Travel to Beijing北京之旅

Yan WangEDG-602 Course ProjectApril 2013

Framework for Planning

Creating the Environment for LearningSetting 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 Knowledge

Identifying Similarities and

DifferencesGenerating 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

.80

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

.61

Generating 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.

Foreign Language Standards for 21 Century Learners:

1. Communication: Students can exchange information about

Beijing; tell the landmarks in Beijing; present a travel plan;2. Connection: Students can connect the language learning with science content (directions).3. Comparison: Students can compare Beijing with Lexington, KY.4. Culture: Students can understand the structure of the Great Wall and locations of Tian'an men Square.5. Community: Students can share the learning with

their family and friends.

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 Power Points,

YouTube video clips, teacher created story ,

competing a travel plan by using glogster,

recording voice by using vocaroo and

generating a QR code.

Material 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 Learning

Procedure 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 Learning

Classroom 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.