Wayne RESA

Unit PlannerChinese - Grade 3

OS/MAISA / Grade 3 / World Languages / Chinese - Grade 3 / Week 19 - Week 24

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I describe my health?

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Graphic Organizer
 
CH Grade 3, Unit 4
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Unit Abstract

In this unit students identify more body parts vocabulary. They learn to ask and give information about their health and describe some simple injuries. They practice talking about their own health as well as that of others. They also compare going to the doctor in China and the USA. They continue to develop recognition of characters within the context of feelings as well as explore pinyin, radicals, and writing characters.

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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
Identifying and Describing
1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
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 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
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 do I describe an injury or ailment?

2. How do I express how I feel?

Content (Key Concepts)

1. Review vocabulary from Kindergarten Unit 7.

 

2. Identify new body parts vocabulary:

bèi, ěr duō lǐ miàn, dù zi, shǒu zhǐ, dà mǔ zhǐ, xiǎo mǔ zhǐ, xī gài

背，耳朵里面，肚子，手指，大拇指，小拇指，膝盖    

 

3. Ask about and express states of being:

  Nǐ (jīn tiān) gǎn jué zěn me yàng?你 (今天)感觉怎么样？

  Nǐ/ tā/ tā zěn me le? 你／她 ／他怎么了？
  Wǒ/ tā/ tā bìng le. 我／她 ／他病了。

  Wǒ (de) ... téng/ tòng. 我（的）...疼/痛。

  Nǐ (jīn tiān) gǎn jué hǎo xiē ma? 你(今天)感觉好些么？

  Wǒ (jīn) tiān hǎo duō le. 我(今天)好多了。

  Wǒ zuó tiān bù shū fú. 我昨天不舒服。

  Wǒ jīn tiān hǎo duō le. 我今天好多了。
 

 4. Compare going to the doctor in China and the USA:

  • doctor's office (USA) vs. mén zhěn bù 门诊部

5. Identify characters: 病，疼

 

6. Introduce but not assessed:

  • Radicals: 月字旁 yuè zì páng，病字头 bìng zì tóu  
  • Writing characters: 病，疼

7. 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. Draw and label body parts using a word bank with Pinyin and Chinese characters. (1.2.N.R.a)
3. Create a skit, song or rap about body parts and orally present to the class. (1.3.N.S.a)

4. Create and orally present a skit about a mother and a child going to the doctor. (1.3.N.S.a, 1.1.N.SL.b, 1.1.N.SL.f, 1.3.N.S.b)
5. Given two pictures, have the students mark which represents a visit to a doctor in China versus the USA. (2.1.N.F.d)

6. Given the characters for sick(病) and hurt(疼), students match the character with the corresponding picture. (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:

 

Chinese Treasure Chest, Volume 1, pp. 198-203

 

Monkey King Chinese, Book 3B, Lesson 4

 

Easy Steps to Chinese, Book 2, Lesson 6

 

Body parts flash cards

 

Plastic doctor's kit with tools

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