{"id":107,"date":"2018-08-07T22:49:52","date_gmt":"2018-08-07T22:49:52","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/?post_type=back-matter&p=107"},"modified":"2019-06-11T13:27:14","modified_gmt":"2019-06-11T13:27:14","slug":"%e5%8f%b8%e8%bf%aa%e5%af%bf%e6%98%a5","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/chapter\/%e5%8f%b8%e8%bf%aa%e5%af%bf%e6%98%a5\/","title":{"rendered":"\u53f8\u8fea\u5bff\u6625"},"content":{"raw":"

Lesson Plan: Can you help me?<\/h1>\r\n

Esther Seday<\/h4>\r\n\u00a0<\/strong>\r\n\r\n\r\n\r\n\r\n\r\n
School Type: Private<\/td>\r\nNumber of Students: 12<\/td>\r\n<\/tr>\r\n
Grade: 9-11 Graders<\/td>\r\nProficiency Level: Intermediate Mid<\/td>\r\n<\/tr>\r\n
Teaching Minutes: 60 minutes<\/td>\r\nTopic: Can you help me?<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n[table id=23 \/]\r\n[table id=24 \/]\r\n[table id=25 \/]","rendered":"

Lesson Plan: Can you help me?<\/h1>\n

Esther Seday<\/h4>\n

\u00a0<\/strong><\/p>\n\n\n\n\n\n
School Type: Private<\/td>\nNumber of Students: 12<\/td>\n<\/tr>\n
Grade: 9-11 Graders<\/td>\nProficiency Level: Intermediate Mid<\/td>\n<\/tr>\n
Teaching Minutes: 60 minutes<\/td>\nTopic: Can you help me?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n
Objectives\/ Learning Targets<\/h6>\n<\/td>\n<\/tr>\n
Objectives: This lesson will enhance student understanding of the two sentence structure and a review of vocabulary.<\/p>\n
    <\/p>\n
  • Review the meaning of the vocabulary;<\/li>\n
    <\/div>\n
  • Review how proper use of the vocabulary;<\/li>\n
    <\/div>\n
  • Focus on the sentence structure \u867d\u7136......\u53ef\u662f\uff1b\u8fd8\u6ca1\uff08\u6709\uff09......\u5462;<\/li>\n
    <\/div>\n
  • Practice how to use the sentence pattern correctly.<\/li>\n

    \n<\/ul>\n

    \nBehavior Objectives:<\/p>\n

      <\/p>\n
    • As a whole class, students will work together to accurately identify vocabulary;<\/li>\n
      <\/div>\n
    • On a paper worksheet as well as a electronic Google Document, students will complete given task by the end of class.<\/li>\n

      \n<\/ul>\n

      \nI Can Statement:<\/p>\n

        <\/p>\n
      • Students can ask help in school or community by using \u201c\u4f60\u53ef\u4ee5\u5e2e\u52a9\u6211\u5417\uff1f\u201d;<\/li>\n
        <\/div>\n
      • Students can use sentence structure \u867d\u7136......\u53ef\u662f\/\u4f46\u662f to talk with someone about school work;<\/li>\n
        <\/div>\n
      • Students can use the sentence patterns \u8fd8\u6ca1\uff08\u6709\uff09......\u5462\u00a0 during their practice process.<\/li>\n

        \n<\/ul>\n<\/td>\n<\/tr>\n

\n
State Standards \/ ACTFL Standards<\/h6>\n<\/td>\n<\/tr>\n
\n
Ohio's New Learning Standards: K-12 World Languages<\/h6>\n
<\/div>\n

*<\/h3>\n

\nInterpretive communication: Students can\u2026<\/p>\n

    <\/p>\n
  • Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.<\/li>\n
    <\/div>\n
  • Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts.<\/li>\n
    <\/div>\n
  • Make use of print and digital resources to understand the meaning of new words and expressions.<\/li>\n
    <\/div>\n
  • Use knowledge of the situation, the purpose of communication or context cues to understand messages.<\/li>\n
    <\/div>\n
  • Answer questions about authentic messages and informational texts.<\/li>\n
    <\/div>\n
  • Use the essential elements of written informational texts to summarize and relate the main idea and relevant details.<\/li>\n
    <\/div>\n
  • Answer questions about literary texts.<\/li>\n
    <\/div>\n
  • Provide descriptions of characters and settings that include some basic details.<\/li>\n
    <\/div>\n
  • Use information and viewpoints from authentic sources to inform or enhance a more sophisticated conversation, presentation or expression of creativity.<\/li>\n
    <\/div>\n
  • Relate texts to self, current or historical events or world issues through discussions, journaling and\/or artistic or expressive representations.<\/li>\n

    \n<\/ul>\n

    \n <\/p>\n

    Interpersonal communication: Students can\u2026<\/p>\n

      <\/p>\n
    • Use a range of expressions to make requests and seek clarification.<\/li>\n
      <\/div>\n
    • Ask and answer a wide range of questions to seek or clarify information.<\/li>\n
      <\/div>\n
    • Paraphrase, elaborate or use circumlocution to clarify meaning and ambiguities.<\/li>\n
      <\/div>\n
    • Use a wider variety of conversation strategies to steer interactions.<\/li>\n
      <\/div>\n
    • Ask more complex questions and provide more detailed answers on a wide variety of topics.<\/li>\n
      <\/div>\n
    • Share detailed descriptions of people, places, things and events.<\/li>\n
      <\/div>\n
    • Provide more detailed information or a wider variety of services using knowledge of the target language and culture.<\/li>\n

      \n<\/ul>\n

      \n\u00a0<\/strong><\/p>\n

      ISTE Standards: Students can\u2026<\/p>\n

        <\/p>\n
      • Apply existing knowledge to generate new ideas, products, or processes;<\/li>\n
        <\/div>\n
      • Use models and simulations to explore complex systems and issues;<\/li>\n
        <\/div>\n
      • Communicate information and ideas effectively to multiple audiences using a variety of media and formats;<\/li>\n
        <\/div>\n
      • Plan and manage activities to develop a solution or complete a project;<\/li>\n
        <\/div>\n
      • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity;<\/li>\n
        <\/div>\n
      • Apply existing knowledge to generate new ideas, products, or processes using technology.<\/li>\n

        \n<\/ul>\n<\/td>\n<\/tr>\n

\n
Academic Language & Vocabulary<\/h6>\n<\/td>\n<\/tr>\n
Vocab and Text Message: Textbook and Supplemental<\/p>\n

Sentence Patterns:\u867d\u7136......\u53ef\u662f\/\u4f46\u662f\uff1b\u8fd8\u6ca1\uff08\u6709\uff09......\u5462<\/td>\n<\/tr>\n

\n
Materials Needed<\/h6>\n<\/td>\n<\/tr>\n
\n
    <\/p>\n
  • A SMARTboard<\/li>\n
    <\/div>\n
  • PPT file<\/li>\n
    <\/div>\n
  • Internet access<\/li>\n
    <\/div>\n
  • Laptops<\/li>\n
    <\/div>\n
  • Quizlet; Google document; Prezi (On Haiku page)<\/li>\n
    <\/div>\n
  • Student textbook<\/li>\n
    <\/div>\n
  • Worksheet<\/li>\n
    <\/div>\n
  • Whiteboard and markers<\/li>\n

    \n<\/ul>\n<\/td>\n<\/tr>\n

\n
Procedure<\/h6>\n<\/td>\n<\/tr>\n
\n
Warm-up (5 minutes)<\/h6>\n<\/td>\n<\/tr>\n
Students review the vocabulary on their computer through Quizlet.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n
\n
Teacher<\/h6>\n<\/td>\n
\n
Student<\/h6>\n<\/td>\n<\/tr>\n
\n
    <\/p>\n
  • Go through the vocabulary and emphasize the key points through the SMARTboard. Go through the vocabulary slide by slide. Ask the students to read and make sentences by themselves. (10m)<\/li>\n
    <\/div>\n
  • Teacher teaches the sentence patterns \u867d\u7136......\u53ef\u662f\/\u4f46\u662f\uff1b\u8fd8\u6ca1\uff08\u6709\uff09......\u5462 through Prezi. (10m)<\/li>\n
    <\/div>\n
  • Have students read text from the textbook\u00a0 (10m)<\/li>\n

    \n<\/ul>\n

    <\/div>\n

    *<\/h3>\n
    <\/div>\n
      <\/p>\n
    • Pass out the small whiteboard and markers. Ask questions that are related to the text. (15 minutes)<\/li>\n

      \n<\/ul>\n<\/td>\n

\n
    <\/p>\n
  1. Student repeats the vocabulary after teacher.<\/li>\n
    <\/div>\n
  2. Student reads the vocabulary by themselves<\/li>\n
    <\/div>\n
  3. Student uses the vocabulary to make simple sentence(s)<\/li>\n

    \n<\/ol>\n

    <\/div>\n
      <\/p>\n
    1. Student uses the sentence patterns to make sentences that relate to their school work.<\/li>\n

      \n<\/ol>\n

      <\/div>\n
        <\/p>\n
      1. Student reads the textbook quietly. Raise hand if there is a question. Student asks question in target language.<\/li>\n
        <\/div>\n
      2. Student writes the answer on the whiteboard. If student encounters problem they ask help from the teacher.<\/li>\n

        \n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
        \n
        Wrap-up (10 minutes)<\/h6>\n<\/td>\n<\/tr>\n
        Student A will develop a question to ask their peer. Student B will use\u00a0 \u867d\u7136......\u53ef\u662f\/\u4f46\u662f\uff1b\u8fd8\u6ca1\uff08\u6709\uff09......\u5462\uff01to answer the question. Student A will write the question on the worksheet. Student A uses the first 4 minutes to develop the question. Student A should ask more than two questions and use Google Document to type the answers. Use Worksheet for Wrap-up Part.<\/td>\n<\/tr>\n
        \n
        Differentiation Strategies<\/h6>\n<\/td>\n<\/tr>\n
        Three of the students in this class have IEPs (Students A-C). Few students do not have IEP. However, they need attention from the teacher as well.<\/p>\n
          <\/p>\n
        • Student A has dyslexia, so she learns better when providing sound file and the opportunity of speaking.<\/li>\n
          <\/div>\n
        • Student B has learning anxiety when the student feels the challenge.\u00a0 She also has OCD and has very high standards for herself.<\/li>\n
          <\/div>\n
        • Student C has shorter focusing expand and is easy to get distracted.<\/li>\n
          <\/div>\n
        • A student in the class has a challenge in self-emotion control.<\/li>\n
          <\/div>\n
        • Another two students are talkative and sometimes disrupts the class. These students also have lower Chinese ability.<\/li>\n
          <\/div>\n
        • A student has high learning ability. All four elements (listening,\u00a0 speaking, reading and writing) seems easy for her. Her learning pacing is usually fast.<\/li>\n

          \n<\/ul>\n

          <\/div>\n

          *<\/h3>\n

          \nStrategies:<\/p>\n

            <\/p>\n
          1. During the reading active teacher provide the text sound file for the student A. Student A can use the computer to assist her reading.<\/li>\n
            <\/div>\n
          2. Ask questions during the activities. Make sure student B is fully understand the contents and the instruction. Encourage student B by using the target language to say \"You are doing good. Good work. Do you have any question?\"<\/li>\n
            <\/div>\n
          3. Keep the activities short and fun. Make sure the student is focused and active. Circle around during the reading excise.<\/li>\n
            <\/div>\n
          4. Ask the student about her day before she enters the class. Observe her face expression and body signal. Make sure she is keeping the happy thoughts. (English may use for the conversation)<\/li>\n
            <\/div>\n
          5. Have students take the lead to read the vocabulary. Pair up these two students during the reading text. Have them read to each other.<\/li>\n
            <\/div>\n
          6. When student finish the work, use workbook page to provide extra practice in reading and writing. Have a short conversation with student in target language to enhance her learning.<\/li>\n

            \n<\/ol>\n<\/td>\n<\/tr>\n

        \n
        Assessment<\/h6>\n<\/td>\n<\/tr>\n
        Informative assessment<\/span>:
        \nReading vocabulary, making sentences and answer the questions that related to text message.<\/p>\n

        Formative assessment<\/span>:
        \nGrade through worksheet<\/td>\n<\/tr>\n

        \n
        Knowledge of Students<\/h6>\n<\/td>\n<\/tr>\n
        Previous class, students have practices on the vocabulary. Most of the students remember the words and the definition. However, some students struggle to use the word in the sentence. The purpose of this lesson is to reinforce and add two new sentence structure.\u00a0 In that says, Provide the students with many practices is a need.<\/td>\n<\/tr>\n
        \n
        Engagement Strategies<\/h6>\n<\/td>\n<\/tr>\n
        Student-centered and instructional teaching. Use useful and different variety learning activities. Practice vocabulary in their learning pacing. Allow students to lead the reading text, ask and answer the question.\u00a0 No more than fifteen minutes for every activity. The different variety helps student who has short attention span stay in the task. Visual Aids and sound file assist student with different learning styles.<\/td>\n<\/tr>\n
        \n
        After the Lesson Notes<\/h6>\n<\/td>\n<\/tr>\n
        A student began crying while reading because she thought about an unrelated issue that bothered her. I speak with the student and have her take time to regain her composure. (Follow up: call home or email parents about this situation.)<\/p>\n

        *<\/h3>\n

        \nMost of the students have content knowledge in using sentence structure. Few are still processing in learning how to use the content in the sentence structure. They know the meaning but struggle to make it right all the time. (Post a video of the explanation and have the student practice it a few times after replying the video - using Voicethread)<\/p>\n

        *<\/h3>\n

        \nAll students are interested in the topic. They would like to have more time in class with the same subject. (In the next class plan to add a few more sentence structures and new vocabulary on the same topic discussion.)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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