Atlas - Unit 4: Fast Food Favorites!

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Wayne RESA

Unit PlannerChinese - Grade 5

OS/MAISA / Grade 5 / World Languages / Chinese - Grade 5 / Week 19 - Week 24

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Common Core Initiative

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Overarching Questions and Enduring Understandings

What kinds of fast food are available?

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Graphic Organizer

CH 5, Unit 4

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Unit Abstract

In this unit of study students access prior knowledge about food. They identify fast food choices and restaurants. They describe and compare nutritional values of fast food. Students also analyze a home meal for its nutritional value. They continue to develop recognition of characters within the context of food as well as explore pinyin, radicals, and writing characters. As a result of this unit of study, students become aware that there are fast food restaurants in China and also that healthy choices can be made at fast food restaurants.

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Expectations/Standards

MI: World Languages (2007)

Novice High (N)

Communication

Exchanging Information

1.1.N.SL.i Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services

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

Cultures

Understanding the role of family and community
within the target culture(s) (F)

2.1.N.F.c Describe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)

Understanding the artifacts associated with family and community life within the target culture(s) (F)

2.2.N.F.a Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)

Connections

3.1 Knowledge
Students reinforce and further their knowledge of other disciplines through the world language.

3.1.N.a Reinforce previously learned content knowledge through the target language

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

5.2.N.b Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment

Unit Level Standards

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Essential Questions

Essential/Focus Questions

1. What are fast foods?

2. Where can fast foods be bought?

3. What kind of fast food is healthy?

4. What nutritional values can be found in fast food?

Content (Key Concepts)

1. Review food vocabulary from Kindergarten, Unit 8, 1st grade, Unit 6, 2nd grade, Unit 5, 3rd grade, Unit 2, and 4th grade, Unit 3.

2. Identify fast food choices and restaurants:

快餐，外卖，套餐，肯德基，麦当劳，必胜客，卡路里，脂肪，盐，糖，维生素，克，毫克，盎司

kuài cān, wài mài, tào cān, kěn dé jī, mài dāng láo, bì shèng kè, kǎ lù lǐ, zhī

fáng, yán, táng, wéi shēng sù, kè, háo kè, àng sī

3. Describe and compare nutritional values of fast food:

Introduce: 更 gèng，只有 zhǐ yǒu，认为 rèn wéi

_______有多少克卡路里/脂肪/盐/糖/蛋白质/维生素?

_______ yǒu duō shǎo kè kǎ lù lǐ/zhī fáng/yán/táng/dàn bái zhì/wéi shēng sù?

_______有____克卡路里/脂肪/盐/糖/蛋白质/维生素。

______yǒu____ kè kǎ lù lǐ/zhī fáng/yán/táng/dàn bái zhì/wéi shēng sù.

我认为____更健康，因为____只有____克____。

Wǒ rèn wéi_____ gèng jiàng kāng, yīn wéi _____ zhǐ yǒu _______ kè ________.

我认为____不健康，因为____有更多的____。

Wǒ rèn wéi ____ bú jiàng kāng, yīn wèi ______ yǒu gèng duō de ________.

4. Make recommendations for healthy meals.

Introduce: 谷类 gǔ lèi，蔬菜 shū cài，水果 shuǐ guǒ，蛋白质 dàn bái zhì，奶制品 nǎi zhì pǐn

早饭/午饭/晚饭去____吃____，____是____，____是____。
Zǎo fàn/wǔ fàn/wǎn fàn qù ____ chī _____, _____ shì _____, ______ shì

_______.

e.g. 早饭去麦当劳吃 egg white delight McMuffin 和橙汁。鸡蛋是蛋白质，Muffin是谷类，橙汁是水果汁。

Zǎo fàn qù mài dāng láo chī egg white delight McMuffin hé chéng zhī. Jī dàn

shì dàn bái zhì, Muffin shì gǔ lèi, chéng zhī shì shuǐ guǒ zhī.

5. Identify characters:

快餐，外卖

6. Introduced but not assessed:

Radicals: 竖心旁
Writing characters: 快餐，外卖

7. 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. Given the characters with pinyin for nutrition, students match the characters/pinyin with the corresponding pictures. (1.2.N.R.a)

3. Plan a healthy meal from a fast food restaurant based on nutritional values, ChooseMyPlate (see attached resources) and orally present to the class. (1.1.N.SL.i, 1.1.N.SL.k, 1.3.N.S.b, )

4. Record a meal eaten at home, analyze its' nutritional value, decide and explain whether it is a healthy meal and orally present to the class.

(1.1.N.SL.i, 1.1.N.SL.k, 1.3.N.S.b, )

Skills (Intellectual Processes)

Identify

Describe

Compare

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Lesson Plan Sequence

Lesson Plans (Sequence)

Resources

Recommended (not required) Instructional Resources:

Teachers Resources: