QUARTER 1

Cou= rse: FLEX – Enrichment – Si= xth Grade – “China&#= 8221;

QUA= RTER: Third

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U= nit or General Topic, Theme, or Content Focus

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S= pecific Topics, Themes, or Content Focus

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S= kills Focus

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E= ssential Questions & Enduring Understandings

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D= istrict/Building

R= esources

(Textbook, Supplementary, Videos, etc.)<= span style=3D'font-size:10.0pt;font-family:Arial'>

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P= ossible Lessons, Projects, Assessments

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A= ligned Illinois Learn= ing Standards, Performance Descriptors, & Assessment Frameworks

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I= nterdisciplinary Connections

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D= ifferentiation Suggestions

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China

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L= esson 1

(= 1 class period)

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L= esson 2

(= 1 class period)

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L= esson 3

(= 3 class periods)

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L= esson 4

(= 3 class periods)

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L= esson 5

(= 3 class periods)

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L= esson 6

(= 2 class periods)

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L= esson 7

(= 2 class periods)

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China (Chung-Kuo) is a unit from

I= nteraction Publishers in which students will learn about and participate in the “ways” of ancient Chinese history and culture.

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Students will try to imagine what it would be like to visit a foreign culture that they had never even hear= d of. Students will become culturally sensitive to the fact that China refers to itself as Chung-Kuo, not by our Eng= lish word or meaning for China.

Students will compare and contrast the Chinese creation story and symbols with other creation stories and symbols they a= re familiar with.

Students will design and create a banner repre= senting the important symbols of their hsing.

Students will present their banner to the clas= s, explaining the significance of each symbol to the Chinese universe.<= /o:p>

Students will identify the Chinese virtue depi= cted in a story, and tell/act the story for the class, using the Tableau strat= egy of story telling.

Students will summarize the various Chinese virtues on a graphic organizer.

Students will create a Chinese name using prop= er Chinese calligraphy techniques and meaningful symbols.<= /p>

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Students will develop a timeline, listing important events in Chinese history.

Students will review what they have learned ab= out Chinese culture by playing the Great Wall Game.

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“China” curricular materials from Interaction Publishers.

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Champaign Schools “China” Teacher’s Guide.

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R= ead passage from Marco Polo.

P= ractice basic pronunciation of Chinese.

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R= ead and discuss essay on Chinese universe and symbols.

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C= reate a hsing banner.

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Storytelling using Tableau strategy.

U= se a graphic organizer.

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P= ractice Chinese calligraphy.

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Timeline.

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R= eview Game.

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S= tate Goal 1.C.3d

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S= tate Goal 16.B.3a

S= tate Goal 16.B.3b

S= tate Goal 18.A.3

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S= tate Goal 26.B.3d

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S= tate Goal 29.A.3

S= tate Goal 29.D.3

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ELA - reading for comprehension.

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T= he China unit complements the study of anci= ent China= in social studies.

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Drama – storytelling using the Tableau strategy.=

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D= evelop a basic awareness of the Chinese language.

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U= se partner reading for struggling readers.

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C= reate a more detailed timeline on the Great Wall timeline sheet.

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D= o Forbidden City activities in additional Li’s.