Wayne RESA

Unit PlannerChinese - Grade 4

OS/MAISA / Grade 4 / World Languages / Chinese - Grade 4 / Week 31 - Week 37

Common Core Initiative

...
Overarching Questions and Enduring Understandings

How do people spend their vacation time?

...
Graphic Organizer
GR4 Unit6
...
Unit Abstract

In this unit students talk about how people spend their vacation time.They learn to identify and talk about vacation seasons and modes of transportation. They describe their preferences and plans for vacation. Additionally they compare major vacation seasons and vacation choices in USA and China. They continue to develop recognition of characters within the context of vacation as well as explore pinyin, radicals, and writing characters.

 

 

...
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.j Share likes and dislikes in the target language with a classmate
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 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)
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.a Identify basic target culture practices 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
...
Essential Questions
Essential/Focus Questions

1. When do people go on vacation?

2. Where do people go on vacation?

3. How do people go on vacation?

4. What do people consider a vacation in China versus the USA?


 

Content (Key Concepts)

1. Review beach activities from 3rd grade, Unit 6, leisure activities from 4th grade, Unit 2.

 

2. Identify vacation seasons and modes of transportation:

  • Review twelve months of the year from 2nd grade, Unit 3.
  • Introduce:   huǒ chē, qì chē, lún chuán yóu/ lún, fēi jī 火车，汽车，轮船/邮轮，飞机 chūn jià, shǔ jià, gǎn ēn jié jià qī, shèng dàn jié jià qī, hán jià   春假，暑假，感恩节假期，圣诞节假期, 寒假      

3. Ask and give information about preference and plans for vacation: 

  • Introduce: dù jià 度假，jì huà 计划，zhuǐ bèi 准备, shān lǐ 山里, hǎi biān 海边, sēn lín lǐ 森林里

        Nǐ xǐ huān qù nǎ lǐ dù jià? 你喜欢去哪里度假？

        Wǒ xǐ huān qù shān lǐ/ hǎi biān/ sēn lín lǐ dù jià. 我喜欢去山里/海边/森林里度假。

        Wǒ xǐ huān qù (name of place) dù jià. e.g. 我喜欢去中国度假。

        Nǐ xǐ huān hé shéi yì qǐ qù dù jià? 你喜欢和谁一起去度假？
        Wǒ xǐ huān hé... yì qǐ qù dù jià. 我喜欢和...一起去度假。

        Nǐ men jì huà zěn yàng qù? 你们计划怎样去度假？

        Wǒ men jì huà zuò fēi jī qù/ zuò huǒ chē qù/zì jǐ kāi chē qù. 我们计划坐飞机去/

        坐火车去/自己开车去。

        Nǐ men zhǔn bèi shén me shí hou qù? 你们准备什么时候去？

        Wǒ men zhǔn bèi chūn jià/ shǔ jià/gǎn ēn jiě jià qī/ shèng dàn jié jià qī qù.我们准

        备春假/暑假/感恩节假期/圣诞节假期去。
 

你你  xiax火车火车3.33333   4. Compare vacations and major vacation seasons  in USA and China.

 

5. Identify characters: 火车，汽车，轮船，飞机

 

6. Introduced but not assessed:

  • Radicals: 车字旁 chē zì páng，舟字旁 zhōu zì páng
  • Writing characters: 火车，汽车，轮船，飞机

7.  Ongoing review of pinyin and strokes.

 

 

 

 

...
Unit Assessment Tasks

Sample Performance Assessments:

 

1. Assess students' current level vocabulary related to this unit of study (oral language).

2. Given characters for modes of transportation, students match the characters with the corresponding pictures. (1.2.N.R.a)

3. Interview a classmate about his/her vacation plan and orally present to the class. (1.1.N.SL.i, 1.1.N.SL.j, 1.3.N.S.b, 2.2.N.F.a)

4. Using a list of vacation times (e.g. Winter Break, Chinese New Year, summer break, etc.) students label a Venn diagram according to when they are typically taken in China and USA. (4.2.N.a)

 

 

Skills (Intellectual Processes)

ingIdentify

Describing

Comparing

...
Lesson Plan Sequence
Lesson Plans (Sequence)
 
Resources

Recommended (not required) Instructional Resources:

 

Teachers Resources:

 

Kuaile Hanyu, Lesson 22, 23

 

YOUER HANYU, Book 4, Lesson 9 & 10, pp. 50-60

 

YOUER HANYU, Book 3, Lesson 10, pp. 55-60

 

Monkey King Chinese, 3A, Lesson 4, p. 20

 

Monkey King Chinese, 2B, Lesson 2, p. 8

 

Monkey King Chinese, 1B, Lesson 6, pp. 32-37

 

Chinese Paradise, Student's Book 3B, Unit 5, pp. 24-29

 

Chinese Paradise, Student's Book 2A, Unit 1, pp. 6-11

 

Chinese Paradise, Work Book 3B, Unit 5, pp. 20-25

 

Chinese Paradise, Work Book 2A, Unit 1, pp. 2-11

 

Chinese Treasure Chest, Volume 2, pp. 355-360

 

Mandy and Pandy, Activity Book 1, p. 30

 

...