Travel to Beijing北京之旅

Yan WangEDG-602 Course ProjectApril 2013

Framework for PlanningCreating the Environment for Learning

Setting Objectives and Providing Feedback

Reinforcing Effort and Providing Recognition

Cooperative Learning

Helping StudentsDevelop

UnderstandingCues, Questions, and Advance Organizers

Nonlinguistic Representations

Summarizing and Note Taking

Assigning Homework and Providing Practice

Helping Students Extend and

Apply KnowledgeIdentifying

Similarities and Differences

Generating and Testing Hypotheses

Nine Categories of Instructional Strategies That Affect Achievement

Category Average Effect Size

Identifying similarities and differences 1.61Summarizing and note taking 1.00Reinforcing effort and providing recognition

.80Homework and practice .77Nonlinguistic representations .75Cooperative learning .73Setting objectives and providing feedback

.61Generating and testing hypotheses .61Questions, cues, and advance organizers

.59Marzano, 1998

Summary

This unit was created to teach the Chinese language and culture about the travel to Beijing for students in fifth grade.

Students will be participating in pair work, group work, whole class activities, and independent work.

Students will be interacting with technology in order to improve the mastery of the content being taught.

KY Standards for World Language Proficiency

(Novice-high level)

Interpretive Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

Learner BenchmarkIL.L I can understand the main idea and some details on familiar topics expressed in sentences, short conversations, presentations, and messages.

Learner BenchmarkIL.R I can understand the main idea and some details in texts that contain familiar vocabulary.

Learner BenchmarkIL. IC I can begin and carry on a conversation on a limited number of familiar topics. I can ask and answer simple questions and exchange information in familiar situations using phrases and a series of sentences.

Learner BenchmarkIL.PS I can provide information on familiar topics using a series of sentences with some details

Learner BenchmarkIL. PW I can write on familiar topics and experiences using a series of sentences with some details.

Summary

Through this unit, students will name and identify directions, attractions, transportations in Beijing.

The Students will be viewing PowerPoints, YouTube video clips, teacher created story , competing a travel plan by using gloster, recording voice by suing vocaroo and generating a QR code.

Materials and Resources Photo Story 3 Microsoft PowerPoint 2010 http://vocaroo.com htpp://edu.glogster.com Online Confucius institute http://www.youtube.com/watch?feature=player_embedded&v=lpw9Fi36G94#!

Video clip: Learning Chinese: Transportation http://kid.chinese.cn/en/article/2009-09/25/content_68533.htm

SMART Notebook software iPad

Environment for LearningProcedure Students will discuss learning objectives at the

start of the unit, as well as on a daily basis. Students will be given pre-test, and be

assessed on a daily basis. They will participate in self-assessment of the learning objectives.

Environment for LearningClassroom Culture Students will be paired to practice read a text by using iPad. Students will be group in four to make a travel plan

for summer. At first, write down the plan, and then make a glogster, finally record voice and generate a Qr code to share with the class.

Students will have a role play “Have lunch in a Chinese restaurant” and scored by using rubric.

Assessment

The performance-based assessments will be using to assess students’ learning:

After practicing reading, they should read to the teacher; the project will be graded by using a rubric. At first,

students do a self-assessment, and then the teacher will grade and give feedback orally.

the role paly will be assessed by rubric too. The peer feedback will be counted too.

Reinforcement and Recognition

Students will earn stamps on their Chinese passport toward a final award in the end the semester.

The school has wheel prize to recognize the students who achieve their learning goals. I will refer these students for participating the wheel prize.

Developing Understanding

Procedure: The content in this unit is connected with the Common Core Content

Standards. Students have learned the directions in science class, the exchange of money in their math class. These knowledge will be reinforced in the Chinese class. And students’ effort will be recognized by awarding wheel prize and stamping. (Reinforcing effort and providing recognition)

The language structure in the story created by teacher is with repetition and patterns, and with a lot of visuals to guide students’ understanding. (Questions, cues, and advance organizers)

Developing Understanding

The comparison and contrast of American and Chinese common food are based on students’ background knowledge too. (Identifying similarities and differences)

The authentic martials such train tickets, teacher’s travel pictures and the real Chinese food will make the learning meaningful too. (Nonlinguistic Representation)

Extending and Applying Knowledge

Procedure:

Students will be group in four to make a travel plan for summer. At first, write down the plan, and then make a glogster, finally record voice and generate a QR code to share with the class.

A list of essential vocabulary will be given. The students also can explore the new words online.

The teacher will provide guidance and suggestions when needed. This project will give students the opportunity to practice 21

century skills such ass collaboration, creation and innovation.