WESTFIELD PUBLIC SCHOOLS
January 22, 2019Attachment #2WESTFIELD PUBLIC SCHOOLSWestfield, New JerseyOffice of InstructionCourse of StudyMANDARIN CHINESE I - 3511School . Westfield High SchoolDepartment . World LanguagesLength of Course. Full YearCredits .5Grade Level(s) . 9-12Prerequisite . NoneDate I. RATIONALE, DESCRIPTION AND PURPOSEThe Westfield Public Schools Department of World Languages provides students essentialknowledge and skills to contribute to a global society. The study of a world language enablesstudents to communicate effectively with people of different cultures and to appreciate thosecultures, both modern and ancient. Studying a language other than their own also enablesstudents to learn different perspectives and different ways of organizing human societies.Proficiency in a world language allows students an understanding of the roots of their ownlanguage and culture, and thereby enables them to be informed members of a global society.Chinese is the most widely-spoken language on the planet. Approximately 850 million speakersof Chinese claim Mandarin as their native language. As a non-European language, MandarinChinese exposes students to complex linguistic systems which include tonality differentials andan Eastern view to compare to Western languages they have previously studied. The study of theChinese language enables students to become familiar with the history and culture of the Chinesepeople as they make both cultural and personal connections and comparisons to their own.Mandarin Chinese I is a foundation course directed toward the development of the four basicskills of listening, speaking, reading and writing. Students at this level begin to describethemselves and others using memorized and practiced expressions. They can ask and answerquestions as well as express likes and dislikes. The understanding and appreciation of theChinese people and their culture form an integral part of the learning experience, therebyfostering the world languages standards of communication, culture, connections, comparisonsand communities.Mandarin Chinese ISecond Reading 1/22/2019
II. OBJECTIVESThis curriculum fulfills the Westfield Board of Education expectations for student achievement.The course objectives, divided by each of the communication modes, are aligned with the NJStudent Learning Standards for World Languages, English Language Arts, Social Studies, Visualand Performing Arts, Technology, and 21st Century Life and Careers.Students:A. Interpretive Communication ModeRecognize familiar spoken and written words and phrases contained in culturally authenticmaterials related to targeted themesNew Jersey Student Learning Standards for World Languages 7.1.NM.A.1New Jersey Student Learning Standards for ELA A.R2New Jersey Student Learning Standards for Technology 8.1Comprehend and respond to conversations by native speakers on a variety of topicsNew Jersey Student Learning Standards for World Languages 7.1.NM.A.2New Jersey Student Learning Standards for 21st Century Life & Careers 9.1Demonstrate comprehension of short conversations between speakers of the target language onfamiliar topicsNew Jersey Student Learning Standards for World Languages 7.1.NM.A.1, 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5, 1.NH.A.2New Jersey Student Learning Standards for 21st Century Life & Careers 9.1, 9.2B. Interpersonal Communication ModeAsk and respond to simple questions using memorized words and expressionsNew Jersey Student Learning Standards for World Languages 7.1.NM.B.4New Jersey Student Learning Standards for Social Studies 6.2 and 6.3New Jersey Student Learning Standards for 21st Century Life and Careers 9.1Use appropriate gestures and intonation in common daily interactionsNew Jersey Student Learning Standards for World Languages 7.1.NM.B.3New Jersey Student Learning Standards for 21st Century Life & Careers 9.1Use digital tools to exchange basic information about self and studied topicsNew Jersey Student Learning Standards for World Languages 7.1.NM.B.1New Jersey Student Learning Standards for Social Studies 6.2 and 6.3New Jersey Student Learning Standards for Technology 8.1New Jersey Student Learning Standards for 21st Century Life and Careers 9.1Identify words and expressions from audio and visual resources based on familiar topics toparticipate in an exchange of informationNew Jersey Student Learning Standards for World Languages 7.1.NM.B.1New Jersey Student Learning Standards for 21st Century Life and Careers 9.1Recognize key information from written sources to formulate an appropriate responseNew Jersey Student Learning Standards for World Languages 7.1.NM.B.2New Jersey Student Learning Standards for 21st Century Life and Careers 9.1New Jersey Student Learning Standards for Social Studies 6.2 and 6.3New Jersey Student Learning Standards for Technology 8.1Mandarin Chinese ISecond Reading 1/22/2019
Briefly respond in writing to oral, audio, visual, and written prompts on familiar topics usingmemorized words, phrases, and expressionsNew Jersey Student Learning Standards for World Languages 7.1.NM.B.1New Jersey Student Learning Standards for 21st Century Life and Careers 9.1New Jersey Student Learning Standards for Social Studies 6.2 and 6.3New Jersey Student Learning Standards for Technology 8.1C. Presentational Communication ModeRecite simple rhymes, dialogues, songs and skitsNew Jersey Student Learning Standards for World Languages 7.1.NM.C.2New Jersey Student Learning Standards for 21st Century Life and Careers 9.1New Jersey Student Learning Standards for Visual and Performing Arts 1.3Make presentations comparing/contrasting the target culture with their ownNew Jersey Student Learning Standards for World Languages 7.1.NM.C.4New Jersey Student Learning Standards for 21st Century Life and Careers 9.1New Jersey Student Learning Standards for Visual and Performing Arts 1.2New Jersey Student Learning Standards for Social Studies 6.2 and 6.3Use familiar words and expressions to describe people, places, and thingsNew Jersey Student Learning Standards for World Languages 7.1.NM.C.3New Jersey Student Learning Standards for 21st Century Life and Careers 9.1D. Communities, Cultures, Comparisons, and ConnectionsDemonstrate an understanding of the similarities and differences of the target culture by makingcultural comparisons and connectionsNew Jersey Student Learning Standards for World Languages 7.1New Jersey Student Learning Standards for 21st Century Life and Careers 9.1New Jersey Student Learning Standards for Social Studies 6.2 and 6.3Identify tangible cultural products and imitate cultural customs from the target cultureNew Jersey Student Learning Standards for World Languages 7.1New Jersey Student Learning Standards for 21st Century Life and Careers 9.1and 9.2Collect information related to the cultural products, practices and perspectives associated withtarget culture to create a short presentation on specific themes with a target language audience.New Jersey Student Learning Standards for World Languages 7.1New Jersey Student Learning Standards for 21st Century Life and Careers 9.1III. CONTENT, SCOPE AND SEQUENCEMandarin Chinese I provides students the opportunity to develop a vocabulary and grammarbase. Students are given many opportunities to practice new vocabulary and expressions. Thecourse seeks to begin the development of language skills that can be applied in both formal andinformal situations. The skill of understanding simplified Chinese characters is infusedthroughout the course; however, students are exposed to using pinyin for typical writingassignments. Furthermore, the history of the Chinese writing system is introduced throughoutthe course while adhering to the essential questions for various units of study. Since MandarinChinese is not an alphabetic language, students are provided with the appropriate framework forunderstanding the linguistic system and creating meaning through activities during lessons. Thefollowing themes are interwoven to provide the framework by which students communicate asthey explore cultural perspectives, make connections and comparisons, and prepare to participatein local and global communities.Mandarin Chinese ISecond Reading 1/22/2019
ThemesA. All about Me (suggested time 7-8 weeks)1. use appropriate greetings2. ask and express age3. express basic personal information4. identify immediate family membersB. My School (suggested time 7-8 weeks)1. recognize common classroom vocabulary2. identify classes, schedules and times3. identify extracurricular activities (sports, clubs)4. express likes/dislikes5. recall days of the week and months of the year6. compare/contrast schools from the U.S. with those from the target cultureC. My Interests and Hobbies (suggested time 5-6 weeks)1. express favorite activities2. explain how interests and hobbies define oneself3. discuss the role of social media in today’s world4. identify different resources on the internet5. identify occupationsD. Cultural Traditions (suggested time 7-8 weeks)1. identify meal times2. examine the influence of Chinese cuisine in American culture3. compare/contrast American, Chinese, and Chinese-American dishes4. recognize Chinese traditions and customs5. discover the eight regional cuisines of ChinaE. How Do I Get Around? (suggested time 5-6 weeks)1. identify modes of transportation2. express daily routines in the future3. experience colors and their cultural meanings4. recognize the flags of Chinese-speaking countriesIV. INSTRUCTIONAL TECHNIQUESDifferentiated instruction creates a student-centered environment that seeks to accommodate thediverse learners and provides multiple pathways to learning. A variety of instructionalapproaches are employed to involve all students in the learning process and to accommodatedifferences in readiness levels, interests and learning styles. The target language is used as theprimary means of communication by providing an immersion setting in which both teachers andstudents use the target language at least 95% of the time. Instructional techniques include but arenot limited to:Mandarin Chinese ISecond Reading 1/22/2019
A.B.C.D.E.F.G.H.I.Teacher-directed, whole-group instructionSmall-group instructionFlexible groupingTechnology-infused instructionHands-on activitiesResearch projectsGuided reading and discussionThink-Pair-Share student partner activitiesTotal Physical Response (TPR).V. EVALUATIONThe purpose of assessment is to improve student learning, gauge student progress and makenecessary adjustments in methodology when needed. Student assessment practices include butare not limited to:A. Informal Assessments1. interviews2. oral presentations3. aural practice4. role-play5. classroom observations during coupled and group activitiesB. Formal Assessments1. baseline assessments2. benchmark assessments3. short essays4. oral presentations5. written quizzes and tests6. aural assessments7. projects.VI. PROFESSIONAL DEVELOPMENTThe following activities support this curriculum:A. Collaboration with colleagues and supervisors to discuss and reflect upon unit plans,homework, and assessmentB. Department meetings to plan and coordinate curriculum and activitiesC. Visitation to districts that implement innovative language programsD. Professional development through courses or conferences.Mandarin Chinese ISecond Reading 1/22/2019
APPENDIX INew Jersey Student Learning Standards for World LanguagesSTANDARD 7.1 All students will be able to use a world language in addition to English toengage in meaningful conversation, to understand and interpret spoken and written language, andto present information, concepts, and ideas, while also gaining an understanding of theperspectives of other cultures. Through language study, they will make connections with othercontent areas, compare the language and culture studied with their own, and participate in homeand global communities.Strand A – Interpretive .A.2Recognize familiar spoken or written words and phrases contained inculturally authentic materials using electronic information sources related totargeted themes.Recognize a few common gestures and cultural practices associated with thetarget culture(s).Identify familiar people, places, and objects based on simple oral and/orwritten descriptions.Demonstrate comprehension of brief oral and written messages using age andlevel appropriate, culturally authentic materials on familiar topics.Demonstrate comprehension of simple, oral and written directions,commands, and requests through appropriate physical response.Strand B – Interpersonal Mode7.1.NM.B.17.1.NM.B.27.1.NM.B.37.1.NM.B.4Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes.Give and follow simple oral and written directions, commands, and requestswhen participating in age appropriate classroom and cultural activities.Imitate appropriate gestures and intonations of the target culture(s)/languageduring greetings, leave-, takings, and daily interactions.Ask and respond to simple questions, make requests, and express preferencesusing memorized words and phrases.Exchange information using words, phrases, and short sentences practiced inclass on familiar topics or on topics studied in other content areas.Strand C – Presentational Mode7.1.NM.C.17.1.NM.C.2Use basic information at the word and memorized-phrase level to create amultimedia-rich presentation on targeted themes to be shared virtually with atarget language audience.Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.Mandarin Chinese ISecond Reading 1/22/2019
7.1.NM.C.37.1.NM.C.4Present information from age- and level-appropriate, culturally authenticmaterials orally or in writingName and label tangible cultural products and imitate cultural practices fromthe target culture(s).The entire standards document may be viewed at http://www.state.nj.us/education/cccsAPPENDIX IINew Jersey Student Learning Standards for Social StudiesSTANDARD 6.1 All students will acquire the knowledge and skills to think analytically abouthow past and present interactions of people, cultures, and the environment shape the Americanheritage. Such knowledge and skills enable students to make informed decisions that reflectfundamental rights and core democratic values as productive citizens in local, national, andglobal communities.STANDARD 6.2 All students will acquire the knowledge and skills to think analytically andsystematically about how past interactions of people, cultures, and the environment affect issuesacross time and cultures. Such knowledge and skills enable students to make informed decisionsas socially and ethically responsible world citizens in the 21st century.STANDARD 6.3 All students will acquire the skills needed to be active, informed citizens whovalue diversity and promote cultural understanding by working collaboratively to addresschallenges that are inherent in living in an interconnected world.The entire standards document may be viewed at http://www.state.nj.us/education/cccs/APPENDIX IIINew Jersey Student Learning Standards for English Language ArtsSTANDARD NJSLS 11-12.A.R1. Read closely to determine what the text says explicitly and tomake logical inferences and relevant connections from it; cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.STANDARD NJSLS 11-12.A.R2. Determine central ideas or themes of a text and analyze theirdevelopment; summarize the key supporting details and ideas.STANDARD NJSLS 11-12.A.R3. Analyze how and why individuals, events, and ideas developand interact over the course of a text.Mandarin Chinese ISecond Reading 1/22/2019
STANDARD NJSLS 11-12.A.R4. Interpret words and phrases as they are used in a text,including determining technical, connotative, and figurative meanings, and analyze how specificword choices shape meaning or tone.STANDARD NJSLS 11-12.A.SL1. Prepare for and participate effectively in a range ofconversations and collaborations with diverse partners, building on others’ ideas and expressingtheir own clearly and persuasively.STANDARD NJSLS 11-12.A.SL2. Integrate and evaluate information presented in diversemedia and formats, including visually, quantitatively, and orally.STANDARD NJSLS 11-12.A.SL3. Evaluate a speaker’s point of view, reasoning, and use ofevidence and rhetoric.STANDARD NJSLS 11-12.A.SL4. Present information, findings, and supporting evidence suchthat listeners can follow the line of reasoning and the organization, development, and style areappropriate to task, purpose, and audience.STANDARD NJSLS 11-12.A.SL5. Make strategic use of digital media and visual displays ofdata to express information and enhance understanding of presentations.STANDARD NJSLS 11-12.A.SL6. Adapt speech to a variety of contexts and communicativetasks, demonstrating command of formal English when indicated or appropriate.The entire standards document may be viewed at http://www.state.nj.us/education/cccs/APPENDIX IVNew Jersey Student Learning Standards for Visual and Performing ArtsSTANDARD 1.2. History of the Arts and Culture: All students will understand the role,development, and influence of the arts throughout history and across cultures.The entire standards document may be viewed at http://www.state.nj.us/education/cccsMandarin Chinese ISecond Reading 1/22/2019
APPENDIX VNew Jersey Student Learning Standards for TechnologySTANDARD 8.1 Educational Technology: All students will use digital tools to access,manage, evaluate, and synthesize information in order to solve problems individually andcollaborate and to create and communicate knowledge.STANDARD 8.2 Technology Education, Engineering, Design, and ComputationalThinking - Programming: All students will develop an understanding of the nature and impactof technology, engineering, technological design, computational thinking and the designed worldas they relate to the individual, global society, and the environment.The entire standards document may be viewed at http://www.state.nj.us/education/cccs/APPENDIX VINew Jersey Student Learning Standards for 21st Century Life & CareersSTANDARD 9.1 (21st Century Life and Career Skills) all students will demonstrate the creative,critical thinking, collaboration, and problem-solving skills needed to function successfully asboth global citizens and workers in diverse ethnic and organizational cultures.The entire standards document may be viewed at http://www.state.nj.us/education/cccs/Mandarin Chinese ISecond Reading 1/22/2019
WESTFIELD PUBLIC SCHOOLSWestfield, New JerseyOffice of InstructionCourse of StudyMANDARIN CHINESE II - 3512Schools . Westfield High SchoolDepartment . World LanguagesLength of course . Full YearCredits .5Grade Level . 9-12Prerequisite . Mandarin Chinese IDate .I. RATIONALE, DESCRIPTION AND PURPOSEThe Westfield Public Schools Department of World Languages provides a well-articulatedprogram in order to prepare students to become responsible citizens in a multicultural anddiverse global society. Language skills and cultural awareness stimulate cognitive developmentand academic achievement. The study of a world language promotes knowledge, understandingand respect for the perspec
This curriculum fulfills the Westfield Board of Education expectations for student achievement. The course objectives, divided by each of the communication modes, are aligned with the NJ Student Learning Standards for World Languages, English Language Arts, Social Studies, Visual and Performing Arts, Technology, and 21st Century Life and Careers.
Safety authorize the Westfield Public Works Department to authorize a change order for the construction of the River Road Welcome Well Field Expansion for an amount not to exceed 543,000. Action Item #3 Change Orders - City of Westfield City Services Center The Westfield Public Works Department is recommending the following Change Orders
Watton Westfield Infant and Nursery School offers parents of children from our school and their sib-lings, the option of accessing our range of extended schools – breakfast, sessional childcare and after school club. Helpful Information At Westfield Infant and Nursery School , we pride ourselves on ensuring parents have all the
Non-Profit Org. US Postage PAID Springfield, MA Permit# 1215 Westfield Bank Sunday Night Concert Series Concerts begin at 6:00 p.m. in the Beveridge Pavilion, weather permitting and are free to the public. Food Service provided by Greater Westfield Western Hampden County MRC, Inc. & Greater Westfield C.E.R.T. Chairs will be available.
4 Introduction to Westfield School All information in this handbook is correct as of October 2020 Introduction to Westfield School Dear Parent Welcome to Westfield Primary School. I hope that our partnership will be productive and enjoyable and that your child settles quickly with us. We take pride in the fact that
The following preliminary investigation has been prepared for the Town of Westfield Planning Board to determine whether a certain property qualifies as a non-condemnation area in need of redevelopment under N.J.S.A. 40A:12A-5. The Mayor and Town Council of Westfield authorized the Planning Board, through
tful and oughly tional! est eld nds humor in e others Comedian Kathy Westfield www.kathywestfield.com Armed with her faith in God and blessed with the gift of humor, comedian Kathy Westfield shares her hilario
Our summer camp programs continued to be a significant focal point and strength for our council. Camp Hoover returned to full capacity and we opened a new Day Camp site, to capacity, in partnership with the Jerseyland Community Center in Scotch Plains while maintaining our Elizabeth camp program.
The Reading Inventory (RI) is the tool Westfield Public Schools uses to measure this plan’s 95% goal of reading proficiency across grades 3 – 10. The Reading Inventory measures students’ reading growth on the Lexile Framework for Reading. This is a research-based, adaptive assessment that measures reading skills and
