Unit Topic: A 12th Grade Chinese Student's Daily Life

1. Demographics of students:
Grade 12 Chinese class is composed of 6 boys and 3 girls, 2 of who is native speaker and another 2 is heritage learner. Two students have some difficulties in learning and interpreting information in class. Two students are high achievers. Three students are average learners.

2. Lesson Topic:

Twenty Lessons:
Lesson Plan/day 1.First Introduce Purpose Day Map out the unit and tell the routines and rules. Classroom Activities 1.Think-Pair Share 2. Note taking 3.Discussion 2. Students will Wangling's Dairy 1.categorize the Vocabulary Instruction and vocabulary of school life. Comparison 2.restate their daily routine in Chinese. 3. Wangling's Dairy Group work and Composition Students will 1.compare their life with Chinese students life. 2.compose their own diary in Chinese 1.Pair works to ask questions and make sentences according to the vocabulary. 2.Identity the information in video. 1.Vocabulary review with
drill. 2.Group work comes up the ideas of the difference. 3.Write a draft according to the dairy structure.

Homework 1.Type a small >60 words paragraph. 2.Flash card 1. Listen to the text recording. 2.Make a vocabulary category list.

1. Type the differences. 2. Work on the diary draft.

4. Wangling's Dairy Writing workshop

Students: 1. Explain and interpret their own diary.

1. Bring in 4 copies of their diary draft, share with their 4 group members.

1. Revise and type their diary. 2. Post the diary on class forum.

2.evaluate each others work according to the rubric. 5. One Day at Xingzhi High School Text Instruction Students: 1.will match the vocabulary with the school building in picture. 2.will be able to add students daily routine with the locations in sentence. 6. One Day at Xingzhi High School Drills and Group Presentation Students: 1. will produce a dialogue about daily activities in different buildings. 2.present it to the class.

2.Evaluate others writing.

1.Vocabulary review with

drill. 2. Make sentences with location.

1. Make a vocabulary category list of school department and buildings. 2. Type a small paragraph of different school buildings or sections.

1. write question Write a skit sentences about to ask about the missing What are you doing up daily routine. at____?___ When? 2.Walk around the classroom to ask each other questions and note down. 3.Cutting sentences and resemble them.

6. Fill In The College Application Form

Students: 1. will categorize the vocabulary of universities and major.

1. Vocabulary review with

drill. 2.retell their college choice in Chinese.

1.make vocabulary list about major.

2.type out their reasons about 3.simmerize the reason why chooses their 2.will be able to give they will choose the major or major in Chinese. school. reason why do they want to choose that major. Students: 1.will compare the exam form between China and America. 1. Learn the vocabulary to describe emotion and mood. 2. Group work of coming Research some Chinese news website like China Daily to search for some news about the

7. Xiao Luo's Day For College Entrance Exam Text Instruction

2.will analyze what this way of exam influence Chinese students life. 8. Xiao Luo's Day For College Entrance Exam Group presentation Students: 1. will interpret the news they bring to the class. 2.will present the main idea to the class. 9. The Summer Before College Text Instruction Students 1.will compare their summer plan with the text. 2.create their own summer vocation plan. 10. The Summer Before College Drills and Presentation Students will edit and sequence their summer vocation plan.

up with the influence.

college entrance exam, and type down the main idea in Chinese. Create a ppt for the presentation.

1. Pair work of share the news and editing the main idea. 2.Combine two articles ideas together and form a group presentation. 3.Rehersal the group presentation.

1. Vocabulary review with Type down their drill. summer vocation plan. 2.Jigsaw about the three part of the text. 3. Write on their own.

1.Writing workshop in three persons group. 2.Evaluate each others work according to the rubric.

Use the form of calendar or map to present rearrange their plan.

11. Chinese Youth's Online Life Text Instruction and Comparison

Students 1.will surf in some Chinese youths website. 2.will compare the American counterparts with these website.

1. Choose some website. 2. Name different parts of the website and their function.

Write a 200 words report to introduce one specific website.

12 Chinese Youth's Online LifeWeibo

Students: will create their own Weibo (Chinese version of Facebook)

1. Review the vocabulary with drill. 2.Write about self-profile in Chinese. 3.Choose a and create a account. 4. Try to follow some famous accounts and follow each other in Weibo. 5. Write first comments on Weibo.

Create a statements with pictures in Weibo

13 An Email From Wangling Text Instruction and Drills

Students: will understand and translate an email from a Chinese student

1. Review the vocabulary with drill. 2. Group work to read and translate the letter.

Type the translation and ask 3 students outside the class for advice how to replying the email. Make categorized vocabulary card about the word used to greet people in different social status in email.

14 Write an email to Wangling

Students: 1.will be able to compose an email back to the student. 2.will notice the culture difference

1. Think pair share about the advice gathered from other students. 2.Illustrate the format of an email. 3.Group work in pair to write an email back to Wangling.

15 Introduce Your life to Wangling

Students: will be able to group the different aspects of their life, which they want to present to their Chinese counterpart.

1.Two students in 4 groups will work on four different tasks: 1. School life 2. Sports and Arts 3. Free time 4. Future plan. 2.Jigsaw: 4 people will ne in 2 big groups to introduce their group work to the group. 3.Each group will use a poem, ppt, essay, pictures

Work on the project.

to introduce their life to Wangling.

16 Presentation and Evaluation

Students: will present their ideas to the Chinese students in the school.

1. They will be given a rubric about how to value the presentation. 2. Introduce the Chinese students. 3.Give the presentation. 4. Evaluate and give advice. 5. Talk about what they have learnt in the project.

Write about the reflection of the project about what they achieved and what they can improve. Give advice about how to improve the project.

17 Difference But Common Points

Students: will draw Comics and write subtitles according to their presentation.

1. Review the whole semester. 2.Work in two groups to draw comics and write subtitles. 1. Act out the skit. 2. Recorded by Photo Booth and get immediate feedback. 3.Get feedback from Chinese guest.

Rehearsal the skit.

18 Students: will act out the skit. Skit Rehearsal When American Students encounter Chinese Students

1.Type down the transcript. 2.Show the skit to your family and post it on a Chinese website to invite 3 Chinese students to comment on it.

3. Massachusetts Five Cs Standards

Communication: Stage3: Using sentences, strings of sentences, and fluid sentence-length and paragraphlength messages with frequency of errors proportionate to the complexity of the communicative task, students will Interpersonal Communication

1.3 Ask and answer questions 1.9 Ask and respond to questions to clarify information 1.10 Exchange opinions about people, activities, or events 1.15 Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels, etc. Interpretive Communication

3.11 Give presentations on planned activities or on cultural topics 3.17 Write reviews about a story, play, movie, or other form of literature. 3.19 Write journals, letters, stories, and essays. Presentational Communication

3.6 Present information in a brief report 3.9 Write greeting cards, notes, letters, and e-mails 3.11 Give presentations on planned activities or on cultural topics

Culture: Stage3 Using sentences, strings of sentences, and fluid sentence-length and paragraphlength messages in the target language with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary in classical language classes, students will 4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of the target culture, and discuss how they reflect language and cultural perspectives 4.19 Describe the relationship between social establishments such as schools, religions, governments, and the perspectives of the target culture

Comparisons: Stage 3 Students will demonstrate an understanding of the concepts of culture through a comparison of the target culture with their own. 5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry 6.10 Compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students own culture(s).

Connection: Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of errors proportionate to the complexity of the communicative task, students will !7.3 Obtain information and knowledge related to other disciplines from sources in the target language: E.g.obtaining geographical information from printed maps and travel guides or Internet resources in the target language and using this information to achieve the learning standards from the Geography Strand of the History and Social Science Framework;

Community: Stage2: Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages in the target language with frequency of errors proportionate to the complexity of the communicative task, students will: 8.2 Apply knowledge of the target language and culture beyond the !classroom setting

4. Big Idea: (To what big idea or enduring understanding does this lesson connect?) The study of other languages and cultures gives people insight into their own culture comparison and supports the appreciation of diversity, which is vital to a global society.
Formal language is a necessary tool for expressing precise ideas in a variety of environments. To acquire the information presented in video, emails, websites and notice the details, which indicate culture characteristics of the context the target language carried out. Language is developing with time and Internet is a tool to get access to the language and up-to-date information. Essential Questions: How ones ideas are conveyed by ones words orally or written in another culture? How can we get to understand another culture by learning the language and analysis the message? Scaffolding supporting questions:

-What did the speaker say to the listeners? -What information the article conveyed? -What kind of methods he/she used to convey his/her intention? -What is the tone of the speaker/writer? What is the purpose?

5. Objectives
a. Knowledge Outcomes: (What content knowledge do you want your students to gain as a result of this lesson? Please refer to the MA Curriculum Frameworks.) i. ii. iii. iv. v. vi. Understand the speaker's/ writers intention though identifying his strategies and his tone. Summarize the format of dairy, email and news report. Compare basic structure of a Chinese high school and the daily life of a common high school student to American students. Hypotheses the underlying reason why there will be difference and similarities. Create an account in a real Chinese website and can read and interact with other Chinese people in the website. Design a skit and give a presentation to exchange what they have learnt with exchanging Chinese students.

b. Skill Outcomes: (What skills do you intend students learn or practice?) i. Be able to cite a simple map of a place by identifying the information given in an article. ii. Be able to list vocabulary under different but related category. iii. Match the information in multimedia with the given sentence. iv. Use the target language to give a short presentation about the text.

6. Assessment (How will you determine what the students have learned during and as a result of the lesson? What evidence from the lesson supports your beliefs about student learning?)

Overall: !Pre-assessment about vocabulary and sentences before each class. !Student comments/questions during discussion !Journals !Homework !Tests after each unit. !Quiz as exit ticket. Formative assessments: Students verbal answers to questions Do-nows Exit tickets Their comments on peers' work Match words into sentences and match sentences into paragraphs Drills about sentence structure and word usage. Student's comment/discussions about the video and text. Find the specific information in the text. Summative assessment: Short essay (200-300 words). Group presentation about the difference of two schools or students life, and students will have different roles in the group. A skit to test interpersonal communication.

6. Sequence of the lessons a. Whats the hook to make the lesson interesting? How will you open the lesson? One is the introduction of a Chinese high school, which is my former high school, I will use some pictures as a hook to open the class. While showing the picture, I will use the picture to tell the story of common Chinese students. Another is a daily of Wangling (this article comes from a newspaper report.) Other class will use letters, pictures and emails. b. Activities (The body of the lesson step by step with directions and your key questions. Include plans for each transition within the lesson. Indicate how long each section will take. )

Sequence of texts and activities: !Warm-up with questions to activate the old knowledge. !Pre-assessment for the content. !Teacher modeling. !Guided practice with teacher !Independent practice with pair or in a group. !Differentiation !Homework: writing, evaluation, translation, vocabulary list and etc. !Performance or presentation in group. !Evaluate each others work.

c. Materials !Copies of text. !Video !Colorful Mark Pens and big white sheets. !Markers. !Laptop or smart phone. d. Sponge Activity (What will students do if they finish early?) !Description Activities: come up as many words as possible to describe school life. !Watch videos about Chinese High Schools. !Word fight. !Create ones own vocabulary sheet. e. Wrap-Up (How will you pull things together, have students process what theyve learned, pose a question for further consideration? !Skit Rehearsal When American Students encounter Chinese Students ! Presentation their life to the Chinese students in the school. They will be given a rubric about how to value the presentation. Talk about what they have learnt in the project. Write about the reflection of the project about what they achieved and what they can improve. Give advice about how to improve the project. 7. Group Work Each student should have different roles in the group: coordinator, timekeeper, word checker, painter, and presenter. I will group students according to their level if the class is grouped into 2 groups. In think-pair-share students will have different pairs for different small tasks, through which can let them to cooperate with different classmates.

8. Potential Pitfalls (use these to revisit and adjust lesson plans for pitfalls that you can anticipate) There might be students cannot understand the text, and they need more scaffolding and help. The computer and projector cannot work, so I always need some materials printed out and write the vocabulary on the white board. 9. Reflections Scaffoldings always need to give to students according to their level. Time filler like vocabulary sheet and extra tasks needed for students who finish their task first. Leave enough time for students practice and reflection.