Lesson Design & DeliveryNational Chinese LanguageConference

Helene ChanSan Jose State University

Helene.Chan@sjsu.edu Esther Chau

Starr King Elementary Schoolchaue@sfusd.edu

Adapting Existing Lessons to Understanding by Design

Format

Professional Development Program for

Teachers of Mandarin Chinese

Essential Question

How do we adapt our “traditional” communicative lessons to the UbD format, regardless of the level and

stage of our students?

Thematic Lesson Review• Functional Objective• 5 steps:

–Setting the stage–Comprehensible Input with checking

for understanding–Guided practice–Application and Extension–Evaluation (related to the functional

objective)

What is Backward Design?Backward Design is beginning with the end in mind, starting with a clear understanding of your destination.

• Know where you are going.• Know where you are now.• Map out how you will get there.

Drawing ComparisonsUnderstanding by Design • Identify Desired Results• Determine acceptable evidence• Plan learning experiences and instruction

Thematic Lesson Design

Functional Objective5 steps: •Setting the stage•Comprehensible Input with checking for understanding•Guided practice•Application and Extension•Evaluation (related to the functional objective)

Where do you start?

• What do you want the students to be able to do in Chinese when you are done teaching the lesson?

• What do you hope they will carry with them culturally and linguistically?

• How will you know if you have been able to do this?

Stages in theBackward Design Process

IdentifyDesired Results

DetermineAcceptable Evidence

Plan learningExperiences andinstruction

Example Unit

My Family

Enduring Understanding

Families throughout the world may come from different

cultures and speak different languages, but there are

essential similarities regardless of their origin.

Essential Question

How can students create a Family History Project and present their own family story in our diverse community?

Identify Desired Results

Students will be able to 1. Describe the significant events from

birth to present2. Identify the family members and

relatives3. Write a simple letter to one of the

family members4. Present their Family History Project to

their classmates

Theme: My FamilyNeed to know (content)

• Family terms• Expressions: 我一嵗

時… 我兩嵗時… 我的爸爸是… 我的媽媽是…

• Numbers 1-10• Measure words• Professions

Need to do (function)

• Use proper letter writing format

• Describe your family• Describe special events• Complete a Family Tree

What Standards are addressed?

Content: Stage I•1.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.•1.1 Students address discrete elements of daily life, including:

•b. Family and friends

What Standards are addressed?Communication: Stage I

•1.0 Students use formulaic language (learned words, signs [ASL], and phrases)•1.1 Engage in oral, written, or signed (ASL) conversations.•1.2 Interpret written, spoken, or signed (ASL) language.•1.3 Present to an audience of listeners, readers, or ASL viewers.•1.4 List, name, identify, enumerate.•1.5 Identify learned words, signs (ASL), and phrases in authentic texts.•1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way.

What Standards are addressed?Cultures: Stage I

•1.2 Recognize similarities and differences in the target cultures and between students’ own cultures

What Standards are addressed?Structures: Stage I

•1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.•1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.

What Standards are addressed?

Settings: Stage I•1.0 Students use language in highly predictable common daily settings.

Determine Acceptable Evidence (assessment)

Students will create and present “My Family History” Project which includes a simple letter to a member of their family.

•They will describe the significant events in their life•They will introduce their family members and relatives

Student Sample

Student Sample

Plan Learning Experiences & Instruction

Setting the Stage

•Activity 1: Watch a video clip “我的家庭真可爱”•Activity 2: Watch a video clip “We are Family”

•Activity 3: Show teacher’s family picture

Plan Learning Experiences & Instruction

Comprehensible Input•Activity 1: Family Members vocabulary PPT•Activity 2: Watch a Digital Story —小山的一家人 •Activity 3: Power Point Presentation: Timeline introduction

Plan Learning Experiences & Instruction

Guided Practice•Activity 1: Fly Swatter Games•Activity 2: Character writing•Activity 3: Play Family Tree poster matching game •Activity 4: Letter writing •Activity 5: “My Timeline” worksheet •Activity 6: “Name BINGO”•Activity 7: “Family Quiz” game through Classtools.net

Plan Learning Experiences & Instruction

Application & Extension•Activity 1: Family Tree worksheet•Activity 2: Create “My Family History” project

Evaluation

•Related to the functional objective

•Use rubric

Remember to plan with the end in mind

•Create the Enduring Understanding and Essential Question for the unit•Decide what students should know and be able to do•Align the standards•Identify how students will demonstrate their knowledge•Plan instruction

Remember to plan with the end in mind

•Prepare your materials•Review your plan and make sure it all fits together•Teach!•Look at student work and their achievement of your objectives•Review and revise

Thank you to:

Debbie RobinsonOhio Department of Education

Jacque Van Houten Kentucky Department of Education

Margaret PetersonSan Francisco Unified School District

Elizabeth MatchettGunn High School