| Curricular Competency |
Respond to simple commands and instructions |
Mandarin 5 |
Thinking and communicating |
|
| Curricular Competency |
Interpret non-verbal cues to increase understanding |
Mandarin 5 |
Thinking and communicating |
|
| Curricular Competency |
Use language-learning strategies |
Mandarin 5 |
Thinking and communicating |
| Keyword: language-learning strategies |
Elaboration: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge and familiar words |
|
| Curricular Competency |
Comprehend high-frequency vocabulary in slow, clear speech and other texts |
Mandarin 5 |
Thinking and communicating |
| Keyword: vocabulary |
Elaboration: refers to compounds 词汇 instead of characters 字 |
|
| Curricular Competency |
Comprehend stories |
Mandarin 5 |
Thinking and communicating |
|
| Curricular Competency |
Identify key information in slow, clear speech and other texts |
Mandarin 5 |
Thinking and communicating |
| Keyword: texts |
Elaboration: “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). |
|
| Curricular Competency |
Demonstrate awareness of the relationships between sounds, phonetic representation, Chinese characters, and meaning |
Mandarin 5 |
Thinking and communicating |
| Keyword: sounds |
Elaboration: tonal variations and basic intonation patterns |
| Keyword: phonetic representation |
Elaboration: the correlation between Zhuyin symbols and their pronunciation or Pinyin letters and their pronunciation |
| Keyword: Chinese characters |
Elaboration: traditional or simplified; students should be made aware that the two character systems exist |
|
| Big Ideas |
Creative works allow us to experience culture and appreciate cultural diversity. |
Japanese 9 |
No CCG |
| Keyword: Creative works |
Elaboration: represent the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
|
| Big Ideas |
We can share our experiences and perspectives through stories. |
Japanese 9 |
No CCG |
| Keyword: stories |
Elaboration: 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. |
|
| Big Ideas |
Conversing about things we care about can motivate our learning of a new language. |
Japanese 9 |
No CCG |
|
| Big Ideas |
Acquiring a new language allows us to explore our identity and culture from a new perspective. |
Japanese 9 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of a new language. |
Japanese 9 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Japanese 9 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn |
|
| Content |
cultural practices in various Japanese communities |
Japanese 9 |
No CCG |
| Keyword: cultural practices |
Elaboration: e.g., activities, clothing, dance, festivals, food, history, land, music, protocols, rituals, traditions; relating to celebrations, holidays, and events such as 子どもの日, たなばた |
|
| Content |
indigenous peoples of Japan |
Japanese 9 |
No CCG |
| Keyword: indigenous peoples |
Elaboration: Ainu and Okinawan peoples |
|