Mandarin 1 Honors

Englewood Public School District World Language Mandarin 1 Honors

Unit 1: Greetings: pinyin/pronunciation; tones; characters; greetings; numbers; classroom expressions

Overview: During this unit, students will begin to learn Chinese – greetings, classroom expressions - and the tools necessary to continue learning, including pinyin, tones, and characters.

Students will develop listening comprehension skills, oral language, and acquire new vocabulary while reinforcing their primary language skills.

Time Frame: 25 to 30 Days

Enduring Understandings: ● Mandarin proficiency includes reading and writing Pinyin, understanding correct stroke order and distinguishing between the different tones. ● Greeting others appropriately requires using the appropriate term. ● Counting is an important skill in learning a new language.

Essential Questions: ● How is the Chinese sound system different from English? ● What impact on communicating does the use of characters have for a language? ● Is Pinyin Chinese? ● How do Chinese and English names differ?

Standards Topics and Objectives Activities Materials/Resources Assessments 7.1.NM.A.2 Topics Students will greet each Textbook Lessons: IC L1 Formative Demonstrate comprehension other and the teacher in P1 1; FECY 1 Unit 1; Assessments: of simple, oral and written Chinese greetings, Chinese. DC1 1 Levels: Novice- directions, commands, and classroom expressions, Pitch Perfect Pinyin Mid (NM), Novice- requests through appropriate pinyin, pronunciation, Students will do basic https://www.laits.utexas.e High (NH), Intermediate physical response. tones, and characters math. du/ppp/practice.php?unit= Low (IL) 1 7.1.NM.A.3 Objectives Students will fill in a All levels- Recognize a few common number table. Center for Teaching • Participation/ gestures and cultural practices Students will Chinese as a Second Observations associated with the target ● Respond appropriately Language • Questioning culture(s). to classroom • Discussions expressions. Students will practice http://www.ctcfl.ox.ac.uk/ • Anecdotal Notes 7.1.NM.B.2 (Interpretive) listening to and producing Pinyin_Notes.htm • Graphic Give and follow simple oral ● Understand the tones. Organizers and written directions, structure of Chinese Pinyin Pronunciation for • Peer/Self commands and requests when characters. Students will practice Mandarin Assessments participating in age- (Interpretive) writing characters. (CRP2) http://www.ctcfl.ox.ac.uk/ • Visual appropriate classroom and ● distinguish between the Pinyin.htm Representations cultural activities. four tones in both Practice numbers and hand • “Do now” (Interpretive) gestures of numbers. How to Write Chinese • Exit Ticket 7.1.NM.B.3 speaking and listening. Characters: Imitate appropriate gestures ● Be able to greet other Games on numbers: http://www.ctcfl.ox.ac.uk/ NM -Students will and intonation of the target people appropriately. students count off by 3s; Lang%20work/Radicals/S respond to classroom culture(s)/language during (Interpersonal) students count by ones and trokes&Radicals.htm expressions greetings, leave-takings, and ● Write basic Chinese clap on every number that daily interactions. characters. has a 4 or is divisible by 4. Centre for Teaching NM -Teacher uses in- (Presentational) Students sing, 一二三四五 Chinese as a Foreign class quiz-type game to 7.1.NM.C.3 ● Pronounce Chinese 六七，我的朋友在哪里 Language University of assess student Copy/write words, phrases, or correctly. song. Oxford: understanding. simple guided texts on (Presentational) http://www.ctcfl.ox.ac.uk/ familiar topics. ● Count from 0 to 99. Students start a running list Spoken%20Chinese/Spea All levels- ● Use pinyin to represent of vocabulary items. kingMandarin.htm Teacher observes and/or the sounds of Chinese. takes anecdotal notes of (Presentational) Students start a running list E-Stroke students, focusing on of characters to write and http://www.eon.com.hk/es verbal or non-verbal recognize. troke/ indications of comprehension while Students start a running list Chinese Characters and they are speaking, of language structures. Radicals: listening individually or (CRP2) http://www.ctcfl.ox.ac.uk/ with partners/groups. Radical_index.htm Students create and reflect All levels- on a language “Can-do” Chinese Periodic Table Teacher assesses list. https://en.wikipedia.org/w students by observing iki/Chemical_elements_in and/or taking anecdotal _East_Asian_languages#/ notes to determine Culture Minute media/File:Periodic_table whether students _zh-hans.svg 书法 understand and can use

Culture Activity Videos: unit vocabulary words Students practice writing Mandarin 1 Lesson 1- correctly. Chinese characters using Greetings: brush and ink https://www.youtube.com/ watch?v=2QSv6DVyvlM Summative Students will maintain a Assessments: digital journal/portfolio. Number Hand Gestures Levels: Novice- (8.1.12.A.1)(CRP4)(9.1.12. https://www.youtube.com/ Mid (NM), Novice- C4) watch?v=NEoG4FiUqC4 High (NH), Intermediate Low (IL) Culture Hello China Calligraphy All levels- https://www.youtube.com/ • Pre‐test, test, and watch?v=gd2extjZ7M4 daily work • Quizzes Companion Texts • End‐of‐unit tests Respecting Teachers and Cherishing Virtue: • Presentations https://www.theepochtime • Projects s.com/respecting-teachers- • Rubrics and-cherishing- • Checklists virtue_470277.html • Vocabulary (NJSLSA R1)(NJSLSA assessment R7)(NJSLSA R10) NM -Performance evaluation of 一二三四五六七，我的朋友在

哪里song NM -Assessment on number recognition

Benchmark Assessment: Common Formative Assessment

Alternative Assessments: Levels: Novice- Mid (NM), Novice- High (NH), Intermediate Low (IL)

NM -Students will respond to oral questioning and demonstrate proficiency on a checklist of Mandarin language vocabulary.

NH -Students will provide the teacher with audio recordings demonstrating their proficiency in Mandarin speaking skills and vocabulary.

IL -Students will create a portfolio of completed drawings, writings, audio recordings, and other products related to their study of Mandarin. (8.1.12.A.1)

IL -Students self-assess their tones and pronunciation by listening to Chinese audio and comparing their own speech.

IL -Students self-assess their ability to correctly write and recognize the characters from the unit. Accommodations and Modifications:

Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered.

ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://wida.wisc.edu/teach/can-do/descriptors

Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed to determine support. This may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time will be made available with a certified instructor to aid students in reaching the standards.

Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity in planning and carrying out investigations and analyzing and interpreting data.

English Language Learners Special Education At-Risk Gifted and Talented

● Speak and display terminology • Utilize modifications & ● Using visual demonstrations, ● Curriculum compacting ● Teacher modeling accommodations delineated in the illustrations, and models ● Inquiry-based instruction ● Peer modeling student’s IEP ● Give directions/instructions ● Independent study ● Provide ELL students with • Work with paraprofessional verbally and in simple written ● Higher order thinking format. Oral prompts can be multiple literacy strategies. • Use multi-sensory teaching skills given. ● Word walls ● Adjusting the pace of approaches. ● Peer Support ● Use peer readers lessons • Work with a partner ● Increase one on one time ● Give page numbers to help the ● Interest based content • Provide concrete examples ● Teachers may modify students find answers ● Real world scenarios • Restructure lesson using UDL instructions by modeling what ● Provide a computer for written ● Student Driven Instruction principals the student is expected to do work (http://www.cast.org/our- ● Engage students with a ● Instructions may be printed ● Provide two sets of textbooks, work/about- variety of Science and out in large print and hung up one for home and one for school udl.html#.VXmoXcfD_UA) Engineering practices to for the student to see during provide students with ● Provide visual aides • Provide students with multiple choices for how they can the time of the lesson. multiple entry points and ● Provide additional time to represent their understandings ● Review behavior expectations multiple ways to complete a task (e.g. multisensory techniques- and make adjustments for demonstrate their ● Use graphic organizers auditory/visual aids; pictures, personal space or other understandings.

illustrations, graphs, charts, data behaviors as needed. ● Use project-based science tables, multimedia, modeling). learning to connect science ● Structure lessons around with observable questions that are authentic, phenomena. relate to students’ interests, ● Structure the learning social/family background and around explaining or knowledge of their solving a social or community. community-based issue. • Provide opportunities for ● Collaborate with after- students to connect with school programs or clubs people of similar backgrounds to extend learning (e.g. conversations via digital opportunities. tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

Interdisciplinary Connections: ELA - NJSLS/ELA: NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. Career Ready Practices: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. Integration of Technology Standards: 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Integration of 21st Century Standards: 9.2 .12.C.4 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures. Key Vocabulary: 上课、下课、请说中文、有没有问题、懂不懂、我懂、我懂了、我不懂、我不知道、英文怎么说、中文怎么说、请坐、请站起来、请把作业给我、请把书打开、请举手、跟我说、请再说一遍、慢点儿、快点儿、开始吧、时间到了、请安静点儿、写下来、对不对、我要上厕所。你、您、好、老师、部首、声旁、汉字、写字、你好、早、大家好、早上好、早安、晚安、再见、 Radicals: 讠、氵、心、忄、足、口、扌、手、日、亻 Key Language Structures: 请、Verb不Verb、是、不是

Englewood Public School District World Language Mandarin 1 Honors

Unit 2: About Myself: self-introduction; name; nationalities; languages; age

Overview: During this unit, students will learn to talk about themselves and ask others about name, age, nationality, and languages spoken.

Students will develop listening comprehension skills, oral language, and acquire new vocabulary while reinforcing their primary language skills.

Time Frame: 25 to 30 Days

Enduring Understandings: ● Relating and asking others about personal information is an important social language skill.

Essential Questions: ● How do Chinese and English names differ? ● Does a Chinese person my age describe/introduce themselves differently than I do?

Standards Topics and Objectives Activities Materials/Resources Assessments 7.1.NM.A.2 Topics Textbook Lessons: Formative Assessments: Demonstrate comprehension Students will introduce FECY 1 Unit 2, 3, 4, 5, Levels: Novice- of simple, oral and written Self-introduction, including themselves to each other. 6; DC1 2, 3, 4; Mid (NM), Novice- directions, commands, and name, age, nationality, High (NH), Intermediate languages spoken Low (IL) requests through appropriate Students will create a Centre for Teaching physical response. Objectives presentation introducing Chinese as a Foreign All levels- themselves to the class. Language University of • Participation/ Students will Oxford: Observations 7.1.NM.A.3 Recognize a few ● understand the Students will write their http://www.ctcfl.ox.ac.uk • Questioning common gestures and cultural difference between how own Chinese name (either /Spoken%20Chinese/Spe • Discussions practices associated with the names work in Chinese self-chosen or created by akingMandarin.htm • Anecdotal Notes target culture(s). and English. the teacher). • Graphic (Interpretive) http://www.archchinese.c Organizers 7.1.NM.A.5 ● be able to introduce Students will ask each other om • Peer/Self Demonstrate comprehension themselves. about their names, ages, Assessments of brief oral and written (Interpersonal) nationalities and languages https://voicethread.com • Visual messages using age- and ● state their name and the spoken. (CRP4) Representations level-appropriate, culturally names of others. https://flipgrid.com • “Do now” authentic materials on familiar (Interpersonal) Students will create a topics. ● ask others their name. survey (Google form) to https://www.lingt.com • Exit Ticket (Interpersonal) find about people’s names, 7.1.NM.B.2 ● state their age and the ages, nationalities and NM -Teacher uses in- class quiz-type game to Give and follow simple oral age of others. languages spoken and Videos: and written directions, (Interpersonal) survey their classmates Numbers in Chinese: assess student commands and requests when ● ask others their age. (and other Chinese classes). https://www.youtube.co understanding. participating in age- (Interpersonal) (CRP11) m/watch?v=m5X4tsUmS appropriate classroom and ● state their nationality u0 All levels- cultural activities. and the nationality of Students type an email on a Teacher observes and/or others. (Interpersonal) computer, including their https://www.youtube.co takes anecdotal notes of 7.1.NM.B.3 ● ask others their Chinese names, m/watch?v=Vwg7Fjkgh students, focusing on Imitate appropriate gestures nationality. nationalities, languages, Hc verbal or non-verbal and intonation of the target (Interpersonal) age, etc. (CRP4) indications of culture(s)/language during ● state what languages How Old Are You in comprehension while they are speaking, greetings, leave-takings, and they can speak and Students listen to a Chinese: listening individually or daily interactions. what languages others dialogue where two people https://www.youtube.co can speak. introduce themselves and m/watch?v=36toRDvep with partners/groups. 7.1.NM.B.4 (Interpersonal) answer each other’s Xg Ask and respond to simple ● ask others what questions. (CRP2) All levels- Teacher assesses students questions, make requests, and languages they speak. Nationalities in Chinese: express preferences using (Interpersonal) Students start a running list https://www.youtube.co by observing and/or memorized words and ● write their Chinese of vocabulary items. m/watch?v=9Eth2OctZ9 taking anecdotal notes to phrases. name in Chinese I determine whether students understand and characters. Students start a running list https://www.youtube.co can use unit vocabulary 7.1.NM.B.5 (Presentational) of characters to write and m/watch?v=9Eth2OctZ9 words correctly. Exchange information using recognize. I words, phrases, and short Summative Assessment: sentences practiced in class on Students start a running list What is Your Name in Levels: Novice- familiar topics. of language structures. Chinese? Mid (NM), Novice- https://www.youtube.co High (NH), Intermediate 7.1.NM.C.3 Students create and reflect m/watch?v=cxhs1Bfq93 Low (IL) Copy/write words, phrases, or on a language “Can-do” w simple guided texts on list. All levels- familiar topics. Culture • Pre‐test, test, and Four Treasures of Study: daily work Culture Minute https://www.youtube.co • Quizzes 文房四宝、图章 m/watch?v=PWuMe8tf_ • End‐of‐unit tests 38

• Presentations Culture Activity Companion Texts • Projects Students will design their American Born Chinese, • Rubrics own seal using their by Gene Luen Yang • Checklists Chinese name. (Graphic Novel) • Vocabulary (NJSLSA R1)(NJSLSA Students will maintain a assessment R7)(NJSLSA R10) digital journal/portfolio.

(8.1.12.A.1)(CRP4)(9.2.12. Benchmark

C.1) Assessment:

Common Formative Assessment

Alternative Assessments: Levels: Novice- Mid (NM), Novice- High (NH), Intermediate Low (IL)

NM -Students will respond to oral questioning and demonstrate proficiency on a checklist of Mandarin language vocabulary.

NH -Students will provide the teacher with audio recordings demonstrating their proficiency in Mandarin speaking skills and vocabulary.

IL -Students will create a portfolio of completed drawings, writings, audio recordings, and other products related to their study of Mandarin. (8.1.12.A.1)

IL -Students self-assess their tones and pronunciation by listening to Chinese audio and comparing their own speech.

IL -Students self-assess their ability to correctly write and recognize the characters from the unit.

Accommodations and Modifications:

ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://wida.wisc.edu/teach/can-do/descriptors

English Language Learners Special Education At-Risk Gifted and Talented

● Speak and display terminology • Utilize modifications & ● Using visual demonstrations, ● Curriculum compacting ● Teacher modeling accommodations delineated in illustrations, and models ● Inquiry-based instruction ● Peer modeling the student’s IEP ● Give directions/instructions ● Independent study ● Provide ELL students with • Work with paraprofessional verbally and in simple written ● Higher order thinking format. Oral prompts can be multiple literacy strategies. • Use multi-sensory teaching skills given. ● Word walls ● Adjusting the pace of approaches. ● Peer Support ● Use peer readers lessons • Work with a partner ● Increase one on one time ● Give page numbers to help the ● Interest based content • Provide concrete examples ● Teachers may modify students find answers ● Real world scenarios • Restructure lesson using UDL instructions by modeling what ● Provide a computer for written ● Student Driven Instruction principals the student is expected to do work (http://www.cast.org/our- ● Engage students with a ● Instructions may be printed out ● Provide two sets of textbooks, work/about- variety of Science and in large print and hung up for one for home and one for school udl.html#.VXmoXcfD_UA) Engineering practices to the student to see during the provide students with ● Provide visual aides • Provide students with multiple choices for how they can time of the lesson. multiple entry points and ● Provide additional time to represent their understandings ● Review behavior expectations multiple ways to complete a task (e.g. multisensory techniques- and make adjustments for demonstrate their ● Use graphic organizers understandings. auditory/visual aids; pictures, personal space or other ● Use project-based science illustrations, graphs, charts, data behaviors as needed. learning to connect science tables, multimedia, modeling). ● Structure lessons around with observable questions that are authentic, phenomena. relate to students’ interests, ● Structure the learning social/family background and around explaining or knowledge of their solving a social or community. community-based issue. • Provide opportunities for ● Collaborate with after- students to connect with school programs or clubs people of similar backgrounds to extend learning (e.g. conversations via digital opportunities. tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

Key Vocabulary: 早饭、午饭、晚饭、吃、喝、水果、苹果、香蕉、橙子、西瓜、菜、白菜、菠菜、胡萝卜、西红柿、鸡蛋、蛋糕、饼、饼干、肉、鸡、猪、牛、鱼、米饭、面、水、可乐、热、冰、热巧克力、咖啡、茶、牛奶、中国菜、美国菜、日本菜、好吃、难吃、因为、所以、为什么

Radicals:饣、艹、女 Key Language Structures: 因为……所以……、Frequency (常常、不常、每天、有的时候、很少)、VOVO、一边……一边……、好Verb/难Verb

Englewood Public School District World Language Mandarin 1 Honors

Unit 3: Food: types; meals; fruit; vegetables; meat; drinks

Overview: During this unit, students will learn to discuss foods. Students will develop listening comprehension skills, oral language, and acquire new vocabulary while reinforcing their primary language skills.

Time Frame: 25 to 30 Days

Enduring Understandings: ● Discussing food preferences is an important social language skill. ● Food preferences vary by culture.

Essential Questions: ● How is Chinese food different from Western food?

Standards Topics and Objectives Activities Materials/Resources Assessments 7.1.NM.A.2 Topics Students will survey each Demonstrate comprehension other about what they like Textbook Lessons: IC Formative Assessments: of simple, oral and writtenFood Food including different and dislike to eat and drink L1 P2 2; FECY 1 Unit Levels: Novice- directions, commands, and types – fruits vegetables, and give a summary report 10, 11, FEYC 2 Unit 9; Mid (NM), Novice- meats, and meals (oral/written). (CRP4) DC1 11, 12; requests through appropriate High (NH), Intermediate physical response. Objectives Students will describe what Low (IL) their family eats. (CRP4) 7.1.NM.A.3 Students will All levels- Recognize a few common ● consider the difference Students listen to a Culture • Participation/ gestures and cultural practices between Chinese food paragraph-length recording An Introduction to the Observations associated with the target and the food of their own about food and answer History of Chinese Tea • Questioning culture(s). culture (Interpretive) questions about the Culture • Discussions ● talk about foods and contents. (CRP2) https://www.youtube.co • Anecdotal Notes 7.1.NM.A.4 drinks they like and m/watch?v=I0LmarXdi • Graphic Identify familiar people, dislike (Interpersonal) Students give an oral I0 Organizers places, and objects based on ● ask others about the food presentation in class using • Peer/Self simple oral and/or written and drinks they like and visual displays, such as a Learn About DimSum Assessments descriptions. dislike (Interpersonal) poster or PowerPoint slides (in English): • Visual

● state what they eat for about the foods they like. https://www.youtube.co Representations 7.1.NM.A.5 each meal (CRP4)(6.1.12.D.14.f) m/watch?v=aL_GtZsw • “Do now” Demonstrate comprehension (Interpersonal) HSk of brief oral and written ● ask others what they eat Students start a running list • Exit Ticket messages using age- and for each meal of vocabulary items. Companion Texts level-appropriate, culturally (Interpersonal) The Tea Ceremony: NM -Teacher uses in- authentic materials on familiar ● copy and write the Students start a running list https://www.readworks. class quiz-type game to assess student topics. Chinese characters of characters to write and org/article/The-Tea- related to the food recognize. Ceremony/9d93d603- understanding. 7.1.NM.B.2 (Presentational) 7110-4739-97a7- Give and follow simple oral Students start a running list a190c64dc660#!article All levels- and written directions, of language structures. Tab:content/ Teacher observes and/or commands and requests when (NJSLSA takes anecdotal notes of participating in age- Students create and reflect R1)(NJSLSA students, focusing on appropriate classroom and on a language “Can-do” R7)(NJSLSA R10) verbal or non-verbal indications of cultural activities. list. comprehension while

7.1.NM.B.3 they are speaking, Imitate appropriate gestures Culture Minute listening individually or and intonation of the target Tea Culture, Dim Sum with partners/groups. culture(s)/language during greetings, leave-takings, and Culture Activity All levels- daily interactions. Students taste Chinese teas. Teacher assesses students Suggested trip idea: go to by observing and/or taking anecdotal notes to 7.1.NM.B.4 Chinatown for dim sum. determine whether Ask and respond to simple (9.2.12.C.4) students understand and questions, make requests, and can use unit vocabulary express preferences using Students will maintain a words correctly. memorized words and digital journal/portfolio. phrases. (8.1.12.A.1)(CRP4) Summative Assessment: Levels: Novice- 7.1.NM.B.5 Mid (NM), Novice- Exchange information using High (NH), Intermediate words, phrases, and short Low (IL) sentences practiced in class on familiar topics. All levels- • Pre‐test, test, and 7.1.NM.C.3 daily work Copy/write words, phrases, or • Quizzes simple guided texts on • End‐of‐unit tests familiar topics. • Presentations • Projects • Rubrics • Checklists • Vocabulary assessment

Benchmark Assessment: Common Formative Assessment

Alternative Assessments: Levels: Novice- Mid (NM), Novice- High (NH), Intermediate Low (IL)

NM -Students will respond to oral questioning and demonstrate proficiency on a checklist of Mandarin language vocabulary.

NH -Students will provide the teacher with audio recordings demonstrating their proficiency in Mandarin speaking skills and vocabulary.

IL -Students will create a portfolio of completed drawings, writings, audio recordings, and other products related to their study of Mandarin. (8.1.12.A.1)

IL -Students self-assess their tones and pronunciation by listening to Chinese audio and comparing their own speech.

IL -Students self-assess their ability to correctly write and recognize the characters from the unit.

Accommodations and Modifications:

ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://wida.wisc.edu/teach/can-do/descriptors

English Language Learners Special Education At-Risk Gifted and Talented

● Speak and display • Utilize modifications & ● Using visual demonstrations, ● Curriculum compacting terminology accommodations delineated in illustrations, and models ● Inquiry-based instruction ● Teacher modeling the student’s IEP ● Give directions/instructions ● Independent study ● Peer modeling • Work with paraprofessional verbally and in simple written ● Higher order thinking skills format. Oral prompts can be ● Provide ELL students with • Use multi-sensory teaching ● Adjusting the pace of lessons given. multiple literacy strategies. ● Interest based content approaches. ● Peer Support ● Word walls ● Real world scenarios • Work with a partner ● Increase one on one time ● Use peer readers ● Student Driven Instruction • Provide concrete examples ● Teachers may modify ● Give page numbers to help ● Engage students with a • Restructure lesson using UDL instructions by modeling what the students find answers variety of Science and principals the student is expected to do ● Provide a computer for (http://www.cast.org/our- Engineering practices to ● Instructions may be printed out provide students with written work work/about- in large print and hung up for multiple entry points and ● Provide two sets of udl.html#.VXmoXcfD_UA). the student to see during the multiple ways to demonstrate textbooks, one for home and • Provide students with multiple choices for how they can time of the lesson. their understandings. one for school ● Use project-based science represent their understandings ● Review behavior expectations ● Provide visual aides (e.g. multisensory techniques- learning to connect science and make adjustments for with observable phenomena. ● Provide additional time to auditory/visual aids; pictures, personal space or other complete a task illustrations, graphs, charts, ● Structure the learning around behaviors as needed. explaining or solving a social ● Use graphic organizers data tables, multimedia, modeling). ● Structure lessons around or community-based issue. questions that are authentic, relate to students’ interests, ● Collaborate with after-school social/family background and programs or clubs to extend knowledge of their community. learning opportunities. • Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

Interdisciplinary Connections: NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. 6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. Career Ready Practices: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. Integration of Technology Standards: 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Integration of 21st Century Standards: 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. Key Vocabulary: 早饭、午饭、晚饭、吃、喝、水果、苹果、香蕉、橙子、西瓜、菜、白菜、菠菜、胡萝卜、西红柿、鸡蛋、蛋糕、饼、饼干、肉、鸡、猪、牛、鱼、米饭、面、水、可乐、热、冰、热巧克力、咖啡、茶、牛奶、中国菜、美国菜、日本菜、好吃、难吃、因为、所以、为什么 Radicals:饣、艹、女 Key Language Structures: 因为……所以……、Frequency (常常、不常、每天、有的时候、很少)、VOVO、一边……一边……、好Verb/难Verb

Englewood Public School District World Language Mandarin 1 Honors

Unit 4: Hobbies: likes/dislikes; skills

Overview: During this unit, students will learn to talk about their hobbies, what they like/dislike doing, how well and how often they do them. Students will develop listening comprehension skills, oral language, and acquire new vocabulary while reinforcing their primary language skills.

Time Frame: 25 to 30 Days

Enduring Understandings: ● Discussing hobbies and leisure activities is an important social language skill.

Essential Questions: ● Do the Chinese have different hobbies/interests than I do, and if so why?

Standards Topics and Objectives Activities Materials/Resources Assessments Topics Students will survey each Textbook Lessons: IC L1 7.1.NM.A.2 other about what hobbies P1 4; FECY 1 Unit 9; Formative Demonstrate comprehension Hobbies and skills they like and dislike to do, Assessments: of simple, oral and written how well and how often Levels: Novice- directions, commands, and Objectives they do them, and give a Culture Mid (NM), Novice- requests through appropriate summary report Chinese Kites: High (NH), physical response. Students will (oral/written).(CRP4) https://www.youtube.co Intermediate Low (IL) • Identify the new m/watch?v=T7tUfPhEth 7.1.NM.A.3 vocabulary related to the Students will describe what k All levels- Recognize a few common hobbies. (Interpretive) hobbies their family have, • Participation/ gestures and cultural practices how well and how often Companion Texts Observations they do them. • Questioning associated with the target • be able to talk about (CRP4)(6.1.12.D.14.f)(9.1. Shi Cheng: Short Stories • Discussions culture(s). their hobbies 12.D.4) from Urban China, • Anecdotal (Interpersonal) edited by Liu Ding, Notes 7.1.NM.A.4 ● ask others how much Students respond to Carol Yinghua and Ra • Graphic Identify familiar people, they like/dislike an questions based on a video Page Organizers places, and objects based on activity (Interpersonal) about hobbies on Edpuzzle. (NJSLSA R1)(NJSLSA • Peer/Self simple oral and/or written ● talk about how often (CRP4) R7)(NJSLSA R10) Assessments descriptions. they do an activity www.edpuzzle.com • Visual (Interpersonal) Students respond Representations 7.1.NM.A.5 ● ask others how often appropriately and • “Do now” Demonstrate comprehension they do an activity completely to an email • Exit Ticket of brief oral and written (Interpersonal) about their hobbies. messages using age- and ● ask others how well they (CRP2) NM -Teacher uses in- level-appropriate, culturally do something class quiz-type game to authentic materials on familiar (Interpersonal) Students start a running list assess student topics. ● ask others how often of vocabulary items. understanding.

they do something 7.1.NM.B.1 (Interpersonal) Students start a running list All levels- Use digital tools to exchange ● express how much they of characters to write and Teacher observes basic information at the word like/dislike an activity recognize. and/or takes anecdotal and memorized-phrase level (Presentational) notes of students, related to self and targeted ● express how well they Students start a running list focusing on verbal or themes. of language structures. do something non-verbal indications

(Presentational) of comprehension 7.1.NM.B.2 ● express how often they Students create and reflect while they are Give and follow simple oral on a language “Can-do” do something speaking, listening and written directions, (Presentational) list. individually or with commands and requests when ● copy and write the partners/groups. participating in age- Chinese characters appropriate classroom and related to the hobbies Culture Minute All levels- cultural activities. (Presentational) 风筝 Teacher assesses

students by observing 7.1.NM.B.3 Culture Activity and/or taking anecdotal Imitate appropriate gestures Students make and fly kites notes to determine and intonation of the target whether students culture(s)/language during understand and can use greetings, leave-takings, and unit vocabulary words daily interactions. correctly. Students will maintain a 7.1.NM.B.4 digital journal/portfolio. Summative Ask and respond to simple (8.1.12.A.1)(CRP4) Assessment: questions, make requests, and Levels: Novice- express preferences using Mid (NM), Novice- memorized words and High (NH), phrases. Intermediate Low (IL)

7.1.NM.B.5 All levels- Exchange information using • Pre‐test, test, words, phrases, and short and daily work sentences practiced in class on • Quizzes familiar topics. • End‐of‐unit

tests 7.1.NM.C.3 Copy/write words, phrases, or • Presentations simple guided texts on • Projects familiar topics. • Rubrics • Checklists 7.1.NM.C.4 • Vocabulary Present information from age- assessment and level-appropriate, culturally authentic materials Benchmark orally or in writing. Assessment: Common Formative Assessment