Wayne RESA

Unit PlannerChinese - Grade 3

OS/MAISA / Grade 3 / World Languages / Chinese - Grade 3 / Week 12 - Week 18

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do people create a comfortable living space?

 

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Graphic Organizer
 
CH Grade 3, Unit 3
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Unit Abstract

In this unit students identify furnishings in a bedroom. Students describe bedroom furniture by color and size. They practice giving the location of items in the bedroom. Students also compare typical bedrooms in the USA and China. They continue to develop recognition of characters within the context of bedroom objects as well as explore pinyin, radicals, and writing characters.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
Identifying and Describing
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits
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.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 role of family and community
within the target culture(s) (F)
2.1.N.F.b Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day)
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 makes up a comfy bedroom?

2. How do I describe my bedroom?

3. How do bedrooms compare in the USA and China?

 

 

Content (Key Concepts)

1. Review classroom objects from 1st & 2nd grade, Unit 2.

 

2. Identify bedroom objects: 

chuáng, chuáng tóu guì, shā fā, fú shǒu yǐ, shū zhuō, tái dēng, diàn shì (jī), diàn nǎo, nào zhōng, yī guì, jìng zi,  chuāng lián, bì chú

床，床头柜，沙发，扶手椅，书桌，台灯，电视(机)，电脑，闹钟，衣柜，镜子，窗帘，壁橱

 

3. Ask for and give information about bedroom size, color and objects:

  • Introduce: 

         dà bú dà 大不大

         Nǐ de fáng jiān dà bú dà? 你的房间大不大？

         Wǒ de fáng jiān hěn dà/ hěn xiǎo/ bú dà bù xiǎo. 我的房间很大/很小/不大不小。

         Nǐ de fáng jiān lǐ yǒu shén me? 你的房间里有什么？

         Wǒ de fáng jiān yǒu... 我的房间里有... 

         Nǐ de fáng jiān shì shén me yán sè de? 你的房间是什么颜色的？  

 

4. Identify and express the location of objects in the bedroom:

  • shàng (miàn) 上(面)，xià (miàn)下(面)，qián (miàn)前(面)，hòu (miàn) 后(面)，páng biān 旁边，zài...zhōng jiān 在...中间，zuǒ miàn 左面，yòu miàn 右面
  • ... shàng yǒu .... ...上有..., 例如，Qiáng shàng yǒu jìng zi. 墙上有镜子。
  • ...zài...de zuǒ miàn/ yòu miàn/ qián miàn/ hòu miàn/ shàng miàn. xià miàn..., 在... 的左面/右面/前面/后面/上面/下面，例如，chuáng zài xiě zì tái de zuǒ miàn. 床在写字台的左面。

5. Compare bedrooms in the USA and China.

 

6. Identify characters: 上，下，前，后，左，右，中

 

7. Introduce but not assessed: 

  • Radicals: 提手旁 tí shǒu páng，三点水 sān diǎn shuǐ 
  • Writing characters: 沙发，打

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. Design and label the bedroom using a word bank in pinyin and character.(1.2.N.R.a)
3. Describe a bedroom by location of the bedroom objects orally and have your partner draw the description.(1.2. N.L.b)

4. Interview a classmate about the size and color of his/her bedroom.(1.1.N.SL.g, 1.1.N.SL.h)

5. Using a Venn diagram, students compare a child's bedroom in the USA and China. (2.1.N.F.b, 4.2.N.b)

6. Draw your ideal bedroom and orally describe to the class. (1.3.N.S.b)

7. Given the characters for up, down, left, right, front, back and middle, students match the characters with the corresponding pictures. (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

 

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

 

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

 

Monkey King Chinese, Book 3A, Lesson 1

 

Monkey King Chinese, Book B, Lesson 6

 

Monkey King Chinese, Book 2A, Lesson 2

 

Youer Hanyu, Book 3, Lesson 5, 6, & 7

 

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