{"id":109,"date":"2018-08-07T22:51:01","date_gmt":"2018-08-07T22:51:01","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/?post_type=back-matter&p=109"},"modified":"2019-08-23T21:43:14","modified_gmt":"2019-08-23T21:43:14","slug":"%e5%8f%b8%e8%bf%aa%e5%af%bf%e6%98%a5-2","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%a5-2\/","title":{"rendered":"\u53f8\u8fea\u5bff\u6625"},"content":{"raw":"

Lesson Plan: Marriage Customs and Four Great Inventions<\/strong><\/h1>\r\n

Esther Seday<\/h4>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
School Type: Private<\/td>\r\nNumber of Students: 7<\/td>\r\n<\/tr>\r\n
Grade: 10~12 Grade<\/td>\r\nProficiency Level: Advanced<\/td>\r\n<\/tr>\r\n
Teaching Minutes: 60 minutes<\/td>\r\nTeaching Methods: Flipped Classroom<\/td>\r\n<\/tr>\r\n
Topics: \u5a5a\u59fb\u4e60\u4fd7\u3001\u56db\u5927\u53d1\u660e<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n[table id=7 \/]\r\n\r\n[table id=8 \/]\r\n\r\n[table id=9 \/]","rendered":"

Lesson Plan: Marriage Customs and Four Great Inventions<\/strong><\/h1>\n

Esther Seday<\/h4>\n\n\n\n\n\n\n
School Type: Private<\/td>\nNumber of Students: 7<\/td>\n<\/tr>\n
Grade: 10~12 Grade<\/td>\nProficiency Level: Advanced<\/td>\n<\/tr>\n
Teaching Minutes: 60 minutes<\/td>\nTeaching Methods: Flipped Classroom<\/td>\n<\/tr>\n
Topics: \u5a5a\u59fb\u4e60\u4fd7\u3001\u56db\u5927\u53d1\u660e<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n
\n

Status of Students<\/h4>\n<\/td>\n<\/tr>\n

All students have learned Chinese over three years. This class is an immersion class. All students speak in target language during class time. The students take this class to prepare for the AP test.<\/td>\n<\/tr>\n
\n

State Standards \/ ACTFL Standards<\/h4>\n<\/td>\n<\/tr>\n

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

    \n<\/ul>\n

    Interpersonal Communication<\/p>\n

      <\/p>\n
    • Competency # 2. Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.<\/li>\n
      <\/div>\n
    • 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.<\/li>\n

      \n<\/ul>\n

      Presentational Communication<\/p>\n

        <\/p>\n
      • Competency # 2. Present information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines<\/li>\n
        <\/div>\n
      • Examine and describe relationships among products, practices and perspectives and compare them across cultures<\/li>\n<\/td>\n<\/tr>\n
\n

Lesson\u2019s Content Focus \/ Objective<\/h4>\n<\/td>\n<\/tr>\n

Objectives: This lesson will enhance student understanding of the two to three reading passages.<\/p>\n
    <\/p>\n
  • Focus on the meaning of the reading passages on the Chinese marriage custom and Four Great Inventions;<\/li>\n
    <\/div>\n
  • Focus on the culture discussion and comparison;<\/li>\n
    <\/div>\n
  • Practice how to use the reading passages to write a new essay on Chinese marriage custom and Four Inventions.<\/li>\n

    \n<\/ul>\n

    Behavior Objectives:<\/p>\n

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

      \n<\/ul>\n

      I Can Statement:<\/p>\n

        <\/p>\n
      • Students can compare different culture.<\/li>\n
        <\/div>\n
      • Students can use articles to talk with someone about culture<\/li>\n
        <\/div>\n
      • Students can use articles as a resource to write short essay<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n

Materials Needed<\/h4>\n<\/td>\n<\/tr>\n

\n
    \n
  • Textbook - Strive for a 5 AP Chinese practice Tests Page 84-90<\/li>\n
    <\/div>\n
  • Projector, Computers<\/li>\n
    <\/div>\n
  • Worksheets<\/li>\n
    <\/div>\n
  • Video and Articles: \u4e2d\u56fd\u5a5a\u793c; \u4e2d\u56fd\u53d1\u660e<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n

Procedure<\/h4>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n\n\n\n\n
Activity<\/td>\nPurpose<\/td>\nTeacher \/ Students<\/td>\n<\/tr>\n
Opening<\/p>\n

Activity and pre-assessment (5 minutes)<\/td>\n

The Purpose is for teacher to know how much students comprehend the assigned learning materials.<\/td>\nTeacher provides worksheet \/ bell work to students.<\/p>\n

Students work on the worksheet \/ bell work.<\/td>\n<\/tr>\n

Activity 2<\/p>\n

\nGroup reading and student questions<\/p>\n

(15~20 minutes)<\/td>\n

Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions.<\/td>\nTeacher has students read a new article (see Pictures 1 and 2) and circles around to make sure to answer questions.<\/p>\n

\nTeacher provides time for student discussion.<\/p>\n

\nStudents read and discuss the new article with others to get the meaning of the article.<\/td>\n<\/tr>\n

Activity 3:<\/p>\n

Research<\/p>\n

(15 minutes)<\/td>\n

Focus on using information and viewpoints from authentic sources to enhance expression of creativity.<\/td>\nTeacher has students use a computer to research on similar topics. Teacher will circle around to provide support on the research.<\/p>\n

\nStudents will use the computer to work on the research and will take notes as needed.<\/td>\n<\/tr>\n

Activity 4:<\/p>\n

Group discussion<\/p>\n

15~20 minutes<\/td>\n

Focus on analyzing the viewpoints of authentic sources<\/td>\nTeacher has individual students share the information they found and the source of the information.<\/p>\n

Teacher will provide the support as need.<\/p>\n

\nStudents will take turns sharing the information of their research.<\/p>\n

\nStudents will ask other students questions or provide additional information.<\/td>\n<\/tr>\n

Closing<\/p>\n

(5 minutes):<\/td>\n

For evaluation<\/td>\nTeacher will have students write a short essay about what have they learned.<\/p>\n

\nStudents will use the computer to write a short essay on culture learning.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

Post Assessment \/ Evaluation<\/h4>\n<\/td>\n<\/tr>\n

\n

One exit question<\/p>\n

<\/div>\n

\u8bf7\u4e3e\u51fa\u4e24\u4e2a\u4e2d\u56fd\u7684\u6587\u5316\u53ca\u53d1\u660e\u3002<\/p>\n<\/td>\n<\/tr>\n

\n

Homework<\/h4>\n<\/td>\n<\/tr>\n

Reading new article for the next class.<\/td>\n<\/tr>\n
\n

Article for In-class Reading<\/h4>\n<\/td>\n<\/tr>\n

\"\"\"\"<\/td>\n<\/tr>\n
\n

Lesson Plan Analysis<\/h4>\n<\/td>\n<\/tr>\n

\n

The lesson plan is a complete student led class. This is also a flip-classroom method. \u201cFlipping the classroom is a \u201cpedagogy-first\u201d approach to teaching. In this approach in-class time is \u201cre-purposed\u201d 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.\u201d (University of Washington; Center for Teaching and Learning)<\/p>\n

This lesson plan allows a teacher to work with individual students. Students are allowed to work at their own pace.<\/p>\n

When teacher circles around to observe students\u2019 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.<\/p>\n

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.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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