Wayne RESA

Unit PlannerChinese - Kindergarten

OS/MAISA / Kindergarten / World Languages / Chinese - Kindergarten / Week 29 - Week 33

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do I describe what hurts?

 

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Graphic Organizer
 
CH Kindergarten, Unit 7
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Unit Abstract

In this unit students learn to identify some body parts. They describe what hurts and doesn't hurt. They begin 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
Copyright © 2001-2015 State of Michigan
Unit Level Standards
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Essential Questions
Essential/Focus Questions

1. How do I name my body parts?

2. How do I describe what hurts/ what does not hurt?

Content (Key Concepts)

1. Identify body parts:

  • yǎn jīng /bí zi/ zuǐ ba/ ěr duō/ yá/shǒu zhǐ tóu/jiǎozhǐ tóu /tóu/dù zi/ tuǐ/ shǒu/ gē bo/ jiǎo  

   眼睛／鼻子／嘴巴／耳朵／牙／手指头／ 脚趾头／头／肚子／腿／手／胳膊／脚

 

2. Express what hurts/doesn’t hurt:

  • Wǒ...téng. 我...疼。
  • Wǒ...bù téng.g 我...不疼。

3. Identify characters: 手，耳朵，嘴 ，头

 

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Unit Assessment Tasks

Sample Performance Assessments:

 

1. Identify body parts given pictures of body parts. (1.1.N.SL.b).

2. Visit to the doctor: Student selects a body flashcard without showing to doctor. Doctor (teacher) must find out what is hurting student by asking three-four questions. Student expresses what hurts/doesn’t hurt. (1.1.N.SL.b).

3. Given the characters for hand, ear, mouth and head, 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:

Pictures of body parts.

 

Body parts songs and chants.

 

Better Chinese, My First Chinese Words, Book 13

 

Quia activities: www.quia.com

 

Youer Hanyu, Book 4, Lesson 6

 

Youer Hanyu, Book 3, Lesson 8

 

Chinese Paradise, 1A, Unit 3

 

Monkey King Chinese, 1B, Lesson 1

 

Experiencing Chinese, Book 1, Lesson 11 & 12

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