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 ● Use project-based science behaviors as needed. tables, multimedia, modeling). learning to connect science ● Structure lessons around with observable questions that are