Wayne RESA

Unit PlannerChinese - Grade 2

OS/MAISA / Grade 2 / World Languages / Chinese - Grade 2 (OS/MAISA) / Week 7 - Week 13
Curriculum, OS/MAISA 

Common Core Initiative

Overarching Questions and Enduring Understandings

What is my school like?

Graphic Organizer
Unit Abstract

In this unit children access prior knowledge and talk about places and objects in their school. They describe places and objects in their school. They also learn to ask about and respond to questions about locations and activities in Chinese. They continue to develop recognition of characters within the context of the unit vocabulary as well as explore pinyin, strokes and writing characters..

MI: World Languages (2007)
Novice High (N)
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
Interperpreting Written Language-Reading
1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests
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
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 identify places in my school?

2. How do I talk about activities in my school?

3. How do I describe places in my school?




Content (Key Concepts)

1. Review school supplies and color from Kindergardten, Unit 2, classroom objects and size from 1st grade, Unit 2, and hobbies from 1st grade, Unit 4.


2. Identify classroom objects and places in the school:

diàn huà, guì zi, dì tǎn, juǎn bǐ dāo, wǔ cān hé, dǎ yìng jī, mén, dēng, jiào shì, bàn gōng shì, tú shū guǎn, tǐ yù guǎn, cān tīng/ shí táng, zǒu láng, cāo chǎng, yǐn shuǐ chí



3. Ask about and respond to questions about locations and activities:

  • Nǐ/ tā/tā zài nǎ lǐ? 你/他/她在哪里?
  • Wǒ/ tā/ tā zài... 我/他/她在...。
  • Nǐ/ tā /tā zài zuò shén me? 你/他/她在做什么?
  • Wǒ/ tā/ tā zài chī fàn/ kàn shū/ huà huà/ dǎ qiú.


  • Nǐ tā tā qù nǎ lǐ? 你/他/她去哪里?
  • Wǒ/ tā/ tā qù...。 我/他/她去...。

4. Identify characters:



5. Introduced but not assessed:

  • Pinyin: d, t, n, l
  • Strokes: 点diǎn,捺nà,提tí
  • Writing characters: 门,灯,他,她
Unit Assessment Tasks

Sample Performance Assessments:


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

2. Identify classroom objects using pictures (2.2.N.E.a).

3. Draw and label items found in a classroom using a character word bank. (1.2 N.R.a, 2.2.N.E.a)

4. Draw and label rooms in a school using a character word bank. (1.2 N.R.a, 2.2.N.E.a)

5. Given a floor plan of a school, student draws self doing the most typical activity done in each room (e.g. reading in library) and orally presents to class. (1.1.N.SL.h)

6. Given the characters for bathroom, library, gym, classroom, drink fountain, door and light, students match the character with the corresponding picture. (1.2.N.R.a)

Skills (Intellectual Processes)



Lesson Plan Sequence
Lesson Plans (Sequence)

Recommended (not required) Instructional Resources:


Teachers Resources:

Pictures of classroom objects.


Flash cards of school places, objects in the classroom and activities.


Character flash cards


Better Chinese, My First Chinese Words, Book 357


Monkey King Chinese, Book 3B, Lesson 5


Chinese Treasure Chese, Volum 1, p. 72-80


Youer Hanyu, Book 2, lesson 5 & 6


Youer Hanyu, Book 4, Lesson 9


Chinese Paradise, Book 2A, Lesson 5 & 6


Lanbridge Chinese for Young Learners