{"id":94,"date":"2018-08-07T22:34:03","date_gmt":"2018-08-07T22:34:03","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/?post_type=front-matter&p=94"},"modified":"2018-12-20T14:28:21","modified_gmt":"2018-12-20T14:28:21","slug":"%e9%99%88%e8%95%99","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/chinese-lesson-plan-writing\/chapter\/%e9%99%88%e8%95%99\/","title":{"rendered":"\u9648\u8559"},"content":{"raw":"

Lesson Plan \u5c0f\u5154\u5b50\u4e56\u4e56<\/h1>\r\n

Hui Chen\/\u9648\u8559<\/h4>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
School Type: private<\/td>\r\nNumber of students: 16<\/td>\r\n<\/tr>\r\n
Grade: First grade<\/td>\r\nProficiency Level: Novice Low<\/td>\r\n<\/tr>\r\n
Teaching Minutes: 30 minutes<\/td>\r\n<\/td>\r\n<\/tr>\r\n
Topic:\u00a0 \u5c0f\u5154\u5b50\u4e56\u4e56<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n[table id=19 \/]\r\n[table id=20 \/]\r\n[table id=21 \/]","rendered":"

Lesson Plan \u5c0f\u5154\u5b50\u4e56\u4e56<\/h1>\n

Hui Chen\/\u9648\u8559<\/h4>\n\n\n\n\n\n\n
School Type: private<\/td>\nNumber of students: 16<\/td>\n<\/tr>\n
Grade: First grade<\/td>\nProficiency Level: Novice Low<\/td>\n<\/tr>\n
Teaching Minutes: 30 minutes<\/td>\n<\/td>\n<\/tr>\n
Topic:\u00a0 \u5c0f\u5154\u5b50\u4e56\u4e56<\/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<\/h6>\n<\/td>\n<\/tr>\n
Ten of the students had some Chinese culture experience before the first grade. Five started learning Chinese at the beginning of the first grade. One ELL student came to the class with no experience in Chinese and English before.<\/td>\n<\/tr>\n
\n
State Standards \/ ACTFL Standards<\/h6>\n<\/td>\n<\/tr>\n
The outcomes are connected to the Ohio\u2019s New Learning Standards for K-12 World Language: Culture 1 a,h, 2 b; Interpretive 1 a,b,e,f; 2 d; 3 b,e,f; 4 e,d; Interpersonal 1 a,b,c,d, 2 b,d,e,h,; Presentational 1 a,b, 2 a,d,i,j,k; 3 b,c,e,i<\/p>\n

Ohio Early education Standard:<\/p>\n

http:\/\/education.ohio.gov\/getattachment\/Topics\/Early-Learning\/Early-Learning-Content-Standards\/Ohios-Kindergarten-Through-Grade-3-Learning-and-D\/K-3-Standards.pdf.aspx<\/a><\/p>\n

\nDomain: Social Emotional Development<\/p>\n

\n
Content and Learning Objectives<\/h6>\n<\/td>\n<\/tr>\n
Content:<\/strong> Review the song by singing and acting out \u5c0f\u5154\u5b50\u4e56\u4e56 along with the video clip; ask and answer the questions: In the story \u8c01\u4e56\uff1f \u4e3a\u4ec0\u4e48\uff1f\u56e0\u4e3a\u2026\u2026\u72fc\u4e56\u5417\uff1f \u5982\u679c\uff08If\uff09 \u72fc\u4e0d\u4e56\uff0c\u6211\u4eec\u600e\u4e48\u529e\uff1f \u4eca\u5929\uff0c\u4f60\u4e56\u5417\uff1f<\/p>\n

Grammatical structure(s)<\/em>: \u5417 Questions, \u8c01\u4e56\uff1f\u4e3a\u4ec0\u4e48\uff1f\u56e0\u4e3a\u2026\u2026<\/p>\n

Cultural perspectives<\/em>: popular Chinese kid song; increased awareness of others feelings and perspective.<\/p>\n

Objectives\u2014<\/strong>As a result of this lesson\/unit, students will be able to:<\/em><\/p>\n

    <\/p>\n
  1. Performing the song of \u5c0f\u5154\u5b50\u4e56\u4e56<\/li>\n
    <\/div>\n
  2. Understand the main concepts everyone has their own culture background. How do we be aware of others feelings. When facing bully or someone makes wrong choice what should we do?<\/li>\n
    <\/div>\n
  3. Properly ask and answer \u5417 questions, \u8c01\u4e56\uff1f\u4e3a\u4ec0\u4e48\uff1f\u56e0\u4e3a......; inquire and express\u00a0 opinion.<\/li>\n
    <\/div>\n
  4. Create own picture story of \u201c\u5c0f\u5154\u5b50\u4e56\u4e56\u201d with the main characters labeled in Chinese pinyin and 3 simple Chinese sentences in pinyin (\u4e56, \u4e0d\u4e56, \u56e0\u4e3a are used in the sentences.)<\/li>\n

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

\n
Materials Needed<\/h6>\n<\/td>\n<\/tr>\n
Projector, internet, working sheets
\nVideo clip from YouTube:\u5c0f\u5154\u5b50\u4e56\u4e56 https:\/\/www.youtube.com\/watch?v=Z0AENjZZubM<\/a><\/p>\n

Stuffed animals: wolf, bunny; candy, fake Chinese money<\/p>\n

Pictures as visual signs: to show well-behaved, and misbehaved<\/td>\n<\/tr>\n

\n
Procedure<\/h6>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n\n\n\n\n\n
Activity<\/strong><\/td>\nPurpose<\/strong><\/td>\nTeacher \/ Student Behaviors<\/strong><\/td>\n<\/tr>\n
Opening<\/p>\n

Activity and pre-assessment<\/p>\n

(5m)<\/td>\n

Review & check<\/p>\n

essential question<\/td>\n

Teacher behavior:<\/strong><\/p>\n
<\/div>\n
    <\/p>\n
  • Give an oral instruction about the objectives and activities<\/li>\n
    <\/div>\n
  • Play the video clip of \u5c0f\u5154\u5b50\u4e56\u4e56 on YouTube<\/li>\n
    <\/div>\n
  • Take a note to check around to see if students can sing and acting out the song<\/li>\n
    <\/div>\n
  • Ask students to sing and act out the song while watching<\/li>\n
    <\/div>\n
  • Ask: \u5982\u679c\u72fc\u4e0d\u4e56\uff0c\u6211\u4eec\u600e\u4e48\u529e\uff1f<\/li>\n

    \n<\/ul>\n

    <\/div>\n
    \n

    \nStudent behavior:<\/strong><\/p>\n

      <\/p>\n
    • Think about the answer to the essential question.<\/li>\n

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

Activity 2:<\/p>\n

Group discussion led with teacher\u2019s questions<\/p>\n

(5-7m)<\/td>\n

Checking, speaking,<\/p>\n

higher order thinking,<\/p>\n

culture understanding,<\/p>\n

teacher modeling inquire and express opinion.<\/td>\n

Teacher behavior:<\/strong><\/p>\n

Start the questions for ELL and beginner students:<\/p>\n

    <\/p>\n
  1. Teacher holds the stuff animal of little rabbit to ask question: \u8fd9\u662f\u5c0f\u5154\u5b50\u5417\uff1fPick a student from this group.\u00a0 If this student gives an answer, then teacher will ask the whole class\u5bf9\u5417\uff1fTeacher will pick another student who rises the hand to answer teacher\u2019s\u5417 question. Give a thumb up and a fake Chinese penny as an award to the student who can answer the question correctly. Finish Mom rabbit and wolf with the same procedure.<\/li>\n
    <\/div>\n
  2. Teacher holds the stuff animal of little rabbit and wolf to ask a question: \u8c01\u662f\u5c0f\u5154\u5b50? Same question pattern to other animals. Reward the students who gave a right answer with a fake Chinese penny.<\/li>\n

    \n<\/ol>\n

    The question is mainly for the students at Middle Performance level, but also open to the students at the beginner level and high performance level.<\/p>\n

    Teacher will ask:\u00a0 In this story, \u8c01\u4e56?<\/p>\n

    The questions for the students at the middle and high performance level<\/p>\n

      <\/p>\n
    1. \u8c01\u4e0d\u4e56\uff1f<\/li>\n
      <\/div>\n
    2. \u4e3a\u4ec0\u4e48<\/li>\n

      \n<\/ol>\n

      \nThe question for the students at high performance level:<\/p>\n

      \u5982\u679c\uff08if\uff09 \u72fc\u4e0d\u4e56\uff0c\u600e\u4e48\u529e\uff1f\u4e3a\u4ec0\u4e48\uff1f<\/p>\n

      Teacher will ask this essential question then pick a few students to give their answers.<\/p>\n

      Everyone comes from a very different culture background. How should we be aware of the culture differences and respect the others?<\/p>\n

      \n

      \nStudent behavior:<\/strong><\/p>\n

        <\/p>\n
      • Students raise hands and answer questions.<\/li>\n

        \n<\/ul>\n

        To answer the question \u201c\u8c01\u4e0d\u4e56?\u201d the student needs to make inference based on his or her own understanding.<\/p>\n

        Answer in various. If one student says, \u201c\u72fc\u4e0d\u4e56\uff0c\u56e0\u4e3a\u5b83\u8981\u5403\u5c0f\u5154\u5b50\u3002\u201d. Teacher responds to student with the nature behavior of the animal.<\/p>\n

        If another student says, \u201c\u72fc\u8d70\u4e86\uff0c\u56e0\u4e3a\u5b83 goes away and leaves \u5c0f\u5154\u5b50 alone\u201d. Teacher will tell students how the bunny uses its problem solving skills to make the wolf go away.<\/p>\n

        When answering \u201c\u4e3a\u4ec0\u4e48\uff1f\u201d, the student needs to begin with \u56e0\u4e3a, but he\/she can use English to reason at this proficiency level.<\/p>\n

        The principle is to apply the question: \u5982\u679c\u72fc\u4e0d\u4e56\uff0c\u6211\u4eec\u600e\u4e48\u529e\uff1f (If you meet someone who bullies or misbehaves, what should you do?)<\/p>\n

        Try using the following phrases or structures:<\/p>\n

        \u53ef\u4ee5\/\u4e0d\u53ef\u4ee5\u3002\u56e0\u4e3a......<\/td>\n<\/tr>\n

Activity 3:<\/p>\n

Interview<\/p>\n

(5m)<\/td>\n

Students practice Q&A: students<\/p>\n

inquire and express opinion.<\/td>\n

Teacher behavior:<\/strong><\/p>\n
    <\/p>\n
  • Demonstrates how to use the interview form<\/li>\n
    <\/div>\n
  • Dives each student an interview form<\/li>\n

    \n<\/ul>\n

    <\/div>\n
    \n

    \nStudent behavior:<\/strong><\/p>\n

  • Each student needs to interview two classmates and to fill out the questions on the form.<\/li>\n
    <\/div>\n
  • Each student who can finish interview on time will receive a penny.<\/li>\n

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

Activity 4:<\/p>\n

Circle time<\/p>\n

(3m)<\/td>\n

Demo: Teacher model the class how to work together on grouping the classroom behaviors into \u4e56and \u4e0d\u4e56 groups<\/p>\n

\nApply to the school life<\/td>\n

Teacher behavior:<\/strong><\/p>\n

Demo: classify the classroom behaviors into \u4e56 and \u4e0d\u4e56 groups.<\/p>\n

    <\/p>\n
  • Teacher will write down a list of classroom behaviors on the whiteboard in the circle area before the class begins.<\/li>\n
    <\/div>\n
  • Teacher will point to one item at the time on the list, and ask question. For example, Teacher points to the item \u201cmove around without permission\u201d then ask \u201cIn the class, move around without any permission, \u4e56\u5417\uff1f\u201d Pick the student who raises hand to give an answer. The right answer is \u201c\u4e0d\u4e56\u3002\u201d. If this student answers correctly, he\/she will be awarded a fake penny and teacher will put a mark of X as \u201c\u4e0d\u4e56\u201d in front of \u201cMove around.\u201d If the teacher points to \u201cRaise hand before talking.\u201d, the student should say \u201c\u4e56\u3002\u201d. The mark of \u221a for \u201c\u4e56\u201d. Finish all the items of classroom behaviors.<\/li>\n

    \n<\/ul>\n

    \nDemo: ask and answer the question:<\/p>\n

    Teacher: \u4eca\u5929, \u4f60\u4e56\u5417\uff1f<\/p>\n

    Volunteer: \u4e56\u3002<\/p>\n

    Teacher: \u4e3a\u4ec0\u4e48\uff1f<\/p>\n

    Volunteer: \u56e0\u4e3a\u6211\u6ce8\u610f\u542c\u3002<\/p>\n

    \n

    \nStudent behavior:<\/strong><\/p>\n

      <\/p>\n
    • Participate in the activity, make own judgement, raise hand, and answer the questions.<\/li>\n

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

Activity 5\uff1a<\/p>\n

Pair and individual work<\/p>\n

(5m)<\/td>\n

Evaluation\/ scaffolding \/ application<\/p>\n

\nStudents\u2019 teamwork<\/p>\n

\nIndividual work<\/td>\n

Facilitating.<\/p>\n

\nPair work for inquiring and expression through categorizing class behaviors.<\/p>\n

Individual work: self-reflection to assess each student\u2019s own learning.<\/td>\n<\/tr>\n

Closing<\/p>\n

(5m)<\/td>\n

For evaluation and happy ending of learning<\/td>\nPick two students at high performance level as little teachers to ask questions:<\/p>\n

Exit questions: \u4eca\u5929\u4f60\u4e56\u5417\uff1f\u4e3a\u4ec0\u4e48\uff1f<\/p>\n

Give candy to the student who has answered the question.<\/p>\n

Find anything you did wrong before and provide reasons:<\/p>\n

\u6211\u4e56 or \u6211\u4e0d\u4e56, \u56e0\u4e3a......\u3002<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
\n
Post Assessment\/Evaluation<\/h6>\n<\/td>\n<\/tr>\n
Ask students one exit question.<\/td>\n<\/tr>\n
\n
Homework<\/h6>\n<\/td>\n<\/tr>\n
\n
    <\/p>\n
  1. Perform the song of \u5c0f\u5154\u5b50\u4e56\u4e56 in front of the family members or friends.<\/li>\n
    <\/div>\n
  2. Create own picture story of \u201c\u5c0f\u5154\u5b50\u4e56\u4e56\u201d with the main characters labeled in Chinese pinyin and at least 3 simple Chinese sentences in pinyin (\u4e56, \u4e0d\u4e56, and \u56e0\u4e3a are needed).<\/li>\n

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

\n
Lesson Plan Analysis<\/h6>\n<\/td>\n<\/tr>\n
Standard, philosophy, and rationale are based on the Chinese curriculum and the Ohio\u2019s New Learning Standards for K-12 World Languages Communication standard: Communicate in languages other than English, both in person and via technology. Teacher uses \u201cNo English\u201d rule to engage and immerse the student in the Chinese language.<\/p>\n

\nCULTURES STANDARD: Gain and use knowledge and understanding of other cultures. In this lesson, the students will understand the main concepts of culture awareness and enjoy the popular Chinese kids\u2019 song, \u5c0f\u5154\u5b50\u4e56\u4e56.<\/p>\n

To align to the school\u2019s English Language Learners (ELL) student\u2019s learning plan, the Chinese teacher uses a special individual instruction strategy for teaching. Incorporated tools include: video, music, picture, sign language, stuff animals, fake money\/candy award, pair up with a buddy, short assignment, after class tutoring and use the parent\/teacher as extra resource.<\/p>\n

<\/div>\n

Philosophy and\/or Rationale<\/h4>\n

Each student has the ability to learn Chinese, but his\/her learning needs and ways might be very different. As a Chinese teacher, the primary teaching goal is to effectively teach all the students by using appropriate teaching methods, to instill in them a love of learning Chinese, to help them become life-long learners and successful members of society.<\/p>\n

\nIn this lesson, the teacher uses more student centered communicative instructions to meet a range of students\u2019 needs and learning styles.<\/p>\n

<\/div>\n

Teaching Methodology and Strategies<\/h4>\n

In the opening video clip of \u5c0f\u5154\u5b50\u4e56\u4e56 is used to catch students\u2019 attention; through students\u2019 singing with body movements, the students can effectively review the words and story. Teacher can do pre-assessment and use essential questions to engage the students into group discussion: the provocative question: \u201c\u5982\u679c\u72fc\u4e0d\u4e56\uff0c\u6211\u4eec\u600e\u4e48\u529e?\u201d A well started lesson will help the class reach the goal.<\/p>\n

Whole class discussion is led by the teacher\u2019s questions. In this part, teacher focuses on inquiring and expression opinion. Teacher models how to ask the questions and answer the questions. Teacher\u2019s questions start from \u5417-questions to \u8c01-questions, then move to \u201c\u4e3a\u4ec0\u4e48\u201d questions. This strategy helps the students at different performance levels feel comfortable while communicating. Teacher also needs to inspire a higher order of thinking, and provide strong concepts of culture awareness.<\/p>\n

The purpose of the interview activity is to give each student a chance to practice asking and answering the questions through the interview task.<\/p>\n

Teacher uses Circle Time to:<\/p>\n

    <\/p>\n
  1. Model the class on working together and classifying the classroom behaviors into \u4e56and \u4e0d\u4e56 groups;<\/li>\n
    <\/div>\n
  2. Give instructions to the students on how complete the worksheet individually and in pairs.<\/li>\n

    \n<\/ol>\n

    \nThe purpose of Pair Work and Individual Work is to provide the students additional chances to apply what they have learned into their daily lives.<\/p>\n

    Use an exit question to check students understanding and provide candy as an award for passing.<\/p>\n

    Fake money\/candy award is used as a positive incentive strategy to encourage participation, effort, and achievement. Each student can use the money to buy stuff from the class treasure box.<\/p>\n

    <\/div>\n

    Special Focus and Features of the Plan<\/h4>\n
      <\/p>\n
    1. Embedding culture in language teaching is very important. Chinese culture is a part of language itself.<\/li>\n
    2. Asking the provocative question: \u201c \u5982\u679c\u72fc\u4e0d\u4e56\uff0c\u6211\u4eec\u600e\u4e48\u529e?\u201d The provocative question challenges students to use higher order thinking skills to express their own opinions. The students make judgements based on their understanding of culture differences.<\/li>\n
    3. Authentic experiences: students watching video, singing\/acting\/performing the song, tasting candy, drawing pictures, getting money, holding\/touching the stuff animals etc.<\/li>\n
    4. Differentiate instruction: Teacher asks questions targeted at the level of the student. To ensure ELL students to understand the concept the teacher should follow: (1) beginner level students: answer simple question first and give more time or clue if needed. (2) For the middle level: practice with application in new situations. (3) For higher level: teacher should give challenge questions, and let them lead discussion of \u201c\u5982\u679c\u72fc\u4e0d\u4e56\uff0c\u6211\u4eec\u600e\u4e48\u529e?\u201d Also the teacher can give them chances to help others, like working with beginning\/middle level students during the practice.<\/li>\n
    5. The best way to engage students is to find out their interests. It is much easier to work with students when they hold an interest in the subject being taught. Teacher should interact with students to see if they like cartoons, drawing, animal friends, food\/candy and other activities. It is best to match instruction to students\u2019 experiences.<\/li>\n
    6. Technology integration is another feature.<\/li>\n

      \n<\/ol>\n

      <\/div>\n

      Suggestions for Users<\/h4>\n

      Before this lesson, learn the song of \u5c0f\u5154\u5b50\u4e56\u4e56 with body movements. Also learn the basic words of the song through the game of charades. Also prepare two illustration papers for the new words. One for the word \u600e\u4e48\u529e, another for \u5982\u679c (if thumb up gets candy; if thumb down no candy).<\/p>\n

      During teaching, teacher is better to write down the questions in Pinyin on the board, to write the character \u5982\u679c (if) and \u600e\u4e48\u529e (what to do?) with Pinyin and English meaning on the board. To show the illustration\/sign language each time teacher should mention the word \u5982\u679c or \u600e\u4e48\u529e. For better understanding main concepts in culture differences, teacher might consider using English.<\/p>\n

      Teacher should be open-minded to understand there will be different level of performances in each group\/class.<\/td>\n<\/tr>\n

\n
Author Bio<\/h6>\n<\/td>\n<\/tr>\n
Hui Chen is a certified Chinese teacher in Ohio. She has been teaching Chinese language and culture for more than ten years in different school settings. During 2007-2009, she was one of the steering committee members and the writing team members, and a Chinese editor for ODE\u2019s K-4 Chinese Curriculum Program.\u00a0 Since 2013, her students have participated in the Ohio K-12th Chinese Speech and Essay Contests and won many awards. Ms. Chen received Outstanding Engagement Award and 10 Years Teaching Achievement Award from Ohio Association Of Teachers of Chinese and Confucius Institute.<\/td>\n<\/tr>\n
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