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Unit PlannerChinese - Grade 3

OS/MAISA / Grade 3 / World Languages / Chinese - Grade 3 / Week 6 - Week 11

Common Core Initiative

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Overarching Questions and Enduring Understandings

What do people consider food?

 

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Graphic Organizer
 
CH Grade 3, Unit 2
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Unit Abstract

In this unit students continue to identify additional food items eaten at lunch. Students describe meals, express likes and dislikes. Students practice ordering lunch in a cafeteria. As a result of this unit of study, students also gain an awareness of special food eaten in China. They continue to develop recognition of characters within the context of food as well as explore pinyin, radicals, and writing characters.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
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.a Present songs, poems or stories in the target language
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.b Identify products that were native to a community, region, or country in which the language is spoken
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
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 kinds of food do people eat for lunch?

2. How do foods compare between the USA and China?

 

Content (Key Concepts)

1. Review likes, dislikes and preferences from Third Grade, Unit 1.

 

2. Review food vocabulary from Kindergarten, Unit 8, First Grade, Unit 6, Second Grade, Unit 5

 

3. Identify food: 

shǔ tiáo, tǔ dòu, yù mǐ, yì dà lì miàn, rè gǒu, chá, lù chá, hóng chá, huā chá, kā fēi, xuě bì, qì shuǐ, chūn juǎn, chǎo fàn, wǔ fàn/ wǔ cān

薯条，土豆，玉米，意大利面，热狗，茶，绿茶，红茶，花茶，咖啡，雪碧，汽水，春卷，炒饭，午饭/午餐

 

4. Ask and answer questions:

  • Nǐ yào chī/ hē shén me?       ... hái shì...?

       你要chi吃/喝什么？  ...还是...？ 

   e.g. Nǐ yào chī shén me? Hàn bǎo bāo hái shì yì dà lì miàn?

      你要吃什么？ 汉堡包还是意大利面？

  • ...hǎo chī/ hē mā?  ...好吃／喝吗？
  • ... (hěn) hǎo chī/ hē....（很）好吃／喝。
  • Nǐ xǐ huān chī/ hē ... mā? 你 喜欢吃／喝...吗？
  • Wǒ xǐ huān/ bù xǐ huān chī/ hē....我喜欢／不喜欢吃／喝....。
  • Wǒ ná...我拿...,  Wǒ dào 我倒....。

5. Compare typical lunch food in USA and China:

  • cold vs. hot lunches
  • milk with/without lunch

6. Identify characters : 很，吗，米

 

7. Introduce but not assessed: 

  • Radicals: 双人旁 shuāng rén páng, 口字旁 kǒu zì páng 
  • Writing characters:  很，吗，米

8. Ongoing review of pinyin for summative assessment at the end of the third grade.

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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. Create and label a lunch menu using a word bank in both Pinyin and characters. (1.2.N.R.a)
3. Create and orally present a Gouin series. (1.3.N.S.b)
e.g. 午饭时，

我渴了，

我倒牛奶，

我喝牛奶，

我不渴了。

午饭时，

我饿了，

我拿饺子，

我吃饺子，

我不饿了。

4. Create and present a skit ordering lunch in a restaurant. (1.3.N.S.a)
5. You have been asked to select items for a Chinese table at the International School Festival. Circle all the items from the following list that should be at the Chinese table. (1.2.N.R.a, 2.2.N.F.b, 2.2.N.F.d)

6. Given the characters for very, rice, and ma(吗), students match the characters with the corresponding pictures/English. (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:

 

World Young Learners' Chinese, Book 1, p. 103, 汉字的基本笔形

 

Resources from Kindergarten Unit 8, First Grade Unit 6 and Second Grade Unit 5

 

Mandy and Pandy, Activity Book 1, p. 12

 

Easy Steps to Chinese, Book 3, Lesson 12

 

Easy Steps to Chinese, Book 2, Lesson 11

 

Monkey King Chinese, Book 3A, Lesson 2 & 3

 

Monkey King Chinese, Book 1B, Lesson 3

 

Mandy and Pandy, Activity Book 1, Page 57, Chinese Basic Strokes

 

Easy Steps to Chinese, Book1, Lesson 1, Basic Strokes

 

School cafeteria and food selections for students: http://www.youtube.com/watch?v=SjaioLFQDho

 

 

 

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