Ching Chao

Mandarin 5th Grade

Monday, March 21, 2016 to Monday, April 4, 2016
Objectives:
SWBAT identify family members.
SWBAT ask and respond questions relating to the numbers of siblings in the family.
SWBAT obtain general information about Chinese family structure.
SWBAT present their All About Me project.
Day 1
Day 2
AIM:
S identify family members.
SWBAT recall family members.
SWBAT present their All About Me project.
S ask and respond to questions relating to their
family.
S present their ALL About Me Project.
DO NOW:
Draw a picture of your family members.
Match the characters.
Mini Lesson:
S review numbers.
S review family members. S learn sentence
S learn family members.
structure.
Activity:
S work in pairs to make flash cards/post-it
S work in small group to complete 3 level
chart.
activities.
S present their project.
Closure:
S complete the Exit ticket.
S complete the Exit ticket.
Assessment:
S will be assessed from DO NOW, activity, self-evaluation and peer-evaluation.
Homework:
Write your family members in Mandarin.
Write questions to ask about someones family
members.
Standards:

LOTE.1A.1.Listeningandspeakingareprimarycommunicativegoalsinmodernlanguage
learning.Theseskillsareusedforthepurposesofsocializing,providingandacquiring
information,expressingpersonalfeelingsandopinions,andgettingotherstoadoptacourseof
action.!LOTE.1A.2.ReadingandwritingareusedinlanguagesotherthanEnglishforthe
purposesofsocializing,providingandacquiringinformation,expressingpersonalfeelingsand
opinions,andgettingotherstoadoptacourseofaction.
LOTE.2A.1.Effectivecommunicationinvolvesmeaningsthatgobeyondwordsandrequirean
understandingofperceptions,gestures,folklore,andfamilyandcommunitydynamics.Allof
theseelementscanaffectwhetherandhowwellamessageisreceived.
CCSS.ELALITERACY.SL.5.1
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacher
led)withdiversepartnersongrade5topicsandtexts,buildingonothers'ideasandexpressing
theirownclearly.
Ching Chao
Mandarin 6th Grade
Monday, March 21, 2016 to Monday, April 4, 2016
Objectives:
SWBAT identify basic daily food and drinks.
SWBAT ask and respond to questions relating to food and drinks.

SWBAT express personal needs for foods and drinks.

SWBAT make suggestions for eating out at a restaurant.
SWBAT order food in Mandarin.
Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

AIM:
S review
food and
drinks. S
ask and
respond
question
s to food
and
drinks.

S review
desire of
food/drink.
S order food
in the
restaurant.

Good Friday

S review the
verb
have/want. S
make
suggestion for
dinning in the
restaurant.

S review the
verb
have/want. S
make
suggestion for
dinning in the
restaurant.
S recognize
utensil.

S recall their
Unit learning.

DO NOW:
Stroke
order
writing
practice:

Stroke order
writing
practice:

No School

Use the
sentence
structure to ask
do you
have? to
each food.

Use sentence
structure to ask
Do you like?
to each food.

Study for 5
minutes.

S review asking
food in
restaurant.
S review
express desire
for food.
S learn utensils.

Quiz #10

Students work 2
activities in
small groups.
1)Create a
weekly school
lunch menu and
make a
conversation
about it.
2)Make
conversation of
ordering food in
restaurant.

Check and
correct
answers.

Mini Lesson:
Sreview
food.S
learn
drinks.

Sreviewfood
anddrink.S
askfor
food/drink.

No School

S review asking
food in
restaurant.
S review
express desire
for food.
Activity:

Schoose
1of3
activities
towork
insmall
group.
1)
2)

3)

Make
menu
Make
postit
chart
Make
conve
rsatio
n.

Schoose1of3
activitiesto
workinsmall
group.
1) Usethe
verb
haveto
order
food.
2) Usethe
verb
wantto
express

No School

Students work 2
activities in
small groups.
1) Make
conversation
between
friends of
choosing
restaurant.
2) Make
conversation
of ordering
food in
restaurant.

desirefor
food.
3) Make
conversati
oninthe
restaurant.
Closure:
Exit ticket, Self-evaluation & stand and share your learning.
Assessment:
S will be assessed from DO NOW, activity, peer-evaluation, and self-evaluation.
Homework:
Workbo
ok L4.
Make
vocabul
ary
cards.

Workbook L4.
Project due
next Friday.

Workbook L4

Workbook L4

Writing a
paragraph of
your favorite
food.
Study for
vocabulary quiz.

Project:
Chinese
Restaurant.

Standards:
LOTE.1A.1. Listening and speaking are primary communicative goals in modern language
learning. These skills are used for the purposes of socializing, providing and acquiring
information, expressing personal feelings and opinions, and getting others to adopt a course
of action.!
LOTE.1A.2. Reading and writing are used in languages other than English for the purposes of
socializing, providing and acquiring information, expressing personal feelings and opinions,
and getting others to adopt a course of action.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
Ching Chao
Mandarin 7th Grade
Monday, March 21, 2016 to Monday, April 4, 2016
Objectives:
SWBAT present My Room project.
SWBAT identify stores in a town.
SWBAT use Chinese money.
SWBAT understand the value of Chinese money and exchange to US dollars.
SWBAT to initiate and respond to questions relating to buying and selling.
SWBAT comment on clothes.
SWBAT identify Chinese-style clothes.

SWBAT bargain for price.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

S
initiate
and
respond
to
questio
ns for
shoppin
g and
selling.

S comment
on clothes.
S identify
on Chinese
style
clothes.

S bargain
for price.

S review
their unit
learning.

Write
Chinese
clothesstyle
vocabulary.

Write
money
vocabulary.

Study for
5
minutes.

Review
sentence
structures.
Teach
Chinese
fashion.

Teachterms
forbargain.

Quiz #8

S choose 1
of 3
activities to
work in
small
groups.
1) Identify
Vocabulary
2) Make
post-in
chart for
vocabulary
3)Sentence
structure
practice

S choose 1
of 3
activities to
work in
small
groups.
1)
Sentence
practice
2)Make
flyer for a
new
store3)Writ
ea
conversatio
n for selling

Check
and
correct
answers.

AIM:
S identify
stores in
town.

S identify
stores in
town.

S initiate
and
respond
to
question
s for
shoppin
g and
selling.

Good
Friday

DO NOW:
Store
Stroke
order
practice.

Write
stores
vocabula
ry.

Write
buying
and
selling
vocabular
y.

No School

Writeall
stores
vocabula
ry.

Mini Lesson:
T review
objects in
the room.

T teach
stores
vocabula
ry.

T teach
money
value and
buying/se
lling
terms.

No School

Review
stores
and
good.

Activity:
S choose 1
of 3
activities to
work in
small
groups.
1) Identify
Vocabulary
2) Make
post-in
chart for
vocabulary
3)Sentence
structure
practice.

S choose
1 of 3
activities
to work
in small
groups.
1) Play
post-it
vocabula
ry chart
2)Make
conversa
tion
3)Make a
flyer for a
new

S choose
1 of 3
activities
to work in
small
groups.
1) Play
post-it
vocabular
y chart
2)Make
conversat
ion
3)Make a
flyer for a
new

No School

S
choose
1 of 3
activitie
s to
work in
small
groups.
1)
Sentenc
e
practice
2)Make
flyer for
a new
store3)

store.

store.

Write a
convers
ation for
selling
and
shoppin
g.

and
shopping.

Closure:
Self-evaluation & stand and share your sentences structure
Assessment:
S will be assessed from DO NOW, activity, peer-evaluation, and self-evaluation.
Homework:
Workbook
L.3

Workboo
k L.3

Workboo
k L.3

Workbook
L4

Workbo
ok L4.

Workbook
L.4

Studyfor
quiz
tomorrow.

Make
Kahoot
game.

Standards:
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
LOTE.1A.1. Listening and speaking are primary communicative goals in modern language learning.
These skills are used for the purposes of socializing, providing and acquiring information,
expressing personal feelings and opinions, and getting others to adopt a course of action.!
LOTE.1A.2. Reading and writing are used in languages other than English for the purposes of
socializing, providing and acquiring information, expressing personal feelings and opinions, and
getting others to adopt a course of action.
Ching Chao
Mandarin 8th Grade
Monday, March 7, 2016 to Monday, March 21, 2016
Objectives:
SWBAT identify Chinese food.
SWBAT talk about Chinese food.
SWBAT talk about dinning utensils and restaurants.
SWBAT identify colors.
SWBAT describe and compare fruits.
SWBAT understand and use measure words and weighing units.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

S compare
fruits.

S
understand
measure
words and
weighing
units.

S review
their unit
learning.

Write fruit
vocabulary.

Write
measure
and
weighing
vocabulary.

Study for
5
minutes.

S learn
fruits and
review
colors.

S learn
measure
and
weighing
vocabulary.

Quiz #7

S choose
1 of 3
activities to
work in
small
groups.
1)
vocabulary
matching
game )
Make postin chart for
vocabulary
3)Sentence
structure
practice

S choose 1
of 3
activities to
work in
small
groups.
1) Sentence
practice
2)Make flyer
for a new
restaurant
3)Write a
conversatio
n.

Check
and
correct
answers.

AIM:
S identify
Chinese
utensils.

S identify
restauran
ts in
town.

S
initiate
and
respon
d to
questio
ns for
orderin
g food.

Good
Friday

S identify
colors.

DO NOW:
Store
Stroke
order
practice.

Write
food
vocabular
y.

Write
utensil
s
vocabu
lary.

No
school.

Write
your
favorite
color.

Mini Lesson:
S review
Chinese
breakfast.
S learn
utensils.

S learn
restauran
ts.

S learn
orderin
g food.

No
school.

T review
Chinese
food and
drinks. S
learn
colors.
Activity:

S choose 1
of 3
activities to
work in
small
groups.
1) Identify
Vocabulary
2) Make
post-in
chart for
vocabulary
3)Sentence
structure
practice.

S choose
1 of 3
activities
to work in
small
groups.
1) Play
post-it
vocabular
y chart
2)Make
food
ordering
conversat
ion
3)Make a
flyer for a
new
restauran
t.

S
choose
1 of 3
activiti
es to
work in
small
groups
.
1) Play
post-it
vocabu
lary
chart
2)Mak
e food
orderin
g
conver
sation

No
School

S
choose 1
of 3
activities
to work
in small
groups.
1)
Identify
color
vocabula
ry.
2)Make
post-it
vocabula
ry chart
3)Descri
be
objects
colors.

3)Mak
ea
flyer
for a
new
restaur
ant.
Closure:
Exit ticket, Self-evaluation & stand and share your sentences structure
Assessment:
S will be assessed from DO NOW, activity, peer-evaluation, exit ticket, and self-evaluation.
Homework:
Make
vocabulary
cards.

Workboo
k U7C1-2

Workb
ook
U7C12

Workbo
ok
U7C1-2

Workboo
k U7C12

Workbook
U7C1-2

Studyfor
quiz
tomorrow.

Make
Kahoot
game.

Standards:
LOTE.1A.1. Listening and speaking are primary communicative goals in modern language
learning. These skills are used for the purposes of socializing, providing and acquiring
information, expressing personal feelings and opinions, and getting others to adopt a course of
action.!
LOTE.1A.2. Reading and writing are used in languages other than English for the purposes of
socializing, providing and acquiring information, expressing personal feelings and opinions, and
getting others to adopt a course of action.
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or issue under study.
National StandardsCommunities:
Standard 5.1: Students use the language both within and beyond the school setting.!
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.