• Explain his/her special plan on how to celebrate Mother’s Day
• Develop different perspectives and views on how people around the world celebrate Mother’s Day differently
• Develop appreciation of and kindness toward mom
• Learn how to express their appreciation to mom
• Enhance personal relationships and connections with family members and classmates

• Songs: 《爱我你就抱抱我》，《世上只有妈妈好》

https://www.youtube.com/watch?v=zMX2AprX_pw

https://www.youtube.com/watch?v=vefIHZz-VzM

• 微电影：《为了给妈妈一块蛋糕》https://www.youtube.com/watch?time_continue=2&v=-JdSo_gK5Aw
• 给妈妈做手工/给妈妈的一封信

1. TPR: 陪陪我，亲亲我，夸夸我，抱抱我，买礼物，买花，做饭
• Teacher demonstrates the action -- Teacher demonstrates an action or gesture while giving verbal commands.
• Teacher delays the action -- The teacher gives the verbal commands prior performing the action, acting out the commands soon as she observes hesitation.
• Teacher removes the actions -- Upon sensing that the majority of students show great confidence in what they are doing, the teacher removes her demonstration completely.
• Teacher assesses -- Teacher observes students’ performance to assess students’ acquisition and provides assistance.
2. Personalized Questions & Answers (One of the most important TCI strategies!)
• 现在，你喜欢谁陪你？为什么？
• 在你小的时候，你喜欢谁陪你？为什么
• 现在，是妈妈想要你陪她？还是你想要她陪你？在哪儿？什么时候？怎么陪？
• 当妈妈老了，你觉得她会想要你多陪陪她吗？你觉得你会有时间陪她吗？
• 你妈妈夸不夸你？怎么夸/不夸你？
• 你最在乎谁夸/不夸你？
3. Songs: sing-a-long and act out 爱我你就抱抱我and世上只有妈妈好
4. Connect – Extend – Challenge

You have been celebrating Mother's’ Day for years. Now, it’s time to interview each other and find out the following three things.

• Connect: How do you celebrate Mother’s Day?
• Extend: Whose celebration adds to your thinking? Example: write a post notes; Ask your classmates how they celebrated Mother’s Day?
• Future Plan Challenge: Challenge students to write a future plan with their critical thinking. Example: How you plan to celebrate Mother’s day? What are the new ideas that you have learned from your classmate?
5. Picture Talk 1: 《为了给妈妈一块蛋糕》截图系列。
• Picture-Talk in this lesson is based on many the possible point of pause is in the movie, taking a screenshot and showing the picture to the student
• Conversation and Personalize Question and Answer (PQA) are centered around these images. The Picture-Talk also tells a complete story of the film, however, without revealing the ending.

6. Embedded Reading version 1 & 2: 《为了给妈妈一块蛋糕》



7. Movie Talk: 《为了给妈妈一块蛋糕》

Typical procedure:

• Mute the sound
• Teacher narrates/paraphrases on-screen elements while the film is playing
• Pause and point at talk able points, personalize and connect with students
• Students tell the story to each other

8. Personalized activities based on the Movie Talk. In this film, the main character is a school aged girl. Therefore, school related topics will be highlighted in class as well.

• 你什么时候上学，你什么时候放学？
• 在电影里，我们看到，小女孩走路去上学。你怎么来上学？为什么？
• 小女孩放学后去捡垃圾了，你需要这样做吗？你放学后做什么？
• 小女孩穿着校服到学校，你需要穿校服吗？如果你穿，你的校服跟她的校服有什么一样？如果你不穿，你的穿着跟她的有什么不同？
• 你觉得穿校服有什么好处/不好处？
• “母亲节”的时候，你会为妈妈做什么？(Flipgrid oral report)
• 在电影里，小女孩因为没有钱给妈妈买一份礼物，她收垃圾来赚钱，最后，她给妈妈买了一块蛋糕。你觉得，她真的需要这样做吗？为什么？如果是你，你会做什么？

9. Picture Talk 2: Students Around World

• Present a series of photos in class
• Students reflect and share based on this thinking routine: 我看到…...我觉得...…我想要知道的是...…
10. Embedded Reading: 《为了给妈妈一块蛋糕》Version 3 and/or 4
    
11. Mother’s Day Crafts. Show students some samples and phrases they might want to use to express their love and feelings toward their moms.

1. Oral Report: This is what I would do for my mom on Mother’s Day
2. Embedded Reading Comprehension
3. Today’s Meet: Interpersonal Writing – Let’s compare Mother’s Day plans
4. A Card/Letter to Mom

Standard

World Readiness Standards: literacy, real world application & 21st century skills
Communication: interpersonal, interpretive & presentation tasks
Cultures: Learners use the language to investigate, explain and reflect: 1) Why does the girl in the film collect garbage to sale in order to buy a piece of cake for her mom to celebrate Mother’s Day?
Connections: Learners acquire informative and diverse perspectives about each other and cross-culturally.

Comparisons: Learners compare Mother’s Day celebration in both language and culture.
Community: Display the crafts they make in the community and with family.

Teaching Philosophy

Understanding language leads to speaking, understanding one another leads to empathy.
We acquire language through Comprehensible Input. When we hear or read a message which we understand, we can acquire it.

Methodology

TPR, TPRS, Embedded Reading, Movie Talk, Picture Talk, PQA, Thinking Routines.
For more information, visit the websites below.

Embedded Reading
https://embeddedreading.com/about/

Movie Talk
http://www.glesismore.com/movietalk/menu.html

PQA In A Wink
https://www.benslavic.com/pqa-in-a-wink-first-12-pages.pdf

Picture Talk:
https://tprsquestionsandanswers.wordpress.com/2015/08/07/how-to-do-picturetalk/

Think Routines
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

TPRS
https://www.youtube.com/watch?v=9lt6vNqf6o8

Visible Thinking Routines
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

Some of Haiyun’s awards include:

• Modified Oral Proficiency Interview Tester (2017)
• WAFLT Recognition of Merit (2013)
• Confucius Classroom via Asia Society (2009 - present)
• Charles F. Wright Technology in Teaching Award (2009)
• Wisconsin Critical Language Fellowship (2007 & 2008)
• Psychology Department Honor at Cardinal Stritch University (2005)