Wayne RESA

Unit PlannerChinese - Grade 2

OS/MAISA / Grade 2 / World Languages / Chinese - Grade 2 (OS/MAISA) / Week 34 - Week 37
Curriculum, OS/MAISA 

Common Core Initiative

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Overarching Questions and Enduring Understandings

What kinds of animals can be found in a zoo?

 

 

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Graphic Organizer
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Unit Abstract

In this unit children learn to identify animals in the zoo. They access prior knowledge to describe zoo animals by color and size. They identify actions/movements for zoo animals and categorize/describe these animals by their movements. They orally describe their favorite animal to the class. Students identify national animal symbols for the USA and China. They continue to develop recognition of characters within the context of zoo animals as well as explore pinyin, strokes and writing characters.

 

 

 

 

 

 

 

 

 

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
Exchanging Opinions
1.1.N.SL.j Share likes and dislikes in the target language with a classmate
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 artifacts associated with family and community life within the target culture(s) (F)
2.2.N.F.b Identify products that were native to a community, region, or country 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.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. How do I identify animals that are found in a zoo?

2. How do I describe animals in the zoo?

3. What animals are unique to the USA and China?

Content (Key Concepts)

1. Identify and describe zoo animals by color and size:

lǎo hǔ, dà xiàng, shī zi, è yú, shé, dà xīng xīng, kǒng què, cháng jǐng lù, hé mǎ, hóu zi, xī niú, qǐ é, xióng māo, xióng, dài shǔ, hǎi shī, hǎi tún, shā yú, bān mǎ, luò tuó, wū guī, shuǐ niú, lǎo yīng, dòng wù, dòng wù yuán, zuì xǐ huān

老虎,大象,狮子,鳄鱼,蛇,大猩猩,孔雀,长颈鹿,河马,猴子,犀牛,企鹅,熊猫,熊,袋鼠,海狮,海豚,鲨鱼,斑马,骆驼,乌龟,水牛,老鹰,动物,动物园,最喜欢
 

  • Review color from Kindergarten, Unit 2 and size of animals from First Grade, Unit 2.

2. Identify and describe animals’ movements:  

  • pá, tiào, pǎo, zǒu, yóu, fēi  

         爬,跳,跑,走,游,飞

  • huì, bú huì 会,不会
  • … (bú)huì…。 ...(不)会...。

     e.g. Dà xiàng huì zǒu, bú huì tào. 例如,大象会走,不会跳。

  • kuài, màn 快,慢  

     e.g. Dà xiàng zǒu de màn. 例如,大象走得慢。

 

3. Express likes and dislikes about zoo animals:

  • Wǒ xǐ huān... 我喜欢...。
  • Wǒ bù xǐ huān... 我不喜欢...。
  • Wǒ zuì xǐ huān... 我最喜欢...。

4. Identify characters:     爬,跳,跑,走,游,飞

 

5. Compare national animal symbols in China and USA.

 

6. Introduced but not assessed:

  • Pinyin: z, c, s, y, w
  • Strokes: 竖提 shù tí ,竖弯钩 shù wān gōu
  • Writing characters: 走,飞

 

 

 

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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. Given the characters for crawl, jump, run, walk, swim and fly, students match the character with the corresponding pinyin. (1.2.N.R.a)

3. Draw your favorite animal and orally describe it to the class including size, color, primary movement, and one thing it can't do (1.1.N.SL.j, 1.3.N.S.b)

4. Draw the national animal symbols associated with USA and China. (2.2.N.F.b, 4.2.N.b)

 

Skills (Intellectual Processes)

Identifying

Describing

Comparing

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of zoo animals and beanie babies.

 

Vocabulary flashcards using both Pinyin and characters.

 

Better Chinese, My First Chinese Words, Book 14 & 26

 

Chinese Treasure Chest, Volume 1, pp. 204-217

 

Chinese Treasure Chest, Volume 2, pp. 238-245

 

Experiencing Chinese, Book 1, Lesson 1 & 2

 

Chinese Paradise, Book 2B, Lesson 9

 

Monkey King Chinese, Book A, Lesson 2

 

Lanbridge Chinese for Young Learners, Book 1A, Lesson 2

 

Monkey King Chinese, Book 1A, Lesson 3

 

World Young Learners' Chinese, Book 1, Lesson 4

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