2015 Student Program Lesson Plan Template For step-by-step help in completing this document, please see the accompanying guide.

Transcription

1 2015 Student Program Lesson Plan Template For step-by-step help in completing this document, please see the accompanying guide. Date: 6/29/2015 Theme/Topic: Shandong Today Age Range of Learners: Elementary grade 4-6 Targeted Performance Level: Novice-mid / Novice-high Number of minutes 140 Definition and Guiding Question LESSON For the purpose of this STARTALK template a lesson is defined as a single learning experience typically lasting no more than sixty to ninety minutes. Learning experiences occur both in the classroom and/or in other settings. Longer blocks of time will involve several learning episodes and lesson plans. LEARNING EPISODE For the purpose of this STARTALK template a learning episode is defined as a learning experience that addresses a specific aspect of a learning target or can-do statement. Learning episodes typically provide a limited amount of input with time allowed for guided and independent practice. The amount of time allotted for a learning episode is approximately equivalent to the age of the learner and will rarely be more than twenty minutes. Questions to Consider Before and During Lesson Planning Do the activities in the lesson give students a reason for needing to/wanting to pay attention and be on task? provide sufficient opportunities for understanding new words before expecting production? provide multiple, varied opportunities for students to hear new words/expressions used in highly visualized contexts that make meaning transparent? provide students with an authentic purpose for using words and phrases? engage all students (as opposed to just one or two students at a time)? vary in the level of intensity and the amount of physical movement required? make the learner, not the teacher, the active participant? build toward allowing students to demonstrate in meaningful and unrehearsed ways that they are able to use what they know? make the best use of instructional time to maximize student learning? take an appropriate amount of time considering the age of the learner?

2 Lesson 1 (9:40-10:30, 50 minutes) STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? 1. I can greet and take leave of people in a culturally appropriate way. I can say hello and goodbye to someone my age or younger and to my teachers in appropriate greeting gesture in China. KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the 请 跟 我 说, 请 想 一 想, 请 举 手 你 坐 好,! 请 老 站 师 起 好 来!, 同 请 学 看 们, 好 请! 听 再, 见 请! 说, lesson 安 can-do? 静, 请 说 中 文 Greeting and farewell expression: XX 在 哪 里? XX 在 这 懂 里, 不 懂, 请 再 说 一 遍 Classroom command vocabulary: Classroom expression: STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-do? The teacher will give students a sheet with all of the command signs. Firstly, the teacher will gesture the commands in the order they appear on the sheet and ask students to follow along with their finger. Then, the teacher will call out the commands in different order. This time, the students are to number the commands in the order they are called.

3 ?). STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can do? What will the teacher be doing? What will the students be doing? 在 这 里 学 们 好 哪 里 老 师 好!), and prompt the students to respond appropriately (!). She will prompt her students to respond appropriately ( ) Opening Activity Morning routine- 同 在 The teacher will greet the whole class ( The teacher will take attendance by asking where each student is (XXX 你 好 The teacher will go over the agenda of the 再 见 day with the students. They can voice concerns or questions at this time. 你 The teacher will first greet a student (!), and prompt the student to respond with the same, as well as shaking hands during the simple greeting. Then, she will say goodbye (!) and wave to the student to 同 学 end 们 their 好 师 好 interaction. She will repeat this step with a couple of other students. Then, she will ask two students to demonstrate the greeting and farewell. All students will stand in a circle and participate in the greeting& farewell relay with handshakes and waves of the hand. The teacher will approach each student and greet him or her with Hello! ( ). Then the teacher will leave each student by waving and saying goodbye. After all the students are familiar with the greeting and farewell, the teacher will stand in front of the class and greet the whole class with Hello classmates! ( ) The students will then respond with Hello teacher! 好 老 ), and prompt the students to respond with Hello teacher! (

4 懂 The students will participate in a series of Total Physical Response type activities to learn the commands. The teacher will regularly use cue cards and gestures of understand and don t understand to assess student understanding. The teacher will paste 10 classroom command signs around the classroom. As they listen to the teacher s commands, the students will point out which sign the teacher is indicating. One student will take the correct sign off the wall. The students will choral repeat the commands as they are taken off the wall. The teacher will give students a sheet with all of the command signs. Firstly, the teacher will gesture and say the commands in the order they appear on the sheet and ask students to follow along with their finger. Then, the teacher will call out the commands in different order, without gesturing. This time, the students are to number the commands in the order they are called. This activity will serve as a closure activity for this lesson. Materials needed 不 for this 再 说 一 lesson 遍,. Print classroom command signs, which include Chinese characters and pictures, and paste them on the wall of classroom. Cue cards of 懂 请 and Reflection/Notes to Self Set up the attendance checking board as a decoration before program starts. Collect the sheets in order to monitor students learning of all the commands.

5 Lesson 2 (10:30-11:20, 50 minutes) STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? 2. I can communicate basic information about myself and other people. I can say my name and ask someone s name. I can say the name of people I know. I can ask how is a person doing. I can respond to questions asking how I am doing. 我 你 他 / 她 KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the 我 你 叫 什 么 名 字? lesson can-do? Singular pronoun: 他 / / 她 叫 什 么 名 字? What s your name? I am called (name). 你 很 好 吗 不 好 还 好 What s his/her name? 我? He/she is called (name). States of being: How are you? I am (state of being). STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?

6 ?), What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-do? Students will work in pairs. They will greet, ask each other s names, and ask how each other is feeling. They will use their half plates with emotions as they answer how they are feeling. Students will say goodbye and move on to new partners when they are finished. STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can do? What will the teacher be doing? What will the students be doing? Opening / 你 / 他 / Activity 她 我 The teacher will prepare the template for the students individual information cards. Each student will have a blank biographic information card, which will be filled out as the program progresses. The information card will include name, age, birthday and other biographic information. The students will be asked to fill in their names on the cards. The teacher will demonstrate basic pronouns ( ) with a couple of students, while indicating by gesture. She will ask the students to choral repeat while gesturing. 你 叫 什 么 名 字 你 好, 我 叫 我 叫 The teacher will greet and tell the students her name ( XXX ), while showing them her name card. Then, the teacher will ask a student his/her name ( and prompt him/her to answer appropriately ( XXX ). Having learned how to ask and answer about own names, each student will greet and ask for a random classmate s name. They will then exchange their biographic information cards, say goodbye to their partner, and return to their seats. The teacher will gesture toward one student and invite everyone to ask, What is his/her name? His/her partner will respond, His/her name is, while holding up the partner s information card. The call and response will continue until everyone s name is asked. The students will then return their information cards to their owners, after which the students will thank their partners and say goodbye to them before returning to their seats. Time: 15 minutes

7 很 好 The teacher will perform for the students the rap, How are you? while doing the motions to show how she feels. The teacher will ask the class to stand up and repeat the words of with gestures. The students will be asked to repeat the words while acting out the different feelings. To check 我 很 for understanding, 不 还 好 the teacher will do the motions while students call out the words loudly. 你 好 吗?) 我 The teacher will show the cue cards for emotions ( ). The students will choral repeat what they believe each emotion represents. Then, the teacher will distribute three half-cut paper plates to each student. She will call out an emotion, while all the students put that emotion onto one of their half plates. After they finish each drawing, the teacher will ask loudly how they are doing ( The students will all raise their finished drawing and reply according to their finished half plate ( XX ). 好 不, 好 我, 好 还, 好 我, Students will work in pairs. They will greet, ask each other s names, and ask how each other is feeling. They will use their half plates with emotions as they answer how they are feeling. Students will say goodbye and move on to new partners when they are finished. Time: 5 minutes, 你, 他 / 她. Materials needed for this lesson 很 不 还 我 我 好 Teacher s and students individual biographical information card templet. Cue cards of Song How are you ; computer and speaker Cue cards for emotions ( ) Half-cutted paper plates with stick; each student need three. Makers; each student need one to draw. 好 我, 好 我,

8 Reflection/Notes to Self, 你, 他 / 她. If students can write their Chinese name, ask students to write down Chinese in the biographical card. If not, English name is allowed. Remember to collect back all the students information cards and keep for further lessons. Prepare 3-4 sets of small cue cards of 我 Lesson 3 (11:20-12:00, 40 minutes) STAGE 1: What will learners be able to do with what they know by the end of this lesson? DO What are the learning targets for this lesson? 12. I can recognize and sometimes understand basic sentences and phrases about numbers, animals, family members, hobbies, and foods. 一 二 三 四 五 六 七 八 九 十 KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the lesson can-do? Numbers: I can understand numbers. STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?

9 What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-do? The teacher will distribute two sets of number cards Each student should have one or two cards. When the teacher calls a number, whoever has that card should raise it. The class will be divided into two groups to play a competitive game of raise your card. STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can do? What will the teacher be doing? What will the students be doing? Opening Activity The teacher will take out the mystery box. She will shake the box for the students to hear sounds of blocks colliding. She will take out one block and say one in Chinese. She will then take out another and say two, so on, until ten. Students will choral repeat after the teacher calls out the numbers. She will then use her fingers in teaching the students how to count one through ten. She will write Arabic numbers on the board and guide the students to count along. The teacher will then take out a mystery bag, which contains an unknown number of teddy bears. She will prompt students to guess how many teddy bears are in the bag by gesturing towards the numbers on the board. The teacher will distribute two sets of number cards Each student should have one or two cards. When the teacher calls a number, whoever has that card should raise it. The class will be divided into two groups to play a competitive game of raise your card.

10 Now the students are familiar with the sound of the numbers in Chinese, the teacher will write next to the Arabic numbers the Chinese characters for each of the numbers. The teacher will guide the students in writing each of character in the air, Kung Fu style, while chanting the number. 八 九 十 一 二 三 四 五 六 七 The teacher will prepare a number board, which will be divided into ten blanks with the characters of the numbers ( ). The students will be assigned small items and they will paste them in the designated blanks on the board. The finished board will be displayed on the wall of the classroom. Time: 5 minutes Time: 15 minutes Materials needed for this lesson 2 sets of small size number cards (1-10); mystery box; Construction papers. Reflection/Notes to Self The finished board will be displayed on the wall of the classroom.