Atlas - Unit 1: Getting Acquainted

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Wayne RESA

Unit PlannerChinese - Kindergarten

OS/MAISA / Kindergarten / World Languages / Chinese - Kindergarten / Week 1 - Week 4

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Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I greet others and follow directions at school?

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Graphic Organizer

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Unit Abstract

This unit teaches children to communicate orally in Chinese. They begin to use basic vocabulary to greet others, introduce themselves, and say good-bye. Children use appropriate titles with adults. They express basic courtesies. Children also learn to count to ten and recognize the Chinese characters for these numbers. They learn that people in both English and Chinese-speaking countries can say the same things in both languages. Initially, children demonstrate understanding of oral directions by responding physically or using one-word or memorized phrases. They start to recognize a few Chinese characters from the unit vocabulary.

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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.a Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions

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

Interperpreting Written Language-Reading

1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests

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

Unit Level Standards

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Essential Questions

Essential/Focus Questions

1. How do I introduce myself?

2. How do I show that I understand directions?

Content (Key Concepts)

1. Express greetings: Nǐ hǎo./ Zài jiàn.

你好。／再见。

Classroom greetings:

Tóng xué men hǎo./Lǎo shī hǎo./ Tóng xué men zài jiàn./ Lǎo shī zài jiàn.

同学们好。／老师好。／同学们再见。／老师再见。

2. Express name and age:

Nǐ jiào shénme míng zì? Wǒ jiào.... Nǐ jǐ suì? Wǒ... suì.

你叫什么名字？我叫...。你几岁？我...岁。

Numbers: 1—10

3. Carry out classroom directions:

Qǐ lì./Zuò xià./Jǔ shǒu. /Pái duì./Qǐng gēn wǒ shuō./ Yì qǐ shuō./Qǐng dà diǎner shēng./ Qǐng ān jìng./Shǒu fàng xià.

起立。／坐下。／举手。／排队。／请跟我说。／一起说。／请大点儿声。／请安静。／手放下。

4. Use classroom language:

Wǒ yào shàng cè suǒ/zhǐ jīn/ hē shuǐ.

我要上厕所／纸巾／喝水。

5. Express courtesies:

Xiè xie./Bú kè qi./ Duì bù qǐ./ Méi guān xi.

谢谢。／不客气。／对不起。／没关系。

6. Identify characters: 一，二，三，四，五，六，七，八，九，十, 你好，再见，中文

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Unit Assessment Tasks

Sample Performance Assessments:

1. Greet, introduce self, state name and age. (1.1.N.SL.a)

2. Orally count 1-10

3. Carry out oral directions

4. Respond to oral directions. (1.2.N.L.a)

5. Given the characters one to ten, hello and goodbye, students match the character with the corresponding picture. (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:

Teacher Resources:

Chinese Paradise, Book 1A, Unit 1, Lesson 2

Chinese Paradise, Book 1B, Unit 5, Lesson 9

Better Chinese, My First Chinese Words, Book 3, 4 & 22

Monkey King Chinese, Book 1A, Lesson 2

Mandy and Pandy, Activity Book 1, pp 41-69

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

Experiencing Chinese, Book 1, Lesson 7 & 8

Youer Hanyu, Book 1, Lesson 3, 4 & 10

Youer Hanyu, Book 2, Lesson 8 & 9

Youer Hanyu, Book 4, Lesson 1

Number flashcards

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