Wayne RESA

Unit PlannerChinese - Kindergarten

OS/MAISA / Kindergarten / World Languages / Chinese - Kindergarten / Week 14 - Week 18

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I identify my immediate family?

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Graphic Organizer
 
CH Kindergarten, Unit 4
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Unit Abstract

In this unit children learn to identify members of a family. They also introduce and describe members of their own family and their relationship to those members. They start to recognize a few Chinese characters from the unit vocabulary.

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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
Interperpreting Written Language-Reading
1.2.N.R.a Demonstrate understanding of written classroom language in the target language including directions, commands, and requests
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
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Unit Level Standards
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Essential Questions
Essential/Focus Questions

1. Who is in my immediate family?

2. How do I describe my family?

Content (Key Concepts)

1. Identify family members:

yé ye/ nǎi nai/ bà ba/ mā ma/ gē ge/ jiě jie/ dì di/ mèi mei 爷爷／奶奶／爸爸／妈妈／哥哥／姐姐／弟弟／妹妹
Pets: māo, gǒu 猫，狗

 

2. Identify family members using:

Wǒ yǒu… 我有...

Wǒ ài…   我爱...

Zhè shì... 这是...

 

3. Identify characters:

爸爸／妈妈／哥哥／姐姐／弟弟／妹妹

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Unit Assessment Tasks

Sample Performance Assessments:

 

1. Orally identify family members. (1.1.N.SL.b)

2. Respond to questions “Do you have…?” (1.1.N.SL.b)

3. Given the characters for dad, mom, older brother, older sister, younger brother and younger sister, 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 1B: Lesson 7

 

Better Chinese, My first Chinese words, Book 1,2 & 22

 

Experiencing Chinese, Book 1, Lesson 2, 3, 4, 15 & 16

 

Youer Hanyu, Book 1, Lesson 1 , 2 & 8

 

Mandy and Pandy, Activity Book 1, Chapter 2

 

World Young Learners' Chinese, Book 1, Lesson 1

 

Monkey King Chinese, Book 2A, Lesson 1

 

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