BHS CHINESE GUIDE

Instructional Guide 2024-2025

High School Chinese

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDES Teacher Collaboration

CSD World Language Curriculum maps were collaboratively developed and refned by World Language teacher committees using feedback from classroom teachers and the Instructional Supports Department. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD.

. Danke. Gracias. Merci. Thank you. 谢谢 .

ありがとう .

What’s New and Updated in World Language

What’s New This section contains a listing of pages in the map that are new this year. Description

ACT Connections

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description

Unit Overviews with Unpacked Standards - learning progressions for each level of language pro fi ciency

World Language (WL) Resources - ACTFL Language Pro fi ciency Guidelines

Updated 6.11.24

Canyons School District

Instructional Supports Department

WORLD LANGUAGE OVERVIEW Canyons School District World Language Instructional Guides

Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Profciency and the Profciency Guidelines as defned in the 2012 American Council on the Teaching of Foreign Languages (ACTFL) (https://www.actf.org). The standards provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are divided into units. These are the main units to be covered during one school year and can be supplemented with district approved materials. Brighton High School follows a separate academic calendar so the scope and sequence is divided in 3 trimesters. Here is an example for a 6-unit instructional guide scope and sequence. This can be found in the year at a glance for eachunit.

Sample Scope & Sequence

AHS, CCHS, JHS, HHS

BHS

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6(B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language profciency a student acquires over time.

Grade Level

Language & Level

Profciency Level

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

NoviceMid

Chinese 1, Japanese 1

Novice Low

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

NoviceMid

Middle School

Chinese 1A & 1B

Novice Low

Profciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

Canyons School District

Instructional Supports Department

ASSESSMENTS Students are formally assessed each year through the AAPPL and AP Exams

AAPPL TESTING

ADVANCED PLACEMENT (AP)

DATE

Every year in April

Every year in May

SAMPLE

Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing Online at each school site https://www.languagetesting.com/aappl-g uide

AP World Language and Culture for Chinese, German, French & Spanish

FORMAT

Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use profciency level criteria to plan language activities and lessons.

● Know and understand end of year target profciency level ● Understand techniques that will support achievement profciency targets. ● Produce language at the appropriate level. ● Use English to ask for clarifcation when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Profciency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefy explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text refecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing examples of expectations and language ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. ● Students take risks and make mistakes. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on profciency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the profciency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target profciency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments &Grading

Authentic Resources

Instructional Guide

High School Chinese 1

YEAR AT A GLANCE Chinese Level 1

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

2-3 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

Suggested Pacing

Pinyin Numbers Greetings

Dates Age Telephone Numbers

Family Members Self-Introduction Occupation

Time Daily Routine Transportation

Colors Clothing Parts of the body

Unit

● Greetings ● Introductions ● Goodbyes ● Procedures ● Essential phrases

● describe dates ● Ages ● Telephone ● Number in text or conversation

Engage in conversations about family members, including their relationships to me and occupations. Introduce myself to others.

● Ask and answer

● Describe colors and clothing ● Describe others based on their physical features

questions about the time of the day and means of transportation.

Essential Vocabulary & Structure

●

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE LOW (NL) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NL-IL 1-2

● Reading NL-IR 1-2

● Listening, Speaking,

● Speaking NL-PS 1-4

● Writing NL-PW 1-3

Reading, Writing NL-IC 1-3

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

Chinese LEVEL 1

UNIT 1 PINYIN, NUMBERS, GREETINGS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

3-4 weeks/unit

Novice Low

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTIONS

● I can demonstrate culturally appropriate behaviors in the classroom (respect for teachers, seriousness about study, participation in classroom ritual, etc.) ● I can use appropriate courtesy expressions. ● I can demonstrate profciency with the use of tones. ● I can demonstrate a basic knowledge of the evolution of the Chinese writing system.

Change/Continuity ● What patterns from the past endure and continue to shape the present and

future with relation to education, family, friends and leisure time?

ESSENTIAL VOCABULARY & STRUCTURE ● I can say and recognize the words and phrases in Chinese conversation such as hello, good-bye and stating and asking names using last name frst, nice to meet you, greetings 你好，您 贵 姓 , pronouns 我， 你，她，他，您 , polite expressions 请问 ， 谢谢 ， 对 不起，不好意思 , numbers 0-30, classes (oral only) ● I can write number characters 1-30 using the correct stroke order ● I can demonstrate profciency with the use of tones. ● I can recognize Pinyin sounds to help with pronunciations. ● I can understand procedures and essential phrases used in the classroom setting. ● I can introduce myself and meet others using culturally appropriate language and gestures. ● I can use polite expressions for “ 请 please”,” 谢谢 thank you”, “ 对 不起 I’m sorry”,” 不好意思 excuseme” LEARNING PROGRESSIONS FOR PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read:

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

SCAFFOLDING IN ACTION

● Use a variety of visuals with Chinese characters to defne meaning of words and phrases (eg. pictures of people greeting one another with characters like 你好 , n ǐ h ǎ o, etc.). ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters. (eg. For numbers: 一 yī one, 二 èr, two, 三 sān, three, 四 sì four, 五 w ǔ fve, 六 liù six, etc.) ● Use Total Physical Response to review Chinese characters and classroom objects. (eg. put the number 3 ( 三 sān character) on the chair). ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Exchange names using culturally appropriate greetings and body language. ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (eg. looking at a picture, the student can ask “Who is …? How old is …? Where …?” 谁 ， 岁 ，哪里 ). ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin.

Skill Building

Extension

Chinese LEVEL 1

UNIT2 DATES, AGE, TELEPHONE NUMBERS

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

Novice Low

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTIONS

● I can demonstrate culturally appropriate greetings for family members. ● I can demonstrate profciency with the use of tones. ● I can demonstrate a basic knowledge of the evolution of the Chinese writing system. ● I can use culturally appropriate questions when talking to peers.

Change/Continuity ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time. ● How will understanding how China is changing help us better communicate with Chinese friends and acquaintances?

ESSENTIAL VOCABULARY & STRUCTURE

I can describe dates, ages, telephone numbers in text and/or conversation using: ● Days of the week 星期 ● Calendar__ 年 __ 月 __ 日 ● Nouns or adverbs like today, tomorrow, yesterday 今天，明天，昨天 ● Numbers up to 31

● Asking and giving information about yourself (age, birthday,grade,telephone number) using the calendar vocabulary (eg. How old are you? 你几 岁？ 你多大？ When is your birthday? 你的生日是几 月几号？ What is your phone number? 你的 电话 是多少？ What date is today? 今天是几月几日？ ) LEARNING PROGRESSIONS FOR PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read:

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 5. simple words and phrases about daily activities 6. simple questions on familiar topics 7. some multi-step directions or instructions, especially when accompanied by gestures and repetition 8. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 5. basic personal information (name, address, phone number, birth date) 6. brief descriptions of people or places mostly in list form 7. responses to simple questions 8. simple information related to subject matter content WRITING

4. words on a list from very familiar topics 5. very simple information on familiar topics 6. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 8. greet someone in a culturally appropriate manner 9. introduce self 10.ask “how are you?” 11.respond appropriately to the question “how are you?” 12.answer simple questions to provide basic information 13.ask simple, formulaic questions 14.provide simple information on subject matter content

SCAFFOLDING IN ACTION

● Use a variety of visuals with Chinese characters to defne meaning of words and phrases (eg. pictures of the calendar, visuals that represent things like today, yesterday, tomorrow, images of people on the phone) ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. (eg. hold up the character for Monday 星期一 ) . ● Group students to allow opportunity for them to practice speaking Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg.How old are you? I am … years old. What date is today? Today is…When is your birthday? My birthday is … What is your phone number … My phone number is ... 你几 岁？ 我 ... 岁。 今天是几月几日？今天是 .. 月 .. 日。 你的生日是几月几日？我的生日是 ... 月 ... 日。你的 电话 是多少？我的 电话 是 .... 。 ). ● Read simple notes of introduction or information on a form relating to name and age. ● Ask and answer questions about personal information such as age, birthday, and phone number. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (eg. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the characters without using Pinyin. ● Ask students to fll out a simple form asking for name, age, year in school and present to the group. ● Ask students to write a short note of introduction including name, age, grade in school and share with the group. ● Ask students to conduct a short interview using a checklist, answering questions and writing down answers about personal information such as age, birthday, and phone number.

Skill Building

Extension

UNIT3 FAMILY MEMBERS, SELF-INTRODUCTION, OCCUPATION

Chinese LEVEL 1

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

5-6 weeks/unit

Novice Low

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTIONS

● I can demonstrate understanding of culturally appropriate roles of parents and children ● I can identify/describe flial behavior of characters in Chinese movies (i.e. loyalty to family, respect for elders, children’s responsibilities to parents, etc.)

Change/Continuity ● While China has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly. ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time. ● What are the forces for change in China? What practices, products and perspectives are changing in China? How will changes in China impact the world? ● How will understanding how China is changing help us better communicate with Chinese friends and acquaintances?

ESSENTIAL VOCABULARY & STRUCTURE ● I can engage in conversations about family members, including their relationships to me and pets. ( 父母，爸爸， 妈妈 ，哥哥，姐姐，弟弟，妹妹，几口人 ) ● I can describe a family (how many people in the family, how old are they, when are their birthdays, and their occupations 我的家有 ... 口人，有我的爸爸， 妈妈 ，哥哥，姐姐，弟弟和妹妹。我的哥哥 ... 岁。 他的生日是 .. 月 .. 日。我的爸爸的工作是 ...... 。 ) ● I can ask and answer simple questions about family using “how many 几 ”.

● I can introduce myself to others including family information. ● I can introduce family members or classmates to others.

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 7. words on a list from very familiar topics 8. very simple information on familiar topics 9. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 9. simple words and phrases about daily activities 10. simple questions on familiar topics 11. some multi-step directions or instructions, especially when accompanied by gestures and repetition 12. some of what people say in a short conversation on familiar topics.

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 15.greet someone in a culturally appropriate manner 16.introduce self 17.ask “how are you?” 18.respond appropriately to the question “how are you?” 19.answer simple questions to provide basic information 20.ask simple, formulaic questions 21.provide simple information on subject matter content

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 9. basic personal information (name, address, phone number, birth date) 10.brief descriptions of people or places mostly in list form 11.responses to simple questions 12.simple information related to subject matter content

SCAFFOLDING IN ACTION Skill Building ● Use a variety of visuals to defne Chinese characters for family, occupations, etc. ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters for family and occupations. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. How many brothers and/or sisters do you have? I have … What is the youngest/oldest? …). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions to learn about family members. ● Ask and answer simple questions about family members’ occupations (What’s your mom doing for living? 你的 妈妈 做什么工作？ ) ● Give short oral descriptions of self and family members telling how many are in your family, who they are, how old they are, what they like to do, and what they do for a living. ● Read short paragraphs describing a family (how many people in the family, how old they are, when are their birthdays? 你家有几口人？他 们 几 岁？ 他 们 的生日是几月几日？ ) ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the Extension

student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin.

● Provide visual support, word bank, sentence frames for students on describing age, family members, occupations, have students write a short description of your family telling how many people are in your family, who they are, how old they are, and what they do for a living.

Chinese LEVEL 1

UNIT4 Time, Daily Routine, Transportation

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

5-6weeks

Novice Low

INFORM

ESSENTIAL QUESTION(S)

CULTURAL CONNECTIONS

● I can name several kinds of activities Chinese high school students enjoy doing in their leisure time. ● I can use culturally appropriate questions when talking to peers. ● I use different modes of transportation depending on what we’re moving, how far it needs to go, and how fast it needs to get there.

Change/Continuity - While China has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly: ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time? ● How will understanding how China is changing help us better communicate with Chinese friends and acquaintances? ● How does our community use various modes of transportation to meet our needs (e.g. food, clothing, emergencies)?

ESSENTIAL VOCABULARY & STRUCTURE ● I can describe my basic daily routine in the following timeline. (When do you go to school in the morning? 你每天早上几点去上学？ I go to school at …in the morning. 我每天早上 ... 去上学。 Whendo you go home after school? 你每天下午几点放学回家？ I go home at…in the afternoon. 我每天下午 .. 点 放学回家。 ) ● I can talk about what I like to do on different days of the week. ( 星期 ) ● I can coordinate schedules to do an activity with others （年 级 ，上 ... 课） ● I can arrange a time to do something together. (... 月 ... 日早上 / 中午 / 下午 / 晚上 .... 点 .... ) ● I can use different modes of transportation depending on what we’re moving, how far it needs to go, and how fast it needs to get there. ( 汽 车 ，火 车 ，船，自行 车 ，公共汽 车 ， 飞 机，走路 ) LEARNING PROGRESSIONS FOR PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read:

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 13. simple words and phrases about daily activities 14. simple questions on familiar topics 15. some multi-step directions or instructions, especially when accompanied by gestures and repetition 16. some of what people say in a short conversation on familiar topics.

10.words on a list from very familiar topics 11.very simple information on familiar topics 12.short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 22.greet someone in a culturally appropriate manner 23.introduce self 24.ask “how are you?” 25.respond appropriately to the question “how are you?” 26.answer simple questions to provide basic information 27.ask simple, formulaic questions 28.provide simple information on subject matter content

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 13.basic personal information (name, address, phone number, birth date) 14.brief descriptions of people or places mostly in list form 15.responses to simple questions 16.simple information related to subject matter content

SCAFFOLDING IN ACTION Skill Building ● Use a variety of visuals to defne Chinese characters for time, daily routine and transportation. ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters for the timeline of a day and transportation. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. When do you go to school in the morning? 你 每天早上几点去上学？ I go to school at …in the morning. 我每天早上 ... 去上学。 When do you go home after school? 你每天下午几点放学回家？ I go home at…in the afternoon. 我每天下午 .. 点放学回家。 ) ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions about class schedule ● Ask and answer simple questions about time (time of the day eg: morning 早上， noon 中午， afternoon 下午， night 晚上 ) ● Ask and answer simple questions involving days of the week ● Interpret class schedule ● Identify the common transportations ( 汽 车 ，火 车 ，船，自行 车 ，公共汽 车 ， 飞 机，走路 ) ● Ask and answer simple questions about daily transportation to school or travel ● Make a weekend plan together as a group including time, daily routine, and transportation. ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin. ● Have students read simple notes of introduction or information on a form relating to name, age and grade in school. ● Have students make posters about their daily schedule, also encourage them to include after school activities and present to the whole group. ● Write and present a simple 3 day travel plan together as a group including time, daily routine, and transportation. Extension

Chinese LEVEL 1

UNIT5 Colors, Clothing, Parts of the Body

PACING

WL STANDARDS RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website ● ACTFL Proficiency Guidelines ● World Readiness

5-6 weeks/unit

Novice Low

INFORM

Standards for Languages

ENDURING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity

● I can Identify signifcance of various colors in China, compare/ contrast Chinese fashion in various parts of China--urban vs. rural ● I can compare/ contrast clothing styles from different decades ● I can identify how fashion/textiles products have evolved (traditional, revolutionary, modern) ● I can compare fashions from American and Chinese styles.

● While China has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly. ● What practices, products and perspectives are changing in China? How will changes in China impact theworld? ● How will understanding processes of change in China help us better understand American culture? ● How will understanding how China is changing help us better communicate with Chinese friends and acquaintances?

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 13.words on a list from very familiar topics 14.very simple information on familiar topics 15.short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 17. simple words and phrases about daily activities 18. simple questions on familiar topics 19. some multi-step directions or instructions, especially when accompanied by gestures and repetition 20. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 17.basic personal information (name, address, phone number, birth date) 18.brief descriptions of people or places mostly in list form WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 29.greet someone in a culturally appropriate manner 30.introduce self 31.ask “how are you?” 32.respond appropriately to the question “how are you?”

33.answer simple questions to provide basic information 34.ask simple, formulaic questions 35.provide simple information on subject matter content

19.responses to simple questions 20.simple information related to subject matter content

ESSENTIAL LANGUAGE, STRUCTURE & VOCABULARY ● I can talk about color preferences (What’s your favorite color? 你最喜 欢 什么 颜 色 ? 黑色，棕色， 蓝 色， 绿 色， 红 色，黄色，白色 ) ● I can describe colors of clothing. ● I can describe what people are wearing. ● I can describe family members: describe family member’s physical characteristics using colors, clothing, parts of body ( 好看， 帅 ，衣服， 裤 子， 颜 色， 头发 ，眼睛 oral only) ● I can describe classmates: describe physical characteristics of classmates using colors,clothing, parts of body.

DIFFERENTIATION IN ACTION

● Use a variety of visuals to defne Chinese characters for colors, clothing, and parts of thebody 颜 色，穿着，身体部位 . ● Use a graphic organizer to differentiate the Chinese characters, phrases, & images for students to make associations between objects & characters for body parts and clothing. ● Use Total Physical Response to review Chinese characters and calendar vocabulary. ● Group students to allow opportunity for them to practice Chinese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg.What’s your favorite color?My favorite color is…. 你最喜 欢 什么 颜 色？我最喜 欢 .... 色。 ) ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions about color preferences. ● Ask and answer questions about colors of clothing. ● Ask and answer simple questions about family member’s physical characteristics ● Give short orla descriptions of self and family members telling how many are in your family, who they are, how old they are, what they like to do, what’s their favorite color, what they like to wear, and what they do for a living ( 我的家有 ... 口人，他 们 是 ...., 我的爸爸 ... 岁 ，他最喜 欢 做 .... ，他最喜 欢 的 颜 色是 ... 色，他喜 欢 穿 .... ，他的工作 是 ....) ● Give a short oral description about physical characteristics of family members ● Read short paragraphs describing a family (how many in the family, how old, when are their birthdays? 家里有 ... 口人，他 们 多大，生日是 ... 月 ... 日。 ) ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students recognize and read the characters without Pinyin. ● Have students write a short description of your family telling how many are in your family, how old they are, when their birthdays are, and what they do.

Skill Building

Extension

Instructional Guide

High School Chinese 2

YEAR AT A GLANCE Chinese Level 2

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Suggested Pacing

2-3 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

Countries School Communication

Weather Seasons Health

Home & Neighborhood

Unit

Hobbies

Food & Eating Out

● Ask and answer questions about countries/ nationalities and school subjects

● Engage in conversation about weather and seasons in many places ● Discuss physical ● symptoms of an illness or injury

●

Ask and answer

● Express preferences for different foods ● Order at restaurant and ● pay for the meal

● Describe the rooms and the content of my home ● Engage in ● conversation about common places in a community

●

questions about hobbies related to music, sports and dance

Essential Vocabulary & Structure

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL 1-3

● Reading NM-IR 1-2

● Listening, Speaking, Reading, Writing NM IC 1-7 I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

● Speaking NM-PS 1-5

● Writing NM-PW 1-4

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

Chinese LEVEL2

UNIT 1 Countries, School, Communication

PACING

WL STANDARDS RESOURCES

KEY LANGUAGE USE(S)

2-3weeks

● USBE Standards ● ACTFL website ● ACTFL Proficiency Guidelines ● World Readiness

NoviceMid

INFORM

Standards for Languages

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

● I can Identify major products, traditional and modern of Chinese culture (i.e. traditional architecture/modern architecture; silk culture/textile and fashion industry; compass and gunpowder/space program etc.) Look for elements of the old in the new. ● I can Identify major geographical features of China; Identify major Chinese Cities. ● I can identify characteristics of different Chinese regions. ● I can locate on a map countries with signifcant Chinese populations ● I can identify historical events in China (e.g. build a timeline)

While China has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly. ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time. ● How will understanding processes of change in China help us better understand American culture? ● How will understanding how China is changing help us better communicate with Chinese friends and acquaintances?

ESSENTIAL LANGUAGE & VOCABULARY ● I can ask and answer questions about countries/ nationalities. ● I can list what places I would like to visit or travel in the world.

● I can label different countries on a world map. ● I can name what cities I would like to visit in China. ● I can participate in conversations about what subjects I like and dislike in school ( 科学 课 ， 数学 课 ，中文 课 ，英文 课 ) ● I can understand and interpret simple maps (i.e. map of school) （教室， 办 公室，体育 馆 ， 运 动场 ，礼堂）

LEARNING PROGRESSIONS FOR PROFICIENCY

READING

LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they canwrite: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

DIFFERENTIATION IN ACTION

● Ask and answer simple questions about nationality, countries visited, and languages spoken

Skill Building

● Name places you would like to visit ● Label six to eight countries on a map ● Name places in China you would like to visit ● Participate in conversations about what subjects I like and dislike

● Understand and interpret a written class schedule ● Coordinate schedules to do an activity with others ● Give and respond to oral directions and commands (eg.to fnd a hidden object or a specifc location ● Understand and interpret simple instructions (eg. where to look for a specifc object) ● Understand and interpret simple map of school ● Read a short note from a pen pal which includes name, age, year in school, number of people in the family, who they are, where they are from, and what languages they speak ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Ask students to name places in China they would like to visit, and explain reasons. ● Role play: a new student coming to school needs help with fguring out the class schedule, the other student could answer questions. ● Write a short introductory note telling your name, your age, year in school, how many people are in your family and who they are, where they are from and what languages they speak ● Ask students to draw a map of school and explain how to get from one place to another to attend classes. ● Ask students to make a poster to encourage others to join the after school program. ● Ask students to fll in a form requiring basic personal information (eg. fll in an immigration card)

Extension

Chinese LEVEL2

UNIT2 Weather, Seasons, Health

PACING

WL STANDARDS RESOURCES

KEY LANGUAGE USE(S)

5-6weeks

● USBE Standards ● ACTFL website ● ACTFL Proficiency Guidelines ● World Readiness

NoviceMid

INFORM

Standards for Languages

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

China is a large and diverse country which covers an area roughly the size of Europe. The size of China’s population and the great regional and economic diversity make it diffcult to generalize about many cultural practices, perspectives, and products. ● How is life in China similar and different across different regions—urban/rural? ● How is life different for rich and poor, for older and younger generations, for Chinese and minority groups in China? ● How are practices, products, and perspectives different across China and across generations? ● How can speaking the language help us access perspectives unique to Chinese people/culture?

● I can identify similarities and differences in weather and seasons in the U.S. cities and Chinese cities. ● I can interpret Chinese-language weather reports online.

ESSENTIAL LANGUAGE & VOCABULARY

● I can engage in conversation about weather in many places ( 冷， 热 ，暖和，凉快，下雨，下 雪，晴天，炎 热 ，酷冷， 强 风 ， 阵风 ，大雨，大雪，温度，高，低 ) ● I can engage in conversation about seasons in many places ( 春，夏，秋，冬，那里， 这 里 ) ● I can discuss physical symptoms of an illness or injury ( 头 疼，生病，咳嗽，感冒， 发烧 ，肚子 疼 ) ● I can use appropriate ways to ask for help when seeking medical help.

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they canwrite: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

DIFFERENTIATION IN ACTION

● Ask/answer questions about the weather in different places and during different seasons ● Compare weather in different places and at different times of the year ● Make plans to do something at a future date/season (eg. role play deciding on a day for a particular activity, checking weather report) ● Understand and interpret simple weather forecast (oral and written) ● Read/interpret simple note about the weather ● Present oral weather report ● Write short paragraph describing favorite season/weather ● Demonstrate physical symptoms of an illness or injury ● Use appropriate ways to seek medical help ● Describe various ways to keep healthy (exercise, workout, healthy food etc) ● Engage the student in more student-teacher conversation in Chinese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Make season posters together as a group of 4 and present to the whole class, describing the characteristics of 4 different seasons (colors, weather, what people like to do etc.) ● Role play: doctor and patient dialogue involving conversations about describing the symptoms.

Skill Building

Extension

Chinese LEVEL2

UNIT3 Hobbies

PACING

WL STANDARDS RESOURCES

KEY LANGUAGE USE(S)

5-6weeks

● USBE Standards ● ACTFL website ● ACTFL Proficiency Guidelines ● World Readiness

NoviceMid

INFORM

Standards for Languages

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

China is a large and diverse country which covers an area roughly the size of Europe. The size of China’s population and the great regional and economic diversity make it diffcult to generalize about many cultural practices, perspectives, and products. ● How is life in China similar and different across different regions—urban/rural? ● How is life different for rich and poor, for older and younger generations, for Chinese and minority groups in China? ● How are practices, products, and perspectives different across China and across generations? ● How can speaking the language help us access perspectives unique to Chinese people/culture?

● I can identify popular activities and other pastimes in China ● I can identify products/ symbols of Chinese culture e.g. martial arts, taichi, traditional musical instruments, etc. ● I can study current events e.g. view English language Chinese news site

ESSENTIAL LANGUAGE & VOCABULARY

● I can ask and answer questions about hobbies with friends ( 唱歌，跳舞，打球，吃 饭 ，看 电 影， 买东 西 ...) ● I can participate in conversations regarding routine activities. ● I can engage in conversation about my family member’s hobbies or friends' hobbies.

LEARNING PROGRESSIONS FOR PROFICIENCY READING

LISTENING