What students will learn in Chinese class in week 9 & 10:
Chinese Literacy:
Review Unit 1 & 2:
Review Unit 1 & 2:
Unit 1:
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Unit 2:
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Math:
2. 和(全部)是 ____. The sum is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在全部有几个?There are ___ (number)____ color (cubes). I
add___ (number), how many are three?
2. 差是 ____. The difference is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我拿走了 ___ (数字), 现在还剩下几个?There are ___ (number)____ color (cubes). I
took___ (number) away, how many are left?
Content Objective(s):
- Topic 14 – Reason with Shapes and Their Attributes. (week 8. 9. & 10)
- Listen: 一样 (same amount), 不一样(difference), 一共( altogether), 少于(fewer), 比较(compare), 拿掉/减掉 ( take away), 答案(answer), 减法(subtract), 差(difference), 减(minus), 等于(equal)
- Read: 减号(minus sign), 等号(equal sign)
- Write: ___ - ___ = ____.
- Speak: 一样 (same amount), 顺序(order), 比较(compare), 多(more), 拿掉/减掉 ( take away), 减法(subtract), 减(minus), 等于(equal)
- Sentence Frame:
2. 和(全部)是 ____. The sum is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在全部有几个?There are ___ (number)____ color (cubes). I
add___ (number), how many are three?
- Sentence Frame:
2. 差是 ____. The difference is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我拿走了 ___ (数字), 现在还剩下几个?There are ___ (number)____ color (cubes). I
took___ (number) away, how many are left?
Content Objective(s):
- Students will solve addition problems by recognizing and recording its parts in small groups.
- Students will be able to distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) and build and draw shapes that possess defining attributes in small groups or individually.
- Students will be able to compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape in small groups or individually.
- I can solve addition problems by recognizing and recording its parts with a small group.
- I can distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) and build and draw shapes that possess defining attributes in small groups or individually.
- I can compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape in small groups or individually.
- Students will speak the words inside, outside and in all while adding parts.
- Students will speak the words square, rectangular, circular, semicircular, Conic, triangular, quadrangular, pentagonal, hexagonal (正方形,长方形,圆形,半圆形,圆锥形,三角形,四角形,五角形,六角形).
- I can speak the words inside, outside and in all while adding parts.
- I can speak the words square, rectangular, circular, semicircular, Conic, triangular, quadrangular, pentagonal, hexagonal (正方形,长方形,圆形,半圆形,圆锥形,三角形,四角形,五角形,六角形).
Science/Social Studies (Interconnections):
Changes in organisms over time - plants (Week 7-10)
Changes in organisms over time - plants (Week 7-10)
- Exploring pumpkins.
- Neighborhood traditions
- plant cycle: sunflowers
- Sorting the life cycle of a pumpkin.
- Sprouting a Seed.
- Students will organize the life cycle of a pumpkin into the correct order.
- Students will identify the parts of the seed with the class.
- Students will observe the life cycle of a pumpkin with the class.
- I can put the life cycle of a pumpkin in the correct order.
- I can identify the parts of the seed with the class.
- I can observe a growing seed with the class.
- Students will use the phrases “same” and “not the same” when playing memory with their partner.
- Students will write the word “seed” on their drawings independently.
- Students will use the word “change” when describing the changes of their seed.
- I can say, “same” or “not the same” and “before” and “after” when I play memory with a partner.
- I can write the word “seed” on my drawing by myself.
- I can use the word “change” when describing my seed.
- How do living things meet their needs in my neighborhood.