World Language Curriculum Map

Chinese I

Utah State Office of Education

2010

Curriculum Development TeamAaron Andersen, Susan Gong, Justin Lin, Emmy Luo, Stacy Lyons, Jessie Peng, and Debra Wells

Guiding Principles

“Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad.

“This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.”

ACTFL Statement of Philosophy

“World language acquisition is now an essential skill for global competitiveness. Learning a second, third or multiple languages enhances marketability and teaches cultural competence crucial to future success. Our students must be afforded these opportunities as we compete on the global scene with other students from around the world.”

Governor Gary Herbert

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Standards for Foreign Language LearningACTFL

Five CsCommunication: Communicate in languages other than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Cultures: Gain knowledge and understanding of other cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections: Connect with other disciplines and acquire information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language

and its cultures.

Comparisons: Develop insight into the nature of language and culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their

own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities: Participate in multilingual communities at home & around the world 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.

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Intended Learning OutcomesAdapted from USOE World Languages Standards and Guidelines, the 5 C’s

Adopted by the Utah State School Board January 8, 2009

Develop competency in more than one language and culture Communicate with other people in other cultures in a variety of settings Look beyond student’s own customary borders Develop insight into native language and culture Act with greater awareness of self, other cultures, and their own relationships to those cultures Gain direct access to additional bodies of knowledge Participate more fully in the global community and marketplace

Demonstrate understanding of the nature of language as a practice or skill which Enhances and identifies human beings as meaning makers Is a vehicle for constructing knowledge, acquiring skills, and developing habits of mind Captures and records human aspirations and imagination Is continuously evolving as a reflection of human evolution Is acquired not only by refining skills but also through increasing confidence, insight, and discernment Conveys the depth of human experience, evoking both emotion and reason

Use oral language skills to communicate in the target language Give and seek information in conversations, group discussions, and oral presentations Use questioning techniques to gain information Participate in and report on small group learning activities Develop and deliver individual presentations Plan, present and critique the oral delivery of information and persuasive argument Plan, present, and critique dramatic readings of literary selections

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Use meta-cognitive skills, strategies, and processes to read in the target language Develop an enjoyment for reading as a lifelong way to learn Access background knowledge to prepare to read and enjoy texts Monitor comprehension Improve comprehension by using strategies when meaning breaks down Retain information from and respond to text after reading

Use skills, strategies, and processes of writing in the target language Develop a distinctive writing voice Understand that writing is a process of skills, strategies, and practices for creating, revising, and editing a variety of texts Develop reflective abilities and meta-awareness about writing Use writing to discover and explore ideas Develop collaborative writing skills to prepare for workplace writing Understand that writing is a tool for thinking: solving problems, exploring issues, constructing questions, addressing inquiry Understand that reading and writing are interrelated: writers approach new reading experiences with enhanced appreciation for the

text Appreciate the value of personal writing and writing-to-learn in daily applications of knowledge

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Instructional StrategiesUtah’s Chinese-language secondary programs will strive to employ the following recognized best practices in daily instruction.

Use target language for instructionIn first year classrooms at least 80% of instruction should be in Chinese. To do this, teachers create comprehensible input through meaningful context, relevant content, visual and action clues and other methods.

Facilitate student-centered learningLanguage is studied in the context of thematic units which require students to listen for understanding, use the target language to communicate and engage cognitively at age-appropriate levels. Student-centered activities such as role plays, interviews, surveys, information gap tasks, the creation of videos or pod-casts, story telling, use and/or production of Venn Diagrams and other graphical representations should be at the heart of language practice. Teachers teach strategies for independent learning including use of dictionaries, understanding of semantic and phonemic radicals, internet use to access authentic language and cultural materials.

Ensure meaningful interaction in the target languageInstruction centers on meaningful, real-world tasks which require communication in the Chinese. Language tasks for each unit include interpersonal, interpretive and presentational tasks. Communication goals focus on spontaneous, meaningful and accurate communication in real-world contexts.

Integrate language, culture and contentClassroom instruction incorporates authentic practices, perspectives and products from Chinese culture allowing students to understand, compare, and contrast relevant aspects of the target culture in ways that contribute to important enduring understandings.

Teach simplified characters and pinyinFor purposes of program continuity and simplification of articulation across Chinese language programs in Utah, all Utah programs in public schools will teach simplified characters and use pinyin for teaching pronunciation, for character entry on computers and for dictionary use. Pinyin, however, is not a substitute for learning to read and write characters.

Focus on oral skillsIn first and second year language programs developing oral proficiency is primary. While students learn some characters, they are not expected to read and write every word they can speak. When learning new characters, students should be taught stroke order, radicals and phonetic components. Intermediated and AP classes should have a stronger emphasis on literacy skills.

Teach more than languageChinese classes should be engaging, challenging and rewarding. Even students who will not have the opportunity to continue to intermediate and advanced proficiencies should come away from Chinese classes with learning skills, insights and enduring understandings about language and culture which will help make them successful, productive global citizens.

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Chinese IEnduring Understandings

&Essential Questions

Change/ContinuityWhile China has rich and ancient traditions, culture and history, it’s 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, leisure time and China’s place in the world.

What practices, products and perspectives are changing in China? What are the forces for change in China? How will changes in China impact the world? 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?

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Chinese ISchool in China

Enduring understandings: Education is an important value in traditional and contemporary Chinese societyEducation is an important factor determining career choices and standard of living

COMMUNICATION Topics Performance objectives Vocabulary StructureGreetings and introductions

Classroom routines

Numbers, times and dates

Class supplies

Class schedules

Language basics

1.1 exchange names using culturally appropriate greetings and body language1.1 introduce self and meet others using culturally appropriate language and gestures1.2 read simple note of introduction or information on a form relating to name and grade in school1.3 write short note of introduction including name, grade in school 我叫________. 我上高中____年级。(LSRW)1.3 fill out a simple form asking for name, age, year in school1.3 present a short oral self introduction1.1 use polite expressions for “please,” “thank you,” “excuse me,” and “I’m sorry.”1.1 use memorized expressions to make basic requests in the classroom1.3 participate in class opening/ closing rituals1.2 respond appropriately to classroom directions 1.1 ask and answer simple questions about time 1.1 ask and answer questions about days of the week1.2 recognize written/spoken numbers from one to thirty1.1 ask and answer simple questions to obtain/share needed school supplies1.1 ask and answer simple questions about class schedule1.2 interpret class schedule

1.1 demonstrate proficiency with use of tones1.1 demonstrate ability to use pinyin as a guide to accurate pronunciation (zhi, chi, shi, ji,qi,xi, zi, ci,si, vowel sounds)1.1 associate common (pictographic) radicals with images

they represent

Greetings你好，您好，早， 再见， 不错老师，同学，学生， 朋友 (LSRW)Classroom opening/closing ritual起立，老师好，同学们好Classroom directions (understand)

Pronouns 我，你，她，他，您, 他们Polite expressions 谢谢，对不起，请问

Months of the year; days of week;time of dayNumbers 1-30

School supplies (oral only)

Classes (课目, 数学课，中文课，英文课，历史课，科学课)(read own class schedule, other class vocabulary is oral only)小学，中学，高中，大学，学校水，艹，口，木，手， 人

您贵姓？你叫什么名字？(LSR)

吗，是，是不是 (LSR)

上几年级？(LSR)

Largest to smallest for times几点钟？

有没有Classifiers 本，张，支 (oral only)

上, 什么STVO

Enduring Understandings: Change and Continuity

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CULTURE2.1 demonstrate culturally appropriate behaviors in the classroom (respect for teacher, seriousness about study, participation in classroom ritual, etc.)2.1 use appropriate courtesy expressions2.2. demonstrate understanding of importance of education in traditional and contemporary Chinese culture (enduring values, forces of change)CONNECTIONS3.1 demonstrate how education is a major factor in determining career choices and standard of livingCOMPARISONS4.1 compare similarities and differences between Chinese and American schools, education systemsCOMMUNITY5. become acquainted with a Chinese speaking member of the community

The following are suggestions for ways to meet standards in the context of this unit.CULTURE2.1 after watching videos/PowerPoint presentations, etc. showing images of Chinese schools, in a reflection journal, make a list of practices in Chinese classrooms which differ from those in the U.S. (e.g. importance of national exam, teacher/student relationships, daily schedule, students helping clean/maintain classroom, homework practices, amount of homework, teachers move from class to class, etc.). [Please Vote for Me, http://www.pleasevoteforme.org/; Children of Hangzhou; China Prep, http://www.pbs.org/wnet/wideangle/episodes/china-prep/video-full-episode/2722/;]2.1 in reflection journal, write a paragraph about how classroom practices in Chinese schools reflect a culture of respect. How might this culture influence learning?2.2 as a class, examine propaganda posters emphasizing education, discuss the values they reflect and how they may impact society over time

[http://chineseposters.net/themes/four-loves.php]CONNECTIONS 3.1 demonstrate addition on an abacus; demonstrate how to Chinese use fingers to count 3.1 using USDL statistics for income correlated to education, graph earnings by level of schooling completed [http://www.bls.gov/emp/ep_chart_001.htm]3.1 have students name two careers they would like to pursue. Using internet resources, find out training required and average earnings for those professions.3.1 begin building a timeline showing important people/events related to education (Confucius, end of imperial exams, Cultural Revolution, recent educational reforms)3.1 celebrate Teacher’s dayCOMPARISONS4.1 compare the way dates are expressed in English and Chinese (biggest to smallest)4.2 as a class, graph China’s growing high school and college populations. Compare to U.S. [State of China Atlas], in journal reflect on likely impact of these trends4.2 after reading an article about changes in China’s education system, write a paragraph in reflection journal on how changes will impact China in the future http://www.businessweek.com/magazine/content/05_34/b3948485.htm]COMMUNITY5.1 as a class, compile a directory of Chinese resources in the community5.1 have each class member interview a Chinese speaker in the community about the value of education in traditional and contemporary society. Record 3 things learned5.1 invite a Chinese member of the community to class to talk about the role of education in traditional Chinese society

Five C’s Communication Culture Connections Comparison Community1.1 Interpersonal 2.1 Practices/Perspectives 3.1 Connect with other disciplines 4.1 Compare languages 5.1 Language use beyond school1.2 Interpretive 2.1 Products/Perspectives 3.2 Distinctive points of view 4.2 Compare culture 5.2 Cultural experiences 1.3 Presentational

USOE Curriculum Map, Chinese I and II, pilot2010

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Chinese IFamily

Enduring understandings: The extended family, 大家, has been the basic unit in Chinese society since ancient times.Current policies and patterns in China (migrant labor and one child policy) are changing the structure of the family but family ties of affection and obligation remain strong.

COMMUNICATION Topics Performance Objectives Vocabulary Structuresfamily members

ages and birthdaysdescribe family members

occupations

language

1.1 ask and answer simple questions to learn about family members1.1 ask and answer simple questions about how many (how many are in your family? How many pencils do you have?)1.1 tell how you feel about your family

1.1 ask and answer simple questions to exchange information about birthdates1.1 ask and answer simple questions about family member’s physical characteristics 1.1 ask and answer simple questions about physical characteristics of family members and classmates3.2 Give a short oral description about physical characteristics of family members1.1 ask and answer simple questions about family members’ occupations1.2 read short paragraphs describing a family (how many in the family, how old, when are their birthdays?)3.1 write a short description of your family telling how many

Kinship terms (LSRW)父母，爸爸，妈妈，哥哥，姐姐，妹妹，弟弟, 家，爷爷，奶奶, 兄弟，姐妹 pets爱，喜欢， 两个Numbers, dates, ages 岁(LSRW)

Adjectives (oral only) 帅，漂亮，好看，不好看，高，矮，胖， 瘦头发， 眼睛

Professions 老师，parents’ specific profession (LSRW) other professions oral only (select 8-10 from list) 工作

都i.e. 金，心，土，糸 （纟）, 月，虫， 言，女

几 口，几个，呢， 谁Review 有没有；是不是口 and 个 as classifiers的 as possessiveDemonstrative pronouns 这 and 那几岁？ 多大？你的生日是几月几号？No “是”for adjectives

也， 和你爸爸妈妈做什么？

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are in your family, how old they are, when their birthdays are, and what they do.3.2 give short oral descriptions of self and family

members Tell 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

4.1 demonstrate understanding of semantic radicals, stroke

order and basic structure of characters

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Enduring Understandings: Change and ContinuityCULTURE2.1 demonstrate culturally appropriate greetings for family members2.1 demonstrate an appreciation for Chinese perspective on family relationshipsCONNECTIONS 3.1 demonstrate an understanding of continuity and change in family values over the last 100 years COMPARISONS4.1 compare how concepts, practices related to family are similar/different in China and the U.S. COMMUNITIES5.1

The following are suggestions for ways to meet these three standards in the context of this unit.CULTURE2.1 identify/describe filial behavior of characters observed in Chinese movies (i.e. loyalty to family, respect for elders, children’s responsibilities to parents, etc.)2.2 memorize a traditional Chinese poem about familyCONNECTIONS3.1 after watching a Chinese film, list the ways family members and friends show they care about each other. (How do you say ‘I love you’ in Chinese?) [Together, The Road Home, Children Left Behind http://www.youtube.com/watch?v=l4o0Vx6rSLk&feature=channel]3.1 add events related to family policy to timeline (i.e. implementation of one child policy; population growth http://en.wikipedia.org/wiki/Demographics_of_the_People's_Republic_of_China)3.1 as a class, graph changes over time in family size, gender ratios, or age distribution) [State of China Atlas; http://www.paulnoll.com/China/Population/population- demographics.jpg]COMPARISONS4.2 read an article, in English, on Chinese demographic changes, in journal reflect on how these changes impact Chinese families. What might these policies mean for high school aged students? [i.e. http://en.wikipedia.org/wiki/Demographics_of_the_People's_Republic_of_China]4.3 watch short video about family [Children of Hangzhou, Petronus ad http://www.youtube.com/watch?v=4fRPpSYr220; http://www.youtube.com/watch?v=CYv5_dX0K5Y] discuss how the values expressed are similar or different from those in your community.COMMUNITIES5.1 Talk to a Chinese-speaker about the importance of families in Chinese culture, family traditions, changes in family values over time, etc.. In journal reflect on similarities/differences with American culture

Five C’s Communication Culture Connections Comparison Community1.1 Interpersonal 2.1 Practices/Perspectives 3.1 Connect with other disciplines 4.1 Compare languages 5.1 Language use beyond school1.2 Interpretive 2.2 Products/Perspectives 3.2 Distinctive points of view 4.2 Compare culture 5.2 Cultural experiences 1.3 Presentational

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Chinese I Friends and Activities

Enduring understandings: Chinese students’ are interested in similar and different activities than their American counterpartsAs China becomes more affluent and urban, young people are taking up new hobbies

COMMUNIATION Topics Performance Objectives Vocabulary Structurehobbies

Inviting

scheduling

describing

language

1.1 talk about hobbies you like and don’t like

1.1 talk about what you like to do on different days of the week1.1 exchange telephone numbers1.1 invite someone to do something together

1.1 arrange a time to do something together1.1 compare schedules, find a mutually convenient time to meet.3.1 tell weekly after school schedule

1.1 describe physical characteristics of someone (hair color, height, attractiveness)1.1 talk about colors you like/don’t like

2.2 read/write short notes introducing yourself, age, year in school, birthday, how many are in your family, who they are (kinship terms), profession, favorite classes, hobbies and favorite color, etc. 3.1 give short oral presentation describing classmate,

family member or someone from Chinese history, Chinese celebrity, etc.

4.1 demonstrate understanding of semantic radicals, stroke order and basic structure of characters

很，喜欢, 要； 想 (LSRW) 跳舞，唱歌，打球，吃饭， 看电影， 买东西 (RW two or three)Days of the week (LSRW)

Telephone vocabulary 喂，他在家吗？手机, 忙Times of day 早上， 下午，晚上要不要， 想, 有空儿.

昨天，今天，明天Adjectives 帅，漂亮，好看，不好看，高，矮，胖， 瘦 (LSRW)聪明，可爱，酷, etc.头发， 眼睛Colors 黑色，棕色，蓝色，绿色，红色, 黄色 (RW two or three)头发， 眼睛

但是i.e. ⺮， 火，玉，日，石， 鱼，山

S MV (modal verb) VSTVO

你的电话号多少？我要请你_________。

几月几号？星期几？ 什么时候？

No 是 with adjective

不太 adjective是。。。的

最喜欢

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Enduring Understandings: Change and ContinuityCULTURE2.1 name several kinds of activities Chinese high school students enjoy doing in their leisure time2.1 use culturally appropriate questions when talking to peers.CONNECTIONS3.2 understand the role of sports and athletic competition in China COMPARISONS4.1 identify semantic radicals in characters as a hint to meaning4.1 begin to identify phonetic components in certain characters ( i.e.妈，吗， 小， 少)

The following are suggestions for ways to master/meet standards in the context of this unit.CULTURE2.2 demonstrate an understanding of how art can reflect social/political values. (Peasant paintings, or propaganda socialist realism) Chinese art often depicts or even romanticize the importance of everyday activities of peasants and workers. Students could use peasant painting style to illustrate activities that are popular today in China. Hu County Peasant paintings http://resources.primarysource.org/content.php?pid=56325&sid=412467 2.1 demonstrate an understanding of the range of extra-curricular activities Chinese students enjoy (survey students at sister schools, create movie or PowerPoint about China

comparing how students in different countries spend their time)CONNECTIONS3.2 demonstrate an understanding of the importance of international athletic competitions for China (ping pong diplomacy, world cup soccer, Beijing Olympics ) http://www.youtube.com/watch?v=qZfB3knskE4&feature=related In a reflection journal, record questions and impressions you have watching videos.3.2 perform a popular song from the target culture COMPARISONS4.2 Interview Chinese peers (sister school students, Chinese in community, etc. ) compare/contrast Chinese patterns of dating and social interaction for teenagers with those of

American teens, in class or in a journal, discuss pros and cons of each.4.2 create and compare tables of Olympic medals totals from various Olympic gamesCOMMUNITIES5 .1 write to a Chinese pen pal about what he/she does after school 5.2 watch portions of the Beijing Olympic 2008 opening ceremonies. In reflections journal write about what elements of Chinese culture were highlighted. What did organizers want viewers around the world to think/feel about China? Record personal response to the ceremonies.

Five C’s Communication Culture Connections Comparison Community1.1 Interpersonal Communication 2.1 Practices/ Perspectives 3.1 Connect with other disciplines 4.1 Compare languages 5.1 Language use beyond school1.2 Receptive Communication 2.1 Products/perspectives 3.2 Distinctive points of view 4.2 Compare culture 5.2 Cultural experiences 1.3 Presentational Communication

USOE Curriculum Map, Chinese I and II, pilot2010

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Chinese IChina in the World

Enduring understandings: As policies of economic reform have matured, China is taking a greater role as a regional and global power economically, politically, militarily and culturally.

COMMUNICATIONTopic Performance Objectives Vocabulary StructureNations, peoples & languages

Regions of China

Features of China

Continents

Language

1.1 ask and answer simple questions about nationality, countries visited, and languages spoken 1.1 tell where you live, where you were born1.1 name countries you would like to visit1.3 label six to eight countries on a map 1.3 name places in China you would like to visit.1.1 compare population and various features of different places1.2 read a short note from a pen pal which includes name, age, year in school, number of people in the family, who they are, what they do for a living, where they are from, and what languages the speak 1.3 write a short introductory note telling your name, your age, year in school, how many people are in your family and who they are and what they do for a living, what they like to do, where they are from and what languages they speak1.2 fill in a form requiring basic personal information 4.1 demonstrate understanding of semantic and phonemic

radicals, stroke order and basic structure of characters4.1 demonstrate ability to use a dictionary

1.1 tell what kind of transportation you use to travel to different places

4.1 demonstrate understanding of semantic radicals, stroke order and basic structure of characters4.1 Describe origins of Chinese writing system

Country names (8-10) LSRW (中国，美国，日本，英国)Languages (8-10)Nationalities (8-10)住出生去年，今年，明年上个月，这个月，下个月Adjectives 有名，Directions东西南北 Names of major provinces/cities

Major rivers and mountains in China风景Names of continents

Numbers above 1,000

坐飞机开车

STPVO在去， 会从你是哪国人？你从哪里来？要 去去过 比，比较，更多很多；不多有钱，很穷哪

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Enduring Understandings: Change and ContinuityCULTURE2.3 Identify major products, traditional and modern of the 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.CONNECTIONS3.1 identify major geographical features of China; Identify major Chinese Cities3.1 locate on a map countries with significant Chinese populationsCOMPARISONS 4.2

The following are suggestions for ways to meet standards in the context of this unit.CULTURE2.1 Have students read an article on China’s generation of economic growth. Have them write in their journals about how this growth might shape the future.CONNECTIONS3.1 using maps and graphs show how China’s urban population has grown over the last 50 years3.2 use Chinese English-language internet news sources to obtain information about various cities in China3.2 using statistics from The State of China Atlas, the World Factbook (online) https://www.cia.gov/library/publications/the-world-factbook/ , Wikipedia or other sources, have students prepare PowerPoints about China’s economic growth and reflect on what it might mean for the future. COMPARISONS 4.2 have students examine ten items in their homes (clothing, appliances, dishes, electronics) for country of origin labels. As a class make a list of items manufactured in different countries.4.2 Have each student research the GDP and per capita GDP of various countries including China and the U.S. (CIA fact book has relatively current information). As a class, make a table of this information and talk about its implicationsCOMMUNITITES 5 create a directory of Chinese resources in the community

Five C’s Communication Culture Connections Comparison Community1.1 Interpersonal Communication 2.1 Practices/ Perspectives 3.1 Connect with other disciplines 4.1 Compare languages 5.1 Language use beyond school1.2 Receptive Communication 2.1 Products/perspectives 3.2 Distinctive points of view 4.2 Compare culture 5.2 Cultural experiences 1.3 Presentational Communication

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Chinese IChinese New Year Unit, Celebrate!

COMMUNICATIONTopic Performance objectives Vocabulary StructureGreetings

Food

Family

Classroom practices

Going to school in China

1.1 exchange appropriate New Year’s greetings1.1 tell what foods are traditional at the New Year 1.1 name colors associated with the New Year 1.2 respond appropriately to classroom directions 1.1 ask and answer simple questions what you like to eat and what color you like 1.2 read a few characters associated with the New Year1.2 recognize characters for colors1.3 write short note of introduction including name, age, grade i1.3 fill out a simple form asking for your name, age, year in the Chinese zodiac1.3 sing a New Year’s song

New Year’s greetings恭喜发财Basic foodsi.e. 饭，肉，菜，水果，汤colors

Animals of the Chinese Zodiac

大家，家人

吃饭了没？好吃好不好吃？恭喜发财你属什么？喜欢

The following are suggestions for ways to meet standards in the context of this unit.CULTURES2.2 demonstrate knowledge of lunar calendar 2.1 Use appropriate courtesy expressions2.1 Understand cultural significance of differences between Chinese and Western dining practices2.1 Identify similarities and differences in celebrations in the U.S. and China. CONNETIONS 3.2 e.g. Learn to cook a Chinese dish 3.1 e.g. Perform a song from the target culture 3.1 e.g. Create movie or PowerPoint about Chinese New Year (technology)COMPARISONS4.2 Describe similarities and differences between Chinese New Years and U.S. Christmas celebrations. COMMUNITITES5 Attend a Chinese New Year event in the community5 Eat in a Chinese restaurant

Five C’s1.1 Interpersonal Communication 2.1 Practices/ Perspectives 3.1 Connect with other disciplines 4.1 Compare languages 5.1 Language use beyond school1.2 Receptive Communication 2.1 Products/perspectives 3.2 Distinctive points of view 4.2 Compare culture 5.2 Cultural experiences 1.3 Presentational Communication

USOE Curriculum Map, Chinese I and II, pilot2010

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