Wayne RESA

Unit PlannerChinese - Grade 4

OS/MAISA / Grade 4 / World Languages / Chinese - Grade 4 / Week 1 - Week 5

Common Core Initiative

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Overarching Questions and Enduring Understandings

What do people consider dwellings?

 

 

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Graphic Organizer
 
GR4 Unit1
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Unit Abstract

In this unit of study students access prior knowledge about bedroom furniture, hobbies and daily routines. They identify rooms and furniture in a house and describe activities in the house. Students also compare housing, typical rooms and furnishings in a house in the USA and China. In this unit students design their perfect home and describe it to classmates. They continue to develop recognition of characters within the context of home as well as explore pinyin, radicals, and writing characters.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
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.b Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences
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.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)
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.a Identify basic target culture practices and compare them to one’s 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 you find in a house?

2. How do I describe my house?

3. How does housing compare in the USA and China?

4. What do people do in their house?

 

Content (Key Concepts)

1. Review bedroom vocabulary, prepositions from 3rd grade, Unit 3, hobbies from 1st grade, Unit 4, and daily routine from 3rd grade, Unit 5.

 

2. Identify rooms and furniture in the house:

dú lì wū, gōng yù, chú fáng, kè tīng, wò shì, shū fáng, jiā tíng huó dòng shì, wèi shēng jiān/ yù shì cān tīng, dì xià shì, chē kù, bīng xiāng, xǐ wǎn jī, wēi bō lú, diàn lú, chá jǐ, bì lú, dà píng mù cǎi (sè) diàn (shì jī), lín yù fáng, yù gāng, mǎ tǒng, xǐ liǎn chí, lóu shàng, lóu xià, yì lóu, èr lóu, hòu yuàn, yáng tái

独立屋，公寓，厨房，客厅，卧室，书房，家庭活动室，
卫生间/浴室，餐厅，地下室，车库，冰箱，洗碗机，微波炉，

电炉，茶几，壁炉，大屏幕彩(色)电(视机)，淋浴房，浴缸，马桶，洗脸池,楼上，楼下，一楼，二楼, 后院, 阳台

 

3. Describe activities in a house:

  •  Introduce: shēn shàng (hěn) zāng 身上(很)脏，mǎn tóu dà hàn 满头大汗，(hěn) lèi (很)累，(hěn) kùn(很)困，(hěn) wú liáo(很)无聊，zuò fàn 做饭，shàng wǎng 上网, tǎng 躺，zhǎo 找，dǎ kāi 打开
  • zuò fàn 做饭，zài cān tīng chī fàn 在餐厅吃饭，zài wèi shēng jiān xǐ zǎo 在卫生间洗澡，zài kè tīng kàn diàn shì/ tīng yīn yuè 在客厅看电视/听音乐，zài wò shì shuì jiào 在卧室睡觉，etc.

4. Compare dwellings in the USA and China:

  • single house vs. apartment
  • dining room vs. kitchen
  • family room vs. study room
  • tub shower vs. shower
  • the China cabinet 

5.  Identify characters: 楼，猫，狗

 

6. Introduced but not accessed:

  • Radicals: 木字旁 mù zì páng，反犬旁 fǎn quǎn páng
  • Writing characters: 楼，猫，狗

9. Ongoing review of pinyin and strokes.

 

 

 

 

 

 

 

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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. Design, label the “perfect” home using a word bank in both Pinyin and characters. Orally present to the class. (1.2.N.R.a, 1.3. N.S.b)
3. Label the rooms of a house using a word bank in both Pinyin and characters. (1.2.N.R.a)
4. Draw, label a floor plan of your own home using a word bank in both Pinyin and characters. (1.2.N.R.a, 2.1.N.F.c)
5. Describe your "perfect" house orally and have your partner draw the description (1.2.N.L.b).
6. Create and orally present a Gouin series. (1.3.N.S.b)
例如： 我累了，我躺在沙发上听音乐。

我饿了，我打开冰箱找吃的。

我困了，我去卧室睡觉/我躺在床上睡觉。

我满头大汗，我去卫生间洗(个)澡。

我很无聊，我在后院和我的狗玩。

7. Using a Venn diagram, students compare dwellings in the USA and China. (4.2.N.a, 4.2.N.b)

8. Given Chinese characters students match the pictures to the characters. (1.2.N.R.a)

Skills (Intellectual Processes)

Identifying

Describing

Comparing

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

 

Monkey king Chinese, Book 1B, Lesson 2

 

Monkey King Chinese, Book 3A, Lesson 1

 

Monkey King Chinese, Book 2A, Lesson 2

 

Chinese Paradise, Book 3B, Lesson 8

 

Chinese Paradise, Book 2A, Lesson 6

 

http://www.thn21.com/base/yu/9335.html, 常见偏旁部首名称

 

本文来自: 华语网 (www.thn21.com)

 

详细出处：http://www.thn21.com/base/yu/9335.html

 

http://www.youtube.com/watch?v=JJzXksiTFnU

 

The Chinese Phonetic Song 汉语拼音歌

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