Wayne RESA

Unit PlannerChinese - Grade 2

OS/MAISA / Grade 2 / World Languages / Chinese - Grade 2 / Week 1 - Week 6

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I get to know others?

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Graphic Organizer
 
CH Grade 2, Unit 1
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Unit Abstract

In this unit children are reacquainted with the Chinese language. They use Chinese to meet, greet, introduce themselves, make introductions, ask for information from others, describe how they are feeling, and talk about their nationality. The children also demonstrate their understanding of classroom directions and routines. They continue to develop recognition of characters within the context of the unit vocabulary as well as explore pinyin, strokes and writing characters.

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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
1.1.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
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
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
Connections
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
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 greet others?
2. How do I introduce a peer/classmate?
3. How do I ask others for personal information?
4. How do I express feelings?
5. How do I talk about my nationality?
6. How do I show that I understand directions?

Content (Key Concepts)

1. Express greetings and leave taking:

  • míng tiān jiàn. 明天见。

Review: zǎo shàng hǎo, xià wǔ hǎo, wǎn shàng hǎo, wǎn ān, zài jiàn 早上好, 下午好, 晚上好, 晚安, 再见

 

2. Ask others for personal information:

  • Nǐ shàng jǐ nián jí? 你上几年级？
  • Tā/ tā shàng jǐ nián jí? 他/她上几年级？

Review: nǐ/ tā jiào shénme míngzi? / nǐ hǎo ma?

你/他/她叫什么名字？/ 你好吗？

 

3. Make and respond to introductions:

wǒ jiào.... / tā jiào... / Wǒ shàng...nián jí./ Tā/ tā shàng...nián jí.

我叫...。/他/她叫...。/我上...年级。/他/她上...年级。

 

4. Express/Review state of being:

  • Wǒ hěn gāo xìng. 我很高兴。
  • Wǒ/ tā bù shū fu. 我/他（她）不舒服。
  • Wǒ/ tā bìng le. 我/他（她）病了。
  • Wǒ/tā hěn hǎo. 我/他（她）很好。
  • mǎ ma hū hu 马马虎虎
  • yì bānbān 一般般

5. Inquire and express national identity:

  • Nǐ shì nǎ guó rén? 你是哪国人？
  • Wǒ shì měi guó rén/ fǎ guó rén/ jiā ná dà rén/ zhōng guó rén/ ā lā bó rén/ dé guó rén/ yīng guó rén, etc.

我是美国人/法国人/加拿大人/中国人/阿拉伯人/德国人/英国人,等等。

 

6. Follow classroom directions:

gěi wǒ, shǒu fàngxià, dàjiā shǒu fàngxià, ná chū bǐ lái, dàjiā dōu ná chū qian bǐ lái.

给我，手放下，大家手放下，拿出笔来，大家都拿出铅笔来。

 

Review commands from K and 1st grade.

 

7. Make requests:

Wǒ néng qù cèsuǒ ma? 我能去厕所吗？

Wǒ néng qù hēshuǐ ma? 我能去河水喝水吗？

Wǒ néng qù xiāo qiānbǐ ma? 我能去削铅笔吗？

 

8. Identify characters: 他，她

 

9. Introduced but not assessed:

  • Pinyin: b, p, m, f
  • Strokes: 横héng，竖shù，撇piě
  • Writing characters: 两，个，和, 从，中国，美

 

 

 

 

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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. In groups of three, everyone greets and introduces him/herself including name, age, grade and nationality to the others. (1.1.N.SL.a, 3.2.N.a)

3. Ask a classmate how he or she is feeling. In return tell the classmate how you are feeling. (1.1.N.SL.b)

4. Follow classroom directions. (1.2.N.L.a)

5. Read aloud a Chinese paragraph such as the following example (1.2.N.R.a):

我有一个爸爸，一个妈妈，一个哥哥，一个姐姐和一个弟弟。我爸爸四十一岁，我妈妈三十九岁，我哥哥九岁，我弟弟五岁，我七岁。

6. Given the characters for he and she, 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 2A, Lesson 1

 

Better Chinese, My First Chinese Words, Book 7

 

Flags of countries

 

Youer Hanyu, Book 1, Lesson 2 to 5

 

Lanbridge Chinese for Young Learners, Book 1A, Lesson 5 & 6

 

World Younng Learners' Chinese, Book 2, Lesson 1 & 2

 

Easy Steps to Chinese, Book 1, Lesson 7 & 8

 

Chinese Treasure Chest, Volume 1, pp. 63-69

 

Chinese Treasure Chest, Volume 2, p. 397

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