Course Syllabus

Course Syllabus Course Title: Mandarin Chinese 3 Accelerated

Course Number: CHI311/CHI312

Grade Level: 9-12

Semester Offered: Full year Prerequisite: Mandarin Chinese 2 Accelerated, and/or passing of placement test and recommendation of instructor and approval of director

Instructor:

● Name: Li Ye 叶老师

● Office: Room 2434

● Telephone number: 847.415.4726

● Email address： li.ye1@d125.org

I. Course Description:

Students continue to work to develop their competence in Mandarin Chinese across the three modes of communication in the context of the six AP themes. Performance-based assessments provide the students opportunity to use the language independently in unfamiliar contexts. Interpretive listening and reading tasks are focused on both literal and comprehension and inferential interpretation. Practice is provided regularly, both within the classroom and at home. Cultural information and comparisons are drawn from authentic print, literary works, and class discussion. Students will participate in class debates and facilitate classroom discussion through their own student-led presentation. The expectation is that the communication in the classroom takes place primarily in Chinese. This course begins preparation for the Advanced Placement Chinese Language and Culture examination.

Targeted performance-toward-proficiency level: Intermediate Low

II. PROFICIENCY SCALE

4 3 2 1 M N

4: Exceeds Mastery

3: Demonstrates Mastery

2: Approaching Mastery

1: Developing foundational skills

M: Missing Evidence Can Be Turned In Missing Evidence

N: Cannot Be Turned In

III. STANDARDS & SCALED LEARNING TARGETS

1. PRESENTATIONAL COMMUNICATION 1A: I can create an original spoken message.

4: I can independently create a spoken message using above-level communications strategies and language control.

3: I can independently create a spoken message using level-appropriate communications strategies and language control.

2: I can independently create a spoken message using level- and non-level appropriate communications strategies and language control.

1: I can independently create a spoken message using non-level appropriate communications strategies and language control.

1B: I can create an original written message.

4: I can independently create a written message using above-level communications strategies and language control.

3: I can independently create a written message using level-appropriate communications strategies and language control.

2: I can independently create a written message using level- and non-level appropriate communications strategies and language control.

1: I can independently create a written message using non-level appropriate communications strategies and language control.

2. INTERPERSONAL COMMUNICATION 2A: I can engage in conversation.

4: I can independently maintain a conversation using above-level communications strategies and language control.

3: I can independently maintain a conversation using level-appropriate communications strategies and language control.

2: I can independently maintain a conversation using level- and non-level appropriate communications strategies and language control.

1: I can independently maintain a conversation using non-level appropriate communications strategies and language control.

3. INTERPRETIVE SKILLS 3A: I can interpret an A/V source.

4: I can accurately demonstrate literal and interpretive comprehension of an A/V source with insightful details/reasoning.

3: I can adequately demonstrate literal and interpretive comprehension of an A/V source.

2: I can demonstrate basic comprehension of an A/V source.

1: I can demonstrate minimal comprehension of an A/V source.

3B: I can interpret a written passage.

4: I can accurately demonstrate literal and interpretive comprehension of a text with insightful details/reasoning.

3: I can adequately demonstrate literal and interpretive comprehension of a text.

2: I can demonstrate basic comprehension of a text.

1: I can demonstrate minimal comprehension of a text.

IV. GRADE DETERMINATION

The four-point scale will be used to communicate student progress. This scale is also used to determine the final letter grade at the end of the semester based on the four academic standard scores. Each standard score will be determined by using the double majority (mode) for the learning targets. The Interactive Report Card (IRC) will be used to communicate student progress in each learning target. It will also be used to communicate missing assignment, teacher comments, Social and Emotional Learning concerns, and predicted grades.

Grades will be determined based on the following: A: Score of “3” or “4” in all of the academic standards B: Score of a “2” in any one of the academic standards C: Score of a “2” in more than one academic standards D: Score of a “1” in any one of the academic standards F: Score of a “1” in more than one academic standards

* Important Note: If any assessment is not taken, students will run the risk of failing. -----------------------------------------------------------------------

PERFORMANCE ASSESSMENTS:

• Presentational Speaking and Writing

• Interpersonal Speaking and Writing

• Interpretive Listening and Reading

Summative performance assessments include unit tests and semester tests. These tests are designed based on the Chinese AP exam format. The tests include listening, speaking, reading, writing and cultural assessments. Listening and reading comprehension are tested through using authentic materials in the format of multiple choices and others, while the writing and cultural assessments are related to the themes students explored in the units. Students take their writing assessment in the language lab using computers within the set time limit

FORMATIVE LEARNING CHECKS OF SUPPORTING CONTENT

• Vocabulary

• Grammatical structures, etc.

Formative assessments include daily participation and assignments. In daily classes, students are assessed through vocabulary quizzes, answering questions, summarizing reading materials, describing pictures, expressing their ideas and opinions, presenting cultural topics, discussing findings, giving short speeches, and debating.

Daily assignments include completing Quizlet flashcard games, reading comprehension, responding to emails & blog postings, summarizing stories, composing short stories, and so forth.

SPECIFIC COURSE ACTIVITIES:

In order to make satisfactory progress towards course objectives, students will need to:

• Participate in class activities (take notes, work in a group, complete in class tasks, ask questions)

• Complete assigned homework as needed in order to improve learning.

• Use formative assessments to track learning progress and identify strengths and weaknesses with the course content and complete outside practice activities when necessary.

• Complete all assessments listed above.

• Create and follow through on a plan of improvement when demonstrating little to no understanding of learning targets.

MAKEUP POLICY:

Assessments that are missed will be marked “M (missing)” or “Blank” in the gradebook until completed. Students have four school attendance days to complete a missed assessment. Incomplete assessments result in a lack of evidence of student understanding and may cause a student to fail.

TEXTBOOK/E-BOOK: N/A Teacher will provide Texts/Materials (paper and/or digital on Haiku website), which include web postings, blogs, e-mails, signs, printed advertisements, video clips, commercials, films, announcements, news broadcasts, and texts from newspapers, magazines, webpages, and etc. Curriculum outlines and instructor-created materials will be provided and also posted on Canvas.   Students are expected to have their iPads (fully-charged), pencils, and pens of varied colors. A folder and notebook just for Chinese are also required.

V. STUDENT EXPECTATIONS

Mandarin Only! When you walk into this class, you will be entering a world where only Mandarin is spoken. This not only will be a fun experience but also enable you to understand and speak more Mandarin in a shorter period of time. For most of you, this is really the only time you can be immersed in Mandarin after all. At the beginning you might find it frustrating, but you will be very proud of yourselves and can’t wait to show off you Mandarin sooner than you expect. How to be successful in this class?

• Stay in Mandarin (Keep your cheat-sheet of classroom survival expressions in your Chinese folder)

• Be in class daily, be punctual and to be prepared

• Be willing to take risks and don’t be afraid to make mistakes or be laughed at

• Be kind and respectful to the teacher and others

• Be sensitive to other’s culture

• Participate actively and cooperatively in all activities

• Review (e.g. 10 minutes on listening/speaking, 10 minutes in writing characters daily) and reflect frequently

• Practice with heritage/native Mandarin-speakers whenever possible iPad Use Rules iPads will be an essential tool in this class and they will be used for: quizzes, research, accessing all course documents and work in class. Please don't worry or be afraid: we will spend a lot of time in class learning how to master this technology together!! With that said, this device also poses a huge temptation that you must learn to manage. When using the iPad in class there are strict guidelines that must be followed:

• iPad must be fully charged, no charging will be allowed in class 


• Work on what we are working on 


• No Facebook 


• No personal email 


• No gaming 


• No twitter 


• No “Selfies” photos 


• All apps must be “killed” before class starts, the only apps that are to be open are the ones 
we are currently using in class. 


• Must follow the school's policy on technology usage. 


• Please remember iPads are a privilege, not a right. Any failure to comply with the above or teacher stated rules can and will result in the removal of your iPad privilege, you will just have to do everything by hand. 
 Canvas will be used on a daily basis in this class. In Canvas you will find all our class handouts, assignment due dates and important notifications. I will teach you how to use this very important site over the next few weeks! It is essential that you check Canvas on a daily basis and check the weekly plan on your iPad.

Program/App Check List

This is a list of programs that should be on your iPad. If a program is missing check two things. First, see if it is a free app that can be downloaded. If the app is not free please see your instructor to correct the issue.

o Adobe Reader

o Baiboard

o Canvas

o Google Drive

o Explain Everything

o iMovie o Keynote

o Nearpod

o Pages (to work on word documents)

o Puppet Pals

o Quizlet

o PDF Expert

o Educreations

o Showme

Start of the Class

You must be in your assigned seat and prepare to work as soon as you walk into the classroom. Daily warm-up activity will either be placed at the desk near the door or displayed on the screen. You will only have a few minutes to work on it. You will take one as you walk in and write your name and date on the paper, which will be collected at the end of the week.

During Class

• Eating is permitted in class as long as it does not interfere with class activities. Don’t forget to clean up afterwards.

• Bathroom/locker/dorm passes are privileges and are not necessary. If you absolutely need to use one, you are expected to request politely in Chinese.

• Selling for fundraisers needs to be pre-approved by the teacher and needs to be done before the 2nd bell or after the class.

Dismissal at the end of class

You will be dismissed by the teacher at the end of the period, not by the bell. Do not pack your backpack until your teacher indicates that it is time to do so.

VI. COURSE PLANNER/SEQUENCE OF TOPICS

Unit 1: Academics &Co-Curricular Activities 学科与课外活动

Global Theme: Contemporary Life

Essential question:

What role do academics and co-curricular activities play in high school students’ life?

Describe what the academics and co-curricular activities are, express personal needs and preferences in selecting courses, explain the significances of academics and co-curricular activities, compare and contrast school schedules in America and China

Unit 2: Moon Festival 中秋节

Global Theme: Families and Communities

Essential question:

When, what and how do Chinese celebrate?

Present basic information about major Chinese Moon Festival and its celebrations, give examples of foods and activities people do during the festival and the celebrations, explain social customs and traditions associated with this celebration, compare differences and similarities between Chinese and one’s own culture

Unit 3: The Art of Chinese Food 中国美食艺术

Global Themes: Beauty & Aesthetics, Contemporary Life

Essential question:

How does food influence Chinese people’s daily life? How does the art of Chinese food and cooking reflect cultural perspectives?

Describe famous Chinese dishes and the characteristics of them, explain the art of making and tasting various dishes, explain how the art of Chinese food reflect cultural perspectives, discuss the cultural practices of having certain Chinese foods

Unit 4: Health and Wellness 健康与保健

Global Theme: Science & Technology

Essential question:

How do I stay healthy? When and why do I need see a doctor/nurse?

Describe basic physical and health conditions, give examples of symptoms of common illnesses, request for medical help, identify information on medical forms and medicine directions, making suggestions about home remedies and ways to stay healthy, making comparisons between traditional Chinese medicine and western medicine

Unit 5: Language and Identity 语言与身份

Global Theme: Personal and Public Identities

Essential question:

Why do we learn foreign languages? What are challenges in studying foreign languages? What strategies do we need to apply to learn foreign languages well?

Explain the reasons to learn Chinese, express opinions on learning Chinese, describe the challenges and strategies in learning Chinese and provide suggestions on how to learn Chinese well.

Unit 6: Social Media 社会传媒

Global Theme: Science and Technologies

Essential question:

How social media impact our life style?

Describe different social media in America and China, explain what you use computer, the Internet and social media for in your daily life and how they impact your life style.

Unit 7: Travel and Transportation 旅游与交通

Global Theme: Contemporary Life Essential question: Why traveling to another country? What makes a city or a tourist attraction special? How does means of transportation change contemporary life in China?

Describe different means of transportation and talk about travel plans, have conversations about a trip to major cities in China and give reasons why they are special, describe travel experience and give suggestions, exchange opinions and preferences, simulating shopping at a local market and eating at a restaurant, discuss common travel situations