Status of Students

State Standards / ACTFL Standards

• Competency # 2. Identify how authentic sources convey viewpoints and use authentic sources critically
• Competency # 4. Comprehend and interpret information about the main idea and relevant details in authentic literary texts
• Examine essential elements of written informational texts to differentiate the main idea and relevant details from extraneous information.
• Draw conclusions and justify inferences based on more nuanced ideas and details derived from authentic messages and informational texts.

Interpersonal Communication

• Competency # 2. Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.
• Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways.

Presentational Communication

• Competency # 2. Present information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines
• Examine and describe relationships among products, practices and perspectives and compare them across cultures

Lesson’s Content Focus / Objective

• Focus on the meaning of the reading passages on the Chinese marriage custom and Four Great Inventions;
• Focus on the culture discussion and comparison;
• Practice how to use the reading passages to write a new essay on Chinese marriage custom and Four Inventions.

Behavior Objectives:

• As a whole class, students will work together to accurately identify unknown vocabulary;
• Students will exchange their thoughts to compare culture differences;
• On a paper worksheet as well as an electronic Google Document; students will complete given task(s) by the end of class.

I Can Statement:

• Students can compare different culture.
• Students can use articles to talk with someone about culture
• Students can use articles as a resource to write short essay

Materials Needed

• Textbook - Strive for a 5 AP Chinese practice Tests Page 84-90
• Projector, Computers
• Worksheets
• Video and Articles: 中国婚礼; 中国发明

Procedure

Activity and pre-assessment (5 minutes)

Students work on the worksheet / bell work.

Group reading and student questions

(15~20 minutes)

Teacher provides time for student discussion.

Students read and discuss the new article with others to get the meaning of the article.

Research

(15 minutes)

Students will use the computer to work on the research and will take notes as needed.

Group discussion

15~20 minutes

Teacher will provide the support as need.

Students will take turns sharing the information of their research.

Students will ask other students questions or provide additional information.

(5 minutes):

Students will use the computer to write a short essay on culture learning.

Post Assessment / Evaluation

One exit question

请举出两个中国的文化及发明。

Homework

Article for In-class Reading

Lesson Plan Analysis

The lesson plan is a complete student led class. This is also a flip-classroom method. “Flipping the classroom is a “pedagogy-first” approach to teaching. In this approach in-class time is “re-purposed” for inquiry, application, and assessment in order to better meet the needs of individual learners. Students gain control of the learning process through studying course material outside of class, using readings, pre-recorded video lectures (using technology such as Panopto), or research assignments.” (University of Washington; Center for Teaching and Learning)

This lesson plan allows a teacher to work with individual students. Students are allowed to work at their own pace.

When teacher circles around to observe students’ work, the teacher should be learning the strengths of each student. The teacher then can provide support to each student. During the process the teacher allows students to express their opinions and to showcase what they have learned.

Students work on reading an article to comprehend the main concept(s). Students use a computer to look up similar topics to explore deeper thinking on the article/concept. This allows each student to work at their own pace. During this class exercise the teacher is present for extra support and additional resources.