Wayne RESA
Curriculum, OS/MAISA 

Common Core Initiative

Overarching Questions and Enduring Understandings

How do I apply the Chinese I have learned?


Graphic Organizer
Unit Abstract

In this unit of study, students assess their knowledge and understanding of important aspects of the Chinese Language. Students refresh their knowledge of the features of the Chinese language through topics such as school life, shopping, weather, travel and transportation. They also refresh their use of pinyin and Chinese characters as well as their ability to communicate about themselves and their daily lives. As a result of this unit, students reinforce previously learned concepts as they gain proficiency in Chinese.


MI: World Languages (2007)
Novice High (N)
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)
1.1.N.SL.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
1.1.N.SL.d Request, offer, invite, and reply appropriately using memorized phrases
Identifying and Describing
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits
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 Opinions
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
Interpersonal Reading/Writing (RW)
1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/ physical conditions, self, family, and friends
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
1.2 Interpretive Communication
Students understand and interpret written and spoken language on a variety of topics.
Interpretive Language -Listening (L) or Signed (SL)
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests
1.2.N.L.b Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences
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
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)
2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
2.2 Products and Perspectives
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Understanding the impact of geography and natural resources on the target cultures (G)
2.2.N.G.a Identify countries, their capital and major cities in which the language is spoken
3.1 Knowledge
Students reinforce and further their knowledge of other disciplines through the world language.
3.1.N.a Reinforce previously learned content knowledge through the target language
3.2 Point of View
Students aquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.
3.2.N.a Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one’s own culture than in the target culture
4.1 Comparing Languages
Students demonstrate understanding of the nature of language through comparisons of the language studies and their own.
4.1.N.d Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one’s own language and the target language
Exemption for 4.2.N.d only: No Longer Spoken, Signed
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
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Unit Level Standards
Essential Questions
Essential/Focus Questions

1. What do I remember about the Chinese language?

2. What aspects of the Chinese language do I need to review in order to continue developing my language proficiency?


Content (Key Concepts)

language: pinyin, characters, tones, radicals, phrases, and sentence structure

recall previously learned content knowledge from Level 2, Units 1-6


Unit Assessment Tasks

Sample Performance Assessments

1. Listen to samples of characters and sentences and identify the pinyin and tones that you hear (3.1.N.a, 4.1.N.b, 4.1.N.d).

2. Write a short paragraph in Chinese characters to describe a shopping occasion (1.1.N.RW.i).

3. Describe your new school schedule in writing including the time of your classes and extracurricular activities and present to the class (1.2.N.L.b, 1.3.N.S.b, 5.2.N.a).

4. Compare the weather in writing from your home city with the weather in a city in China that you would like to visit and present to the class (1.1.N.SL.b, 1.1.N.RW.b, 1.3.N.W.a, 2.2.N.G.a, 3.2.N.a, 5.2.N.a).

5. Describe an experience in writing involving travel during your summer break using Chinese characters and share with the class (1.1.N.RW.i, 1.3.N.S.b, 2.1.N.F.d, 5.2.N.a).


Skills (Intellectual Processes)





Lesson Plan Sequence
Lesson Plans (Sequence)

Recommended (not required) Instructional Resources

Teacher Resources

Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 165-279.

Integrated Chinese, Level 1 Part 1. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 175-279.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 1-30.

Learn Chinese with Me, Book 1. First Edition. Beijing, China: People’s Education Press, 2003, pp. 104-170.

Wayne RESA