare vacations and a major holiday in the USA (Christmas) and China (Chinese New Year) (2.1.N.F.e, 2.2.N.F.d, 4.2.N.a).
6. Write an article (paragraph) describing an experience of traveling or driving on a highway(1.1.N.RW.h).

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 9, pp. 257 - 279.
  • Chinese Link Elementary Chinese. Prentiss Hall. pp 203 – 226 (Haiyan).
  • Learn Chinese with Me Book 2. People’s Education Press. Unit 1., pp. 10 – 18.
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