Wayne RESA

Unit PlannerChinese - Grade 2

OS/MAISA / Grade 2 / World Languages / Chinese - Grade 2 (OS/MAISA) / Week 21 - Week 27
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

How are families unique?

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Graphic Organizer
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Unit Abstract

In this unit children access their prior knowledge about families and expand their vocabulary to include extended family members. They describe family members using a list of physical and personality traits. When talking about family members, they express the relationship to the person. They also use possessive adjectives to express relationships. In this unit, students compare similarities and differences among American and Chinese families structure. They continue to develop recognition of characters within the context of family members as well as explore pinyin, strokes and writing characters.

 

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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.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
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
Interperpreting Written Language-Reading
1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests
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
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. Who makes up a family?

2. Who is in an extended family?

3. How do I describe my extended family?

Content (Key Concepts)

1. Review family members, their physical and personality traits from First Grade, Unit 4.

 

2. Identify extended family members:

 laolao, wai po,lao ye,wai gong,shushu,jiujiu,gugu,ai yi

  姥姥,外婆,姥爷,外公,叔叔,舅舅,姑姑,阿姨

 

3. Describe family members’ physical and personality traits using adjectives: 

you li mao,yong gan,da fang,ān jìng,you mo,huo po,tou fa chang /duan,yan jing da/xiao,zuiba da/xiao,lan se de /lv se de yanjing, hei se de / zong se de /hong se de  tou fa

有礼貌,勇敢,大方,安静,幽默,活泼,头发长/短,眼睛大/小,嘴巴大/小,蓝色的/绿色的眼睛,黑色的/棕色的/红色的头发

 

4. Describe family members by relationship, physical and personality traits:

  • Review sentence patterns from First Grade, Unit 4
  • Introduce: hen , ni de (family member)(hen)….ma? 

                           很,你的(家庭成员)(很)...吗?

      e.g. ta hen an jing. 他很安静。

      e.g. Ni de gege (hen) you mo ma? 例如:你的哥哥(很)幽默吗?

            Shi de, ta hen you mo. 是的,他很幽默。

            Bu shi de, ta bu you mo. 不是的, 他不幽默。

 

5. Describe family members using possessive adjectives:

tā de , nǐ de , wǒ de 他的,你的,我的

e.g. Tā de baba hen gao. 例如: 他的爸爸很高。

 

6. Identify characters: 

高,矮,长,短,白,的,爱

 

7. Introduced but not assessed:

  • Pinyin: j, q, x
  • Strokes: 斜钩,竖钩
  • Writing characters: 的,白,爱

 

 

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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. Draw, label and orally describe members of their family or a fictional family. (1.3.N.S.b)

3. Ask a classmate basic questions about his/her family members. (1.1.N.SL.b, 1.1.N.SL.e)

4. Answer a classmate’s questions about family members. (1.1.N.SL.b, 1.1.N.SL.e)

5. Given the characters for tall, short, long, short, love, white and de(的), students match the character with the corresponding pinyin. (1.2.N.R.a)

 

 

 

Skills (Intellectual Processes)

Identifying

Describing

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of family members

 

Pictures of adjectives

 

Vocabulary flashcards using both Pinyin and characters.

 

Easy Steps to Chinese, Book 1, Lesson 7.

 

Chinese Treasure Chest, Volum 2, pp. 156-160

 

Better Chinese, My First Chinese Words, Book 33

 

Kindergarten and First Grade resources, Unit 4 & 5

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