Meeting New People 找新的朋友 Integrated Performance Assessment, Mid-year Chinese, Level 1, Northeast Middle School

Transcription

1 Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Theme: Meeting Peple Enduring Understanding: We can understand ther culture by relating its practices and perspectives and cmparing them t ur wn. Imprtant Questin: Hw d we meet new peple? What d we want t tell them abut urselves? Learning Targets: Students can: Understand basic infrmatin in Chinese abut ther peple. (Interpretive Cmmunicatin) Greet peple in Chinese using wrds and expressins in a culturally apprpriate way fr their age, scial status, and familiarity with thers. (Presentatinal Cmmunicatin) Ask and answer questins t get basic persnal infrmatin abut anther persn, i.e., age, grade level, family members, likes and dislikes. (Interpersnal Cmmunicatin) 1 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

2 Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Summary f Perfrmance Assessment Tasks and Standards Addressed Cmmunicatin Interpretive task Listen t recrded, shrt, self-intrductin passages and answer cmprehensin questins abut each intrductin. Presentatinal task Write a skit t exemplify the cultural cncept, 長幼有序, (Elder yunger has its rder) t teach thers hw t greet Chinese peple. Interpersnal task Rle play apprpriate greetings and interactins accrding t the persn s age, scial status, and familiarity with peple they meet at a mck party. Culture Greetings, Register f address based n age difference and scial status Cnnectins Gegraphy Cmparisns Greetings and apprpriate registers Cmmunities Greet visitrs apprpriately in Chinese when they cme t the classrm. 2 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

3 Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Cmmunicatin: Interpretive Perfrmance Assessment Task 1 This assessment is at the beginning f the unit. Listen t recrded shrt passages f self-intrductins, then answer cmprehensin questins abut each passage. Students have learned and practiced: Basic greetings Giving basic infrmatin abut neself Frms f address Cnsideratins fr hw t apprpriately address a superir r elder Task directins t students: 1. Listen t three recrded passages f peple intrducing themselves. 2. Listen carefully what each persn is saying abut him r herself. 3. After listening, chse the answer t the questin that best fits the descriptin. Cmmunicatin: Presentatinal Perfrmance Assessment Task 2 This assessment is in the middle f the unit. Students have learned and practiced: Culturally apprpriate greetings Ask and answer basic questins fr giving persnal infrmatin Tell likes and dislikes abut cmmn everyday items such as fd. Tell basic infrmatin abut family members Write a skit t exemplify the cultural cncept, 長幼有序, (Elder yunger has its rder) t teach thers hw t greet Chinese peple. Task directins t students: 1. Yur schl is ging t hst a grup f teachers, parents, and students frm China fr ne week. Yur class was chsen t teach schl staff and students hw t meet new peple and greet the guests. 2. Prepare and present a skit with a grup f fur students t shw hw t greet varius visitrs apprpriately in Chinese. 3 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

4 Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Cmmunicatin: Interpersnal Perfrmance Assessment Task 3 This assessment is at the end f the unit. Students have learned and practiced: Culturally apprpriate greetings Ask and answer basic questins abut persnal infrmatin Tell likes and dislikes abut sme cmmn everyday items such as fd Tell basic infrmatin abut family members Rle-play greeting each ther apprpriately and asking and answering questins in a shrt selfintrductin cnversatin. Task directins t students: Yur schl is hsting a farewell party fr the grup frm China at the end f their stay. 1. The teacher will chse tw students t perfrm a shrt rle-play cnversatin in which they greet each ther and ask and answer questins in a shrt self-intrductin cnversatin. 2. Each student will draw a finger puppet frm a bag. The puppet will indicate the rle each student will play in the cnversatin, i.e. a teacher, a parent, r anther student. 3. Use the apprpriate greetings and questins and answers fr the rle yu will play. Criteria fr Assessing Integrated Perfrmance Tasks Hw will yu knw hw well students understand? Use the interpretive task rubric fr Nvice with students. Hw will yu knw hw well students can express ideas and give infrmatin t thers? Use the presentatinal task rubric fr Nvice with students. Hw will yu knw students can interact with ther in the target language? Use the interpersnal task rubric fr Nvice with students. 4 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

5 Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Language cmpnents and teaching resurces Language Functins Greet, intrduce Respnd t and ask questins: yes/n, either/r Respnd t simple cmmands Give basic infrmatin abut peple Use culturally apprpriate gestures Recgnize familiar wrds in pinyin and few Chinese characters Key Structures Key Vcabulary Materials/ Resurces Greetings: 您好 hell t the elder; frmal greeting; 你好 hell; 老師好 hell teacher; 吃了嗎 have yu eaten; 您好嗎 hw are yu t the elder/frmal; 你好嗎 hw are yu; 怎麼樣 hw's it ging; 最近好嗎 are yu ding gd recently; 很好 very gd; 你呢 and yu? Asking name: 您貴姓 what is yur last name/frmal; 你叫什麼名字 what is yur name; 我叫 I am called; 我姓 my last name is Asking age: 你多大 hw ld are yu frm the elder; 你幾歲 hw ld are yu; 我歲 I am..years ld Asking abut family: 你家有幾個人 hw many peple are there in the family; 你家有誰 wh are yur family members; 你有没有兄弟姊妹 d yu have siblings? Curtesies: 謝謝 thanks; 不客氣 yu are welcme; 對不起 srry; 沒關係 that's alright; 請問 excuse me; 我來介绍 let me intrduce; 請坐 please be seated Essential t knw: Frms f address: 先生 Mr.; 太太 Mrs.; 老師 Mr./Mrs.- t teachers; 小姐 Miss Family members: 爺爺 dad s dad; 奶奶 dad s mm; 外公 mm s dad; 外婆 mm s mm; 爸爸 dad; 媽媽 mm; 哥哥 lder brther; 姐姐 lder sister; 弟弟 yunger brther; 妹妹 yunger sister, 兄弟姐妹 siblings Questin wrds: 什麼 what; 誰 wh; 幾 hw many; 為什麼 why; 什麼時候 when; 還是 r Persnal intrductin: 你好, 我叫我歲. 我家有四個人. 我家有爸爸媽媽哥哥和我 Hell, my name is..i am years ld. There are fur peple in my family. I They are dad, mm, lder brther and me. Natinalities and languages: 中國 China; 美國 U.S.A; 中文 Chinese; 英文 English; Flags 中國國旗 Chinese flag; 美國國旗 American flag Numbers: 零到九十九 zer t ninety nine Venn diagram n pster paper Passages fr interpretive task frm 1. Newbie-Intr 2. What s yur name? 3. Newbie-frmal intrductin Cmprehensin task respnse paper (See Appendix 1) Student made masks that can be wrn fr presentatins Tw bags with finger puppets representing teachers, parents, schl staff, r students frm China 5 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

6 Beginning Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Descriptin f sample lessns and frmative assessments fr beginning, middle, and end t teach the unit Key elements f lessns Review: Intrductins and gdbyes; Names and ages/numbers; Questins, i.e. Where d yu live? Intrduce: Culturally apprpriate address fr different registers Hk students; get them interested in the tpic. Intrduce with essential, imprtant questins. Act ut an intrductin t a celebrity, the president, the principal Tell a TPR Stry that students act ut with varius identities and apprpriate greetings Practice interpersnal cmmunicatin: Survey the classmates n basic infrmatin, i.e., birthdays, and create charts Frmative assessment: Persnalized questins and answers Teaching reading and writing: New vcabulary written in characters psed n the wall Students are asked t cpy the characters in the ntebks Flash cards are created Match r create sentences using the flash cards Summative assessment: D interpretive perfrmance assessment task when students are ready. 6 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

7 Middle Learn characters fr greetings, family members, natinalities Chinese, American Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Transitin and maintain students interest in the tpic. Key elements f the lessns Practice interpersnal cmmunicatin: Inside/utside circle; greet, ask and answer questins abut each ther: Sample frmative assessments: Prepare a draft f a skit n greetings and self-intrductins Peer review and peer editing Make a family album, with drawings f family members, their names and ages in Chinese. Use this t practice intrductins. Teaching reading and writing: Write ut sme learned expressins used fr a skit Practice writing characters in grups D presentatinal perfrmance assessment task when students are ready. End Wrap up the unit and revisit and answer the imprtant questins. Wh is in ur cmmunity? Hw can we get t knw thers? D interpersnal perfrmance assessment task when students are ready. 7 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

8 Appendix 1: Cmprehensin Task Sheet fr Interpretive Task: Name: Listen t the passage and answer the questins: Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl Passage 1: Check all that apply What is the persn(s) talking abut? Name Age Greeting Hw are yu Wh culd the first (r nly) persn be talking t? A jb Wh culd the secnd persn be talking t? A jb Passage 2: Check all that apply Name Age Greeting Hw are yu A jb A jb Passage 3: Check all that apply Name Age Greeting Hw are yu A jb A jb 8 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin

9 LESSON PLANNING CHECKLIST STAGE ONE: LESSON GOALS Meeting New Peple 找新的朋友 Integrated Perfrmance Assessment, Mid-year Chinese, Level 1, Nrtheast Middle Schl ITEM I have identified what I want students t knw by the end f the lessn I have identified what I want students t be able t d by the end f the lessn I have identified the Standards that I am addressing in the lessn STAGE TWO: CHECK FOR LEARNING I knw hw students will shw me that they have achieved the lessn gals by the end f the lessn STAGE THREE: LESSON ACTIVITIES I have thught abut varius activities that culd be used t achieve the lessn gals Frm the activities I have thught abut, I have carefully selected activities that hld the greatest prmise fr reaching the lessn gals THE ACTIVITIES I HAVE SELECTED DO THE FOLLOWING: Give students a reasn fr needing and wanting t pay attentin, and being n-task Prvide students with an authentic (real-wrld) purpse fr using the language Make the learner nt the teacher the active participant Engage all students as ppsed t just ne r tw at a time Prvide sufficient pprtunities fr input befre expecting utput Prvide multiple, varied pprtunities fr students t hear new wrds and expressins in cntexts that make meaning transparent Represent the best use f instructinal time Take an apprpriate amunt f time cnsidering the age f the learner Include enugh variety t enable a lively pace fr the lessn Vary in level f intensity and physical mvement frm ne activity t the next Dnna Clementi. HUTEP, STARTALK 9 Arabic and Chinese Extended Sequences Prject (ACES), Minneaplis Public Schls, 2012 Prject Teacher: Fang-Ju Lin Unit template by Dnna Clementi, Helena Curtain, and Ursula Lentz; mdified fr ACES by Gaelle Berg Funded by the Freign Language Assistance Prgram, U.S. Department f Educatin