Wayne RESA

Unit PlannerChinese - Grade 2

OS/MAISA / Grade 2 / World Languages / Chinese - Grade 2 (OS/MAISA) / Week 28 - Week 33
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

How does culture influence what we eat?

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Graphic Organizer
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Unit Abstract

In this unit of study students access prior knowledge about food. They identify basic breakfast foods in American and Chinese culture. They describe and classify foods according to temperature, taste and nutritional value. They express their likes and dislikes regarding breakfast foods. They continue to develop recognition of characters within the context of food as well as explore pinyin, strokes and writing characters. As a result of this unit of study, they become aware that there are similarities and differences among typical breakfast foods eaten in the USA and China.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
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
Cultures
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)
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.b Identify basic target culture products and compare them to one’s own
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. What do people eat in the morning?

2. What foods are good for me?

3. How do I describe my breakfast?

4. How do breakfast foods vary according to the culture?

5. How are foods and meals similar/different according to the culture?

Content (Key Concepts)

1. Review fruits and juices vocabulary from Kindergarten, Unit 8 and food from 1st grade, Unit 6.

 

2. Identify and describe/ classify breakfast food:

péi gēn, tǔ sī, miàn bāo, guǒ jiàng, suān nǎi, guǒ zhī, mài piàn, tián miàn quān, yìng miàn bāo quān, bó jiān bǐng, rè xiāng bǐng,hǎo chī/ bù hǎo chī,jiàn kāng/ bú jiàn jiāng, zǎo cān/ zǎo fàn, dòu jiāng, yóu tiáo, bāo zi, mán tóu, xián cài, zhōu, dòu fu niǎo
培根,土司,面包,果酱,酸奶,果汁,麦片,甜面圈,硬面包圈,薄煎饼, 热香饼,好吃/不好吃,健康/不健康,早餐/早饭,豆浆,油条,
包子,馒头,咸菜,粥,豆腐脑

 

3. Express likes and dislikes:

  • Wǒ xǐ huān chī, bù xǐ huān chī....

         我喜欢吃…,不喜欢吃…。

  • Wǒ xǐ huān hē, bù xǐ huān hē....

         我喜欢喝…, 不喜欢喝…。

 

4. Identify characters: 牛奶, 面包, 水, 好, 不好, 吃, 喝

 

5. Compare American and Chinese breakfast:

  • Review nationality: 

        měi guó rén 美国人,zhōng guó rén 中国人

  • Měi guó rén zǎo fàn xǐ huān chī....

         美国人早饭喜欢吃...。

        Zhōng guó rén zǎo fàn xǐ huān chī....

         中国人早饭喜欢吃...。

 

6. Introduced but not assessed:

  • Pinyin: zh, ch, sh, r
  • Strokes: 横撇 héng piě,横折 héng zhé
  • Writing characters: 不,吃,好,喝

 

 

 

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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. Prepare (draw) a delicious breakfast for your Mom (a drink, a fruit, a protein, and a grain) and orally describe to the class. Include one food your Mom does not like in your drawing). (1.3.N.S.b)

3. Prepare (draw) a delicious breakfast for a Chinese friend (a drink, a fruit, a protein, and a grain) and orally describe to the class. Include one food your Mom does not like in your drawing). (1.3.N.S.b)

4. Using a Venn diagram, students list foods under appropriate category, e.g. USA - Both - China (2.1.N.F.b, 4.2.N.b)

5. Given the characters for milk, bread, water, drink, eat, good, and not good, students match the character with the corresponding pinyin. (1.2.N.R.a)

 

Skills (Intellectual Processes)

Identifying

Describing

Comparing

Classifying

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Monkey King Chinese, Book 2A, Lesson 4

Better Chinese, My First Chinese Words, Book 36

 

Youer Hanyu, Book 2, Lesson 3 & 4

 

World Young Learners' Chinese, Book 1, Lesson 3, 5, 7, and 10

 

Mandy and Pandy, Activity Book 1, Page 12 and 25

 

Chinese Paradise, Book 1B, Unit 6

 

Monkey King Chinese, Book 3A, Lesson 3

 

Monkey King Chinese, Book 1B, Lesson 3

 

Chinese Treasure Chest, Volume 2, Page 265-282

 

Authentic videos for jianbin 煎饼/danbin 蛋饼:

 

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