Grade 5: Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

• view and listen to creative works with visual and contextual support, and respond to them in various ways

To view the prescribed learning outcomes for Experiencing Creative Works in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Read to students from picture books that use familiar words and Chinese characters. (For more context-relevant materials, use children's books in other languages but paste Chinese characters over the words.)
• Have students make their own Chinese books by drawing pictures and writing a few words about each illustration.
• Show students how to use computer programs to generate Chinese characters for book projects or other purposes (e.g., banners, birthday cards).
• Keep a classroom collection of Chinese-language books (both commercial examples and those created by students) for students to read on their own or take home.
• Provide key words written in Pinyin and Chinese characters, then teach age-appropriate songs that have easy lyrics and appealing melodies and rhythm.
• Introduce key words, then show students segments of a Chinese animated video. As a class, discuss the content of the video, then ask students to make posters to promote it.
• Encourage students to begin compiling a vocabulary bank in the form of picture dictionaries.

SUGGESTED ASSESSMENT STRATEGIES

• After students read or create simple picture books, have them share the books with others or read them aloud to the class. Look for evidence that they:
  • are interested in using Chinese to create something new
  • use classroom resources (including the teacher) to support their work
  • enjoy listening to Chinese stories
  • are interested in their classmates' contributions
• When assessing students' work with computer-generated Chinese characters, look for:
  • enthusiasm for the task
  • curiosity about the meaning of various Chinese characters
  • attempts to create personalized messages
  • interest in the conventions or traditions involved (e.g., expressions often used in greeting cards)
• When students learn songs or poems, have them work in small groups to practise and present them to the class. Look for evidence that they:
  • are willing to speak or sing in Chinese
  • are curious about the meaning of the songs or poems
  • try to incorporate what they know of the songs' or poems' meaning into their presentations
  • listen attentively to the songs or poems others present
• When students create visual works based on Chinese-language resources (e.g., posters to advertise a video), look for evidence that they:
  • incorporate some of the features they have seen in the Chinese sources
  • offer personal views or responses
  • are interested in sharing their work

• China's Bravest Girl
• Chinese Designs and Symbols, Second Edition
• Favourite Folktales of China
• Introducing China - A Teacher Resource Book
• A Little Tiger in the Chinese Night
• Long is a Dragon
• The Mouse Bride
• Old Tales of China
• Red Eggs and Dragon Boats
• Story of the Chinese Zodiac

• Chinese Folk Songs
• Chinese Mandarin Resource Book - Volumes 1, 2, and 3
• The Chinese People
• Out of the East Horizon
• Zhongguotong

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