Wayne RESA

Unit PlannerChinese - Grade 4

OS/MAISA / Grade 4 / World Languages / Chinese - Grade 4 / Week 19 - Week 24

Common Core Initiative

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Overarching Questions and Enduring Understandings

What influences what we wear?

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Graphic Organizer
 
GR4 Unit4
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Unit Abstract

In this unit of study students learn to identify and describe clothing worn in various seasons and climates. They also are able to give compliments. They compare clothing items typically worn in American and Chinese schools. Within this unit of study they use their newly acquired skills to put on a fashion show. They continue to develop recognition of characters within the context of clothing as well as explore pinyin, radicals, and writing characters.

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Expectations/Standards
MI: World Languages (2007)
Novice High (N)
Communication
Exchanging Opinions
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
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
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.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
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions

1. How does weather influence clothing choices?

2. How do clothing choices compare in schools in USA and China?

Content (Key Concepts)

1. Review color vocabulary from kindergarten, unit 2, weather vocabulary from 1st grade, Unit 3, and 2nd grade, Unit 3, clothing vocabulary from 3rd grade, Unit 6.

 

2. Identify clothing associated with various seasons and climates.

qún zi, duǎn kù, chèn yī, cháng xiù, duǎn xiù, máo yī, cháng kù, huá xuě shān, xuē zi, yùn dòng xié, mào zi, wéi jīn, wà zi, shǒu tào, yóu yǒng yī/ kù, tī xù shān, jiá kè shān, niú zǎi kù, yī fú, xiào fú

裙子，短裤，衬衣，长袖，短袖，毛衣，长裤，滑雪衫，靴子，运动鞋，
帽子，围巾，袜子，手套，游泳衣/裤，T恤衫，夹克衫，牛仔裤，衣服，校服
 

3. Describe clothing by time of year worn and personal preferences.

For example:

  • chūn tiān chuān jiá kè shān, xià tiān chuān qún zi/ duǎn kù, qiū tiān chuān máo yī, dōng tiān chuān huá xuě shān。

        春天穿夹克衫，夏天穿裙子/短裤，秋天穿毛衣，冬天穿滑雪衫。

  • Wǒ xǐ huān chuān qún zi, bù xǐ huān chuān kù zi. 

        我喜欢穿裙子，不喜欢穿裤子。

  • Wǒ xǐ huān chuān hóng sè de máo yī, bái sè de cháng kù.

        我喜欢穿红色的毛衣，白色的长裤。

 

4. Give compliments:

Nǐ de... hěn piào liàng. 你的...很漂亮。

 

5. Compare children's clothing in American and Chinese schools using a T chart or a Venn diagram. 

 

6. Identify characters: 裙，裤，袜

 

7. Introduced but not accessed:

  • Radicals: 衣字旁 yī zì páng
  • Writing characters: 裙，裤，袜

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. Create a poster/collage of clothing worn by seasons/climate. Label clothing and seasons using a word bank both in Pinyin and characters. Orally present to the class. (1.2.N.R.a, 1.3.N.S.b)
3. Using a Venn diagram, students compare clothing in the USA and China. (4.2.N.b)

4. Given Chinese characters students match the pictures to the characters. (1.2.N.R.a)

5. Put on a fashion show and give compliments during the show. (1.3.N.S.b)

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 1, pp. 250-251, 260-263

Lanbridge Chinese for Young Learners, Book 1A, Lesson 4, pp. 20-21

 

Experiencing Chinese, Book 1, Lesson 5, pp. 36-43

 

Chinese Paradise, Workbook 2B, Unit 6, pp. 28-33

 

Chinese Paradise, Student's Book 2B, Unit 6, pp. 26-34

 

Monkey King Chinese, Preschool A, Lesson 6, pp. 42-47

 

Monkey King Chinese, 1B, Lesson 4, pp. 20-25

 

YOUER HANYU, Book 2, Lesson 10, pp. 55-58

 

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