| Theme |
How Healthy Are You? |
| Unit Overview |
Research shows, high school population is becoming less active. As a result, there has been a raise in stress level and overall happiness. Your Chinese class has been asked to promote healthy, active lifestyle to your local school and heritage school Chinese communities.
Source from for reference: (Reference.pdf) http://stedu.stheadline.com/sec/sec_news.php?aid=1530&cat=8&subcat=25 |
| Enduring Understanding |
Healthy lifestyle holds the key to one’s happiness.
健康的生活方式為快樂之本 |
| Essential Questions |
- What does a healthy lifestyle entail? (diet, activity, mindset)
- How does one benefit from having a healthy lifestyle?
|
| Objectives |
- Identify information related to lifestyles.
- Describe healthy and unhealthy lifestyles.
- Make suggestions to improve lifestyles.
- Promote healthy lifestyles to the community
|
| Targeted students |
High School 9th – 12th grade students
Speaking Proficiency at Intermediate-Low level
Reading Proficiency at Novice-High level
Knowledge of about 100 characters |
| Time suggested |
6 days of 75-minute periods |
| Can-do Statements Based on National Standards |
Speaking (Interpersonal)
- I can ask and respond to simple questions about healthy lifestyle.
- I can exchange information using texts, graphs, or pictures.
- I can ask about and identify familiar things in a picture from a story.
- I can make suggestion for leading a healthy lifestyle.
- I can respond to simple questions based on graphs or visuals that provide information containing numbers or statistics.
Speaking (Presentational)
- I can present information about my lifestyle using phrases and simple sentences.
- I can make simple suggestions using phrases and simple sentences.
Writing (Presentational)
- I can copy some characters and words
- I can correctly write characters, words, phrases and sentences from this unit.
- I can write suggestions of leading a healthy and active lifestyle with phrases and sentences from this unit.
Listening (Interpretive)
- I can understand simple questions about healthy lifestyle.
Reading (Interpretive)
- I can interpret images with text about various lifestyles.
- I can comprehend a story about lifestyles.
|
| Character learning and reading skills focused objectives |
- Character Learning:
I can identify the structure of each Chinese character.
I can correctly identify characters with given radicals or components.
- Lower-level Reading Skills:
Expanding characters into words
Skimming, Scanning, Rauding
(rauding: using semantic/syntactic knowledge to decipher texts).
|
| Summative Assessments |
Interpretive Reading: Students will read a passage about a person’s lifestyle. Students will identify healthy and unhealthy behaviors and make suggestions on how to improve the professor’s lifestyle for better health.
|
Presentational Writing: Students will create a poster promoting healthy lifestyle to peers aligned with their Public Service Announcement below. Posters will include a slogan (commands) to suggest healthier lifestyle.
|
| Presentational Speaking: Students will create a Public Service Announcement (PSA) video promoting healthy lifestyle to peers. The PSA will be viewed to the entire Chinese learning communities within school and local Heritage Chinese Schools. |
| Teaching Materials |
Song 健康歌
Readings 小白鹤笑了and 健康生活 |
| Grammatical Structures |
Previously learned:
Targeted:
- 正在verb
- Subj. 應該 多 verb, 少 verb
|
| Focused Characters |
健康、笑、早、睡、運動、喝開水、吃零食、應該、正在 |
| Vocabulary |
Previously learned:
Radical：足、手
Words: 吃飯、睡覺、起床
Targeted:
Radical: 扌、口、氵、鳥、隹
Words: 健康、笑、早、睡、運動、喝開水、吃零食、水果、應該、正在
Recognize: 鶴、鴨、孔雀、麻雀、建议 |
