Atlas - Unit 1: Celebrating Chinese Style!

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Wayne RESA

Unit PlannerChinese - Grade 5

OS/MAISA / Grade 5 / World Languages / Chinese - Grade 5 / Week 1 - Week 6

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Common Core Initiative

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Overarching Questions and Enduring Understandings

What and how do Chinese people celebrate?

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Graphic Organizer

CH 5, Unit 1

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Unit Abstract

In this unit students access prior knowledge regarding numbers and dates. They identify and describe a personal and traditional celebrations in China. They practice asking and giving information about birthdays. They also compare how birthdays are typically celebrated in China and the USA. Students read about and describe the traditional Mid-Autumn festival. They compare the Mid-Autumn festival with the traditional American holiday of Thanksgiving. Students continue to develop recognition of characters within the context of celebrations as well as explore pinyin, radicals, 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.b Ask and answer basic questions about the weather, health/physical conditions, self, family and friends

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.c Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)

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.d Describe and explain the significance of the products associated with an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target 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.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

5.2.N.b Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment

Unit Level Standards

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Essential Questions

Essential/Focus Questions

1. What special celebrations does China have?

2. What do they celebrate?

3. How do Chinese families celebrate birthdays?

4. How do birthday celebrations compare in China and the USA?

5. What is an example of a traditional Chinese national celebration?

6. How does this celebration compare to one in the USA?

Content (Key Concepts)

1. Review dates and numbers from Kindergarten, Unit 1, 1st grade, Unit 2, and 2nd grade, Unit 3.

2. Identify and describe a personal and traditional celebration in China:

Introduce:庆祝，农历，生日，派对，蛋糕，生日卡，生日快乐，蜡烛，气球，礼物，寿桃，面条（长寿面），中秋节，故事，月饼，月亮，太阳，妻子，丈夫

qìng zhù, nóng lì, shēng rì, pài duì, dàn gāo, shēng rì kǎ, shēng rì kuài lè, là chú, qì qiú, lǐ wù, shòu táo, miàn tiáo (cháng shòu miàn), zhōng qiū jié, gù shì, yuè bǐng, yuè liàng, tài yáng, qī zī, zhàng fū

中国人庆祝中秋节。中秋节是农历八月十五号。

Zhōng guó rén qìng zhù zhōng qiū jié. Zhōng qiū jié shì bā yuè shí wǔ hào.

Express and exchange information about birthdays:

你的生日是几月几号？ Nǐ de shēng rì shì jǐ yuè jǐ hào?

我的生日是___月___号。Wǒ de shēng rì shì ___ yuè ____ hào.

Sing Chinese birthday song.

3. Compare the similar celebrations between China and the USA.

4. Identify characters: 生日快乐，中秋节

5. Introduced but not assessed:

Radicals: 禾木旁
Writing characters: 生日快乐

6. 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. Given the characters with pinyin for related birthday and moon festival celebrations, students match the characters/pinyin with the corresponding pictures/English words. (1.2.N.R.a)

3. Given a storyboard of the Mid-Autumn Festival, students match story pictures with corresponding sentences in pinyin and characters.(1.2.N.R.a, 2.2.N.F.d)

4. Given a Venn diagram and a word bank, students fill in diagram to correctly describe birthday celebrations in China and the USA(See attachment). (1.2.N.R.a, 2.2. N.F.d, 4.2.N.a, 4.2.N.b)

5. Students orally survey three classmates for their birthdays and orally present their findings to the class.(1.1.N.SL.b, 1.3.N.S.b)

Birthday Quiz--- Venn Diagram

Skills (Intellectual Processes)

Identify

Describe

Compare

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Lesson Plan Sequence

Lesson Plans (Sequence)

Resources

Teachers Resources:

1. Mid-Autumn festival: