Big Ideas
Big Ideas
Listening and viewing with intent supports our understanding and acquisition of a new language.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
.
Creative works
represent the experience of the people from whose culture it is drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.
Content
Learning Standards
Content
phonetic systems
Hanyu Pinyin (e.g., 注音符號); Mandarin phonemes (b, p, m, f, or ㄅㄆㄇㄈ)
tonal variations
mā, má, mǎ, mà, ma
commonly used Chinese characters
basic parts and radicals
e.g., 亻, 氵, 艹, 扌, 辶, 饣
common, high-frequency vocabulary, sentence structures, and expressions
e.g., everyday observations about weather, food, clothing, daily activities
, including:- types of questionsquestions with WH words; e.g., 这是什么？……有几个……？……在哪儿？
- time and frequencye.g., 今天是星期五。现在十点二十分。我每星期看两本书。
- reasons for preferences, emotions, and physical statese.g., 我想……。我喜欢……。因为我很累，所以……。
- beliefs and opinionse.g., 我觉得……。
past and present time frames
e.g., using 了 to indicate completion (e.g., 我写完了。); using 在/正在 to describe activity in action (e.g., 我在吃饭。)
common elements of stories
place, characters, setting, plot, problem and resolution
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced, for example, by territory, food, clothing, and creative works.
Chinese works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism
cultural aspects of Chinese communities around the world
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between sounds
tonal variations and basic intonation patterns
, phonetic representation the correlation between Zhuyin symbols and their pronunciation or Pinyin letters and their pronunciation
, Chinese characters traditional or simplified
, and meaning
Comprehend key information
answers to questions such as 谁, 什么, 哪, 什么时候, 为什么
and supporting details in texts “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend meaning in stories
Use various strategies
language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge and familiar words
to increase understanding and produce oral and written language
Narrate stories, both orally and in writing
- Use expressions of time and transitional words to show logical progression.
- Use past, present, and future time frames.
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration
meaning
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Describe cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals
of Chinese communities
Describe similarities and differences
e.g., compare the purpose of activities, celebrations, holidays, practices, and traditions
between their own cultural practices and traditions and those of Chinese communities
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, stores and restaurants with service in Mandarin
with Mandarin-speaking people and Chinese communities
Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge