Atlas - Unit 6: Celebrating With Friends

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Wayne RESA

Unit PlannerChinese Level 3

OS/MAISA / 9 - 12 / World Languages / Chinese Level 3 / Week 33 - Week 37

All

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do people celebrate special events?

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Graphic Organizer

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Unit Abstract

In this unit of study, students identify items needed to celebrate a special event. They extend and reply to an invitation. They use Chinese to describe a celebrated event from their lives as well as participate in skits about a celebration. They compare and exchange information about the Chinese Zodiac and Western horoscopes. Additionally, they gain insight into and appreciation of Chinese gift-giving customs. Students also become familiar with foods used on special occasions. As a result of this unit, students are prepared to apply their knowledge and understanding of Chinese customs when celebrating a special event in China

Chinese Level 3, Unit 6 SCoPE

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Expectations/Standards

MI: World Languages (2007)

Novice High (N)

Communication

Interpersonal Reading/Writing (RW)
Socializing

1.1.N.RW.d Request, offer, invite, and reply appropriately in writing using memorized phrases

Exchanging Information

1.1.N.RW.i Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services

Presentational Language-Writing (W)

1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu

Intermediate Low & Mid (M)

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.M.SL.c Request, offer, invite, and reply appropriately using simple phrases/sentences and provide rationale for the request and/or reply

Exchanging Information

1.1.M.SL.g Exchange information in the target language about personal and social, community or current events

Interpersonal Reading/Writing (RW)
Socializing

1.1.M.RW.c Request, offer, invite, and reply appropriately in writing using simple phrases/sentences, and provide rationale for the request and/or reply

Exchanging Opinions

1.1.M.RW.j Share in writing, opinions and individual perspectives on a variety of topics dealing with contemporary issues

Interperpreting Written Language-Reading

1.2.M.R.a Demonstrate understanding of written classroom language in the target language on familiar topics

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.M.S.a Present skits or short plays in the target language

Presentational Language-Writing (W)

1.3.M.W.b Create original compositions or journal entries in the target language

Cultures

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

2.2.M.F.b Compare the products that are native to a community, region or country with those of one or more other communities, regions, or countries

Comparisons

4.1 Comparing Languages
Students demonstrate understanding of the nature of language through comparisons of the language studies and their own.

4.1.M.a Select vocabulary recognizing that meaning is not always conveyed through direct word-for-word translation from one’s own language to the target language

4.1.M.b Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word translation from one’s own language to the target language

4.2 Comparing Cultures
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

4.2.M.a Identify the significance of the cultural practices within the target culture(s) and compare them to one’s own

4.2.M.b Identify the significance of the cultural products within the target culture(s) and compare them to one’s own

Unit Level Standards

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Essential Questions

Essential/Focus Questions

1. What kinds of events are celebrated?

2. How are events celebrated?

3. How do I extend and reply to an invitation?

4. How do foods and gift gifting customs compare between

China and the USA?

5. How does the Chinese Zodiac compare with Western

horoscopes?

Content (Key Concepts)

Grammar:

Zai + Verb: e.g. Wo zai kan liwu.

Yao / yinggai + Verb: e.g. Wo yao qu ta jia.

Rang + someone + verb: e.g. Ni rang ta gei wo da

ge dianhua.

Hai + mei / bu: e.g. Tamen hai mei lai.

Verb de noun: e.g. pengyou song de pingguo

Verb + duration of time: Wo zai Shanghai zhu le

yinian.

(Shi)….de: e.g. Ni (shi) gen shui qu de Beijing?

Verbs: qingzhu, kai, chufa, jianyi, song, jie, shoudao, yaoqing, ganbei, xuyuan, qing jin, qing zuo, qing hecha

Identify nouns: liwu, xian hua, shuiguo, dangao, yinliao, qiqiu, kapian, lazhu, wanhui / juhui / wuhui, shengri juhui, biye juhui, beizi, panzi, canjin zhi, daocha, lingshi, shiwu, yinyue, youxi; review family members

Counting/measure words: ba, ben, zhang, ge, kuai,

gen, lan, fen, jian, tiao

Identify activities: qu yecan, kan dianying, kai wuhui, qu jiaoyou, qu youlechang, qu huachuan, qu diaoyu, qu ting yinyuehui, yeying / luying, guoye.

Culture:

Compare special birthday foods between China and the USA (e.g. noodle vs. cake).
Compare birthday gift customs between China and the USA (e.g. clock, not opening gifts in presence of guests).
Compare Chinese zodiac with Western horoscope (e.g. use of Chinese Zodiac to determine a baby’s name, finding a spouse, in an employment interview, moving to a new house, picking a date for a special occasion, etc.).
Compare customs of opening gifts between China and the USA.

Review: Chinese zodiac

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Unit Assessment Tasks

Sample Performance Assessments

1. Design an invitation card for a celebration and include the occasion, the date, time, and location (1.1.N.RW.d, 1.3.N.W.a).

2. You are planning a birthday party for an exchange student from China. Check off the items you will need from the list (Note to teacher: create a list and include some false items) (1.2.M.R.a).

3. In groups of three, create and present a telephone conversation about inviting friends to a birthday party (1.1.M.SL.c, 1.1.M.SL.g, 1.1.N.RW.i, 1.1.M.RW.c. 1.3.M.S.a).

4. Create and present a skit about attending a party including gift giving (1.1.M.SL.g, 1.3.M.S.a, 4.1.M.a, 4.1.M.b).

5. Describe a good or bad party you have attended (1.3.M.W.b, 4.1.M.a, 4.1.M.b).

6. In English compare gift giving customs and selections between China and the USA using a Venn diagram (4.2.M.a, 4.2.M.b).

7. Make a T-chart showing how the Chinese Zodiac and Western horoscopes impact people’s lives and present to the class (1.1.M.RW.j, 2.2.M.F.b).

8. Create a table using the Chinese zodiac and Western horoscope, indicating friends and family members in the appropriate box and present to the class. See example below (1.1.N.RW.b).

Rat

Tiger

Rabbit

Dragon

Snake

Horse

Goat/Ram

Monkey

Rooster

Dog

Pig

Aries

Taurus

Gemini

gege

Cancer

Leo

Virgo

baba

Libra

Scorpio

Sagittarius

mama

Capricorn

Aquarius

Pisces

Skills (Intellectual Processes)

Describing

Comparing

Identifying

Inquiring

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Lesson Plan Sequence

Lesson Plans (Sequence)

Resources

Recommended (not required) Instructional Resources

Teacher Resource

Integrated Chinese, Level 1 Part 1. Second Edition. Boston, MA: Cheng & Tsui Company, 2005, pp. 81-109, 145-168.

Integrated Chinese, Level 1 Part 2. Third Edition. Boston, MA: Cheng & Tsui Company, 2009, pp. 101-132, 168-198.

Learn Chinese with Me, Book 2. First Edition. Beijing, China: People’s Education Press, 2003, pp. 110-125.

Chinese Zodiac website:

· http://www.c-c-c.org/chineseculture/zodiac/zodiac.html

· http://www.rainfall.com/horoscop/chinese.htm

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