Wayne RESA

Unit PlannerChinese - Grade 4

OS/MAISA / Grade 4 / World Languages / Chinese - Grade 4 / Week 6 - Week 12

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do people enjoy their free time?


 

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Graphic Organizer
 
GR4 Unit2
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Unit Abstract

In this unit of study students access prior knowledge about hobbies, days of the week, seasons, and family members. They learn to identify and describe when and where leisure activities take place. In addition students compare what people do in their spare time in the USA and China. They continue to develop recognition of characters within the context of activities as well as explore pinyin, radicals, and writing characters.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
Exchanging Information
1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life
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.c Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)
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.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions

1. What leisure activities are available to me?

2. What places can a person visit in their spare time?

3. How do seasons and weather conditions influence the leisure activities in which people participate?

4. Where leisure activities take place a city in USA and a city in China?

5. How does culture influence what people do for fun?

Content (Key Concepts)

1. Review family members from Kindergarten, Unit 4, days of the week from Kindergarten, Unit 3, and 1st grade, Unit 3, hobbies from 1st grade, Unit 4, and four seasons from 3rd grade, Unit 6.

 

2. Identify leisure activities and community locations where activities take place:

  • shè qū huó dòng zhōng xīn 社区活动中心，jiàn shēn/ dǎ lán qiú/ yóu yǒng/ dǎ pīng pāng qiú/ xià xiàng qí健身/打篮球/游泳/打乒乓球/下象棋
  • jiā, kàn diàn shì, dǎ diàn zǐ yóu yì 家，看电视,打电子游戏
  • tú shū guǎn, kàn shū 图书馆，看书
  • diàn yǐng yuàn, kàn diàn yǐng 电影院，看电影
  • gōng yuán, tī zú qiú, dǎ bàng qiú, dǎ gǎn lǎn qiú 公园，踢足球，打棒球，打橄榄球
  • gòu wù zhōng xīn, gòu wù 购物中心，购物
  • cān guǎn, chī fàn 餐馆，吃饭

 

3. Describe leisure activities in spare time and in different seasons:

  • Introduce : yì qǐ 一起, qù 去

Xīng qī liù/ xīng qī tiān,  bà ba, mā ma, dì di hé wǒ yì qǐ qù....                 

星期六/星期天，爸爸，妈妈，弟弟和我一起去......。

  • Introduce: wǒ men 我们，huá xuě 滑雪，liū bīng 溜冰

Xià tiān wǒ men qù yóu yǒng, dōng tiān wǒ men qù liū bīng.                        

夏天我们去游泳，冬天我们去滑雪/溜冰

                

 

4. Compare leisure activities taking place in a city in USA to a city in China:

  • community center
  • shopping mall
  • park

 

5. Identify characters: 打，游，看，踢，吃

 

6. Introduced but not assessed:

  • Radicals: 足字旁 zú zì páng
  • Writing characters: 打，游，看，踢，吃

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. Given characters for actions swim, play, watch, and eat, students match the characters with the corresponding pictures (1.2.N.R.c)

3. Interview a classmate about what he/she does in his/her spare time. (1.1.N.SL.h, 1.2.N.L.b)

4. Using pictures of leisure activities and locations (provided by teacher), student orally describes the scene. (1.3.N.S.b)

5. Using a T-chart students categorize common leisure activities practiced in China and the USA. (2.1.N.F.d)

 

Skills (Intellectual Processes)

Identifying

Describing

Comparing

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Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Chinese Treasure Chest, Volume 2, pp. 195-197

 

Chinese Treasure Chest, Volume 1, p. 298

 

Chinese Treasure Chest, Volume 2, pp. 303-307

 

Chinese Treasure Chest, Volume 2, pp. 355-361

 

My Chinese Picture Dictionary, pp. 42-43, 146-151

YOUER HANYU 4, Lesson 5, pp. 25-27

 

Mandy and Pandy, Activity Book1, pp. 5-36

 

Chinese Paradise, 3B, Lesson 8, pp. 8-13

 

YOUER HANYU 2, Lesson 6, pp. 31-35

 

YOUER HANYU 3, Lesson 4, pp. 19-22

 

Monkey King Chinese, preschool B, Lesson 1, pp. 2-9

 

Monkey King Chinese, 3B, Lesson 3, pp. 14-19

 

World Young Learners' Chinese, Lesson 4, pp. 29-38

 

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