MANDARIN CHINESE STANDARDS and OBJECTIVES. Newtown Public Schools Newtown, Connecticut

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1 MANDARIN CHINESE STANDARDS and OBJECTIVES Newtown Public Schools Newtown, Connecticut Adopted by the Board of Education August

2 NEWTOWN SUCCESS-ORIENTED SCHOOL MODEL All Children Can and Will Learn Curriculum Mastery Self-Directed Learning Process Skills Living and Working with Others Self Esteem Basic Human Needs Well Quality education is possible if we all agree on a common purpose as we work together to continuously improve the teaching and learning process. We believe that ALL CHILDREN CAN AND WILL LEARN WELL. The system strives to establish high standards for our students, faculty, and staff through the curriculum documents. Mastery of this curriculum depends on the effort and persistence of the learner, the support of the parents, and the knowledge, skills and persistence of the staff. In order for our students to reach the goals of cognitive achievement, students must learn how to use the process skills of decision-making, problem solving, and critical thinking. Students need to take responsibility for their learning by becoming self-directed, active participants in the educational process. We must continuously work to improve the learning environment and the curriculum. To improve, we must analyze what we believe, what we know, and what we want before we take action to reach these goals. It is the responsibility of the staff of the Newtown Public Schools to provide all children with the opportunity to learn well. We believe that the students and staff will be more productive when basic human needs are met. These needs include: Belonging, the need for positive relationships; Competence, the need to be successful; Freedom, the need to have control over decisions; Fun, the need to enjoy life; and Survival, the need for shelter, food and good health. Living and working with others enriches the experiences of students. Positive self-esteem brings productivity and personal satisfaction to students and to staff. This esteem can be nurtured through opportunities to self-evaluate constructively and see performance improve as a result of work. 2

3 Newtown High School Mission and Learning Expectations Newtown High School is committed to building a community that pursues rigorous academic goals and personal responsibility. We also encourage dignity, civility, and tolerance. At Newtown High School, students and teachers work together so that all members of the school community can reach the highest possible level of individual potential. In our partnership of students, teachers, parents, and community members, we work to promote success in a challenging environment and to cultivate competent, contributing, and productive citizens. Graduates of Newtown High School will: Academic Expectations Demonstrate strategies to identify, locate, and interpret information Relate and apply new knowledge using a variety of resources including technology Take and support a position on information and ideas Convey information and ideas in a given written format Use inquiry strategies and apply appropriate procedures to solve and communicate an authentic problem or situation Convey information and ideas to others in a presentation using spoken language, non-verbal language and multi-media Civic Expectations Develop opinions on a variety of issues Exhibit involvement in the classroom, school, and larger community through speech and action Social Expectations Value personal integrity, respect for others, and appreciation for diversity Share responsibility with others to address and resolve issues 3

4 MANDARIN CHINESE I CURRICULUM FOCUS ON THE MISSION STATEMENT FOCUS GOALS: Academic Expectations Convey information and ideas in a given written format Convey information and ideas to others in a presentation using spoken language, non-verbal language and multi-media Civic Expectations Develop opinions on a variety of issues Exhibit involvement in the classroom, school, and larger community through speech and action Social Expectations Value personal integrity, respect for others, and appreciation for diversity OPPORTUNITIES TO MEET THE STANDARDS AS SCORED BY THE ANALYTICAL RUBRICS: Graduation Standards: Spoken Communication and Information Literacy 4

5 Newtown High School Mandarin Chinese OVERRIDING PRINCIPLE IN MANDARIN CHINESE Language shapes culture as culture shapes language. STANDARDS WITH OBJECTIVES BY COURSE Standard 1 (Communication - Expressive) Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. I Students will communicate in Chinese in order to: Students will communicate in Chinese in order to: - Greet others and exchange essential information. - Exchange basic information about events in their everyday lives and experiences. - Describe various people, objects and activities found at home and school. - Give and follow simple instructions. - Express their likes and dislikes in their everyday environments. - Indicate that they do not understand the intended message and the ability to ask for clarification. - Recognize that there are many ways to express an idea. - Understand the use of appropriate gestures. - Exchange information with peers and the teacher in written and oral forms, about events in their everyday lives and experiences from their past. - Give and follow directions in order to travel from one location to another and ask questions for clarification - Acquire goods and/or services through basic negotiations and exchange of monies. - Participate in culturally appropriate exchanges that reflect social amenities. - Exchange thoughts about people, activities and events - Evaluate their efforts and identify ways to improve their communication in the target language. - Find alternate methods of communication when unable to express intended message adequately. 5

6 Standard 2 (Communication - Receptive) Students will understand and interpret spoken and written language on a variety of topics. I Students will use the Chinese language in order to: Students will use the Chinese language in order to: - Identify people and objects in their environments, based on oral and written descriptions. - Comprehend short conversations among peers and adults on familiar topics. - Comprehend the main ideas, themes, and some details, contained in audiovisual materials in the target culture/language. - Comprehend the basic content of oral and written materials on familiar topics. - Comprehend the principle message in level appropriate materials in which cognates or illustrations may or may not be used, including stories, newspaper articles and advertisements. - Recognize and respond appropriately to simple questions, statements or commands. - Comprehend the main ideas when listening to peers and adults discuss topics of personal interest - Understand the main ideas, themes and some details from authentic audio/visual materials - Collect data on familiar topics from various sources. - Identify the principal characters and comprehend the main ideas, themes and significant details when reading authentic texts that have been adapted for student use - Comprehend the basic content of selected written materials on the basis of topical familiarity - Begin to make informed hypotheses about the meaning of unfamiliar passages in the target language, based on contextual clues. - Improve listening comprehension skills when confronted with less familiar topics by relying on verbal and non-verbal cues and listening for rephrasing and circumlocution 6

7 Standard 3 (Communication Presentational) Students will present information, concepts and ideas to listeners or readers on a variety of topics. I Students will communicate in Chinese in order to: Students will communicate in Chinese in order to: - Give simple oral reports or presentations about objects, family, and friends in everyday events. - Write short, informal notes providing information about themselves, their friends and families, and their school activities. - Create lists of items necessary to plan activities that might take place in their daily lives or in the target culture. - Make brief presentations to their class on topics of personal interest, topics studied in class, or in other subject areas. - Prepare audio or visual messages in the target language. - Present short plays, skits, recite selected poems, anecdotes, or perform songs. - Summarize the plot and provide brief descriptions of characters in selected readings. - Write notes and short letters in the target language on topics of shared personal interest, including daily events and activities. - Effectively use repetition, rephrasing and gestures to assist in communicating meaning 7

8 Standard 4 (Cultures) Students will demonstrate an understanding of the traditions, products, and perspectives of the culture studied - Identify authentic products of the target culture, and discuss their significance. - Identify, experience, or read about and discuss expressive forms of the target culture, including but not limited to art, literature and music. - Identify, discuss, and create different types of artwork that are appreciated or made by their peer group in the target culture. - Participate in age appropriate cultural activities. - Use appropriate gestures and oral expressions for greetings and farewells. I - Identify, experience or read about, and discuss expressive forms of the target culture, including but not limited to art, literature and music, and describe their significance. - Participate in age-appropriate cultural activities. - Use appropriate verbal and nonverbal behavior for daily activities among peers and/or adults. - Observe, identify and discuss the patterns of behavior or interaction that are typical of their peer group in the target culture. - Identify and discuss themes, ideas and perspectives that are related to the practices and products studied. - Identify and compare authentic products found in different cultures, and discuss their significance. 8

9 Standard 5 (Connections- Interdisciplinary Mode) Students will reinforce and expand their knowledge of other areas of study through Chinese. I - Use simple information learned in other subjects in their study of a world language. - Use simple information from their world language class in their study of other subjects. - Use new information and interdisciplinary awareness gained through world language study to expand their personal knowledge via comparison and evaluation. - Acquire information from a variety of other subjects and integrate it into the world language classroom, comparing and evaluating the similarities and difference in information. - Use new information and critical thinking gained through world language study to expand their personal knowledge. 9

10 Standard 6 (Connections-Intradisciplinary Mode) Students will reinforce and expand their knowledge of other areas of study through Chinese. I - Use multiple media resources to access information regarding the target culture(s). - Recognize and utilize various sources of information available only in the target language and culture(s), e.g. newspapers, websites, television under supervision. - Use multiple media resources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base. - Develop the necessary research skills to use the Internet in order to gain greater access to the target culture(s). 10

11 Standard 7 (Comparisons among languages) Students will demonstrate an understanding of the nature of language through comparison of the Chinese language and their own. I - Be able to identify and use cognates and adopted words, and therefore understand the development of language. - Demonstrate an awareness of the target language s phonetic and writing systems and how they differ from phonetic and writing systems in the English language. - Develop listening and speaking skills on a range of topics to facilitate reading and writing skills. - Retell, summarize and give opinions on grade-appropriate texts. - Copy and organize in a logical sequence a written text. - Understand how idiomatic expressions affect communication and reflect culture. - Access and compare a variety of material that includes multicultural themes. - Use oral and written language to demonstrate an understanding of similarities, differences and interactions across languages. - Expand comprehension strategies to predict outcomes and make comparisons. - Produce coherent and accurate written work for a variety of purposes in the target language. 11

12 Standard 8 (Comparisons among cultures) Students will demonstrate an understanding of the nature of culture through comparison of the culture of Chinese speakers and their own. I - Compare and contrast art forms, such as music and songs across cultures. - Demonstrate knowledge of the patterns of behavior across cultures that are related to recreation and celebrations. - Identify and describe some cultural beliefs and perspectives across cultures. - Use new information and cultural awareness to recognize and compare the similarities and differences across cultures. - Compare and contrast art forms, such as music and songs across cultures. - Investigate and report on cultural traditions and celebrations that exist across cultures. - Solicit peers opinions on aspects of culture and compare this information with how their peers in the target culture(s) view the same topic. - Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s). - Use new information and perspectives to develop respect for the people(s) of other cultures. 12

13 Standard 9 (Communities) Students will use the Chinese language both within and beyond the school setting for personal enjoyment, enrichment, and active participation. I Students will communicate in Chinese in order to: Students will communicate in Chinese in order to: - Discuss their families, school experiences, and free-time activities in the target language in written and oral form. - Identify the different types of employment in which target language skills are an asset. - Use various media from the target language and culture for entertainment. - Demonstrate self-knowledge as well as understanding of others in areas of common interest through the target language. - Discuss their families, school experiences, free-time activities or current events in the target language in written and/or oral form. - Create an awareness of members of the local community who are employed in a variety of professions and learn how they use the target language in their work. - Review and use materials and/or media from the target language and culture for enjoyment. - Consult various sources to obtain information on topics of personal interest for use in the target language. - Demonstrate self-knowledge as well as understanding of others in areas of common interest through the target language. 13