A+Unit+Lesson+Plan

Smart Notebook files used in this lesson:
Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Lesson Six Lesson Seven Lesson Eight

**__Unit Plan –__** **__Elementary Level__**
 * __FOREIGN/WORLD LANGUAGES__**


 * Teacher** **__Peng Yu__ School** **__Fairhill Elementary School__**
 * Grade(s)** **__Two__ Language(s)** **__Chinese__ Level(s)** **__One__**
 * Date** **__Feb 9—Mar 8__ Number of Students** **__20—25__ Time** **__30min per class__**

UNIT THEME: American Indians Unit Plan (Each class has two lessons per week; plan for four weeks)

PLANNING PHASE
 * Performance/Task-based Objectives**
 * At the end of this unit, students will be able to:**
 * 1.** **Say 8 directions.**
 * 2.** **Say 2 types of climate, hot and cold.**
 * 3. Say 4 occupations—farmers, fishermen, hunters, horsemen.**
 * 4. Say 4 activities related to occupations—farming, fishing, hunting, and riding a horse.**
 * 5. Say 3 traveling ways of American Indians—walking, boating, and using horses.**
 * 6. Say 4 plants.**
 * 7. Identify land types.**
 * 8.** **Identify home types of the American Indians.**


 * __Standards:__**
 * National****:** //Standards for Foreign Language Learning (ACTFL 5Cs)//
 * Standard 1.1: ** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * Standard 1.2: ** Students understand and interpret written and spoken language on a variety of topics.
 * Standard 1.3: ** Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
 * Standard 2.1: ** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
 * Standard 2.2: ** Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
 * Standard 3.1: ** Students reinforce and further their knowledge of other disciplines through the foreign language.
 * Standard 4.1: ** Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
 * Standard 4.2: ** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


 * State****:** //Foreign Language Standards of Learning for Virginia Public Schools (Virginia SOL)//
 * MFLI.1 ** The student will exchange simple spoken and written information in the target language.
 * 3.** Ask questions and provide responses about self and other familiar topics, such as family members, personal belongings, school and leisure activities, time, and weather.
 * MFLI.7 ** The student will develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.
 * 1.** Identify some viewpoints of the cultures, such as those relating to time, education, transportation, and the roles of family members.
 * MFLI.10 ** The student will demonstrate understanding of the significance of culture through comparisons between the cultures studied and the cultures of the United States.
 * 1. ** Compare patterns of behavior and interaction found in the United States with those found in the cultures studied.
 * 2.** Demonstrate an awareness that social practices and personal interactions differ among cultures.

Theme Two of Grade Two, //Foreign Language Program of Studies (POS)//, Fairfax County Public Schools
 * Local**


 * Day One and Two **

Warm-up Activity: Greeting; the “Hello” song; calendar reading; weather report. Theme or Topic: The American Indian Tribes (1)—Land type Vocabulary: Category I* 东部 (east), 南部 (south), 西部 (west), 北部 (north), 中部 (middle) Category II ** 印第安人 (American Indian), 方向 (directions), 河 (river), 山 (hill) 平原 (plain), 高原 (flatland), 草原 (prairie), 草地 (grassland), 森林 (forest), 海岸 (coastland) *Students will be able to say and use the vocabulary in Category I. **Students will be able to identify the vocabulary in Category II. Verb(s): 住 (live) Grammatical structure(s): 我 / 他住在 __(direction)__ 部. (I/He live in the __(eastern/middle/western)__ part.) Cultural perspectives: American Indian culture Listening/Reading/Viewing selection(s): PowerPoint presentation, a direction rap song
 * __ TEACHING PHASE __**
 * (1) Preparation**
 * Lesson Outline**:

1. After warm-up, teacher divides students into three groups to represent three major tribes of American Indians living in different parts of America. Each group gets a group name tag. 2. Students look at a map of the United States and learn how to say five directions by singing a direction rap song. ( 小手拍拍，向 **__ 东 __** 走；小手拍拍，向 **__ 西 __** 走；小手拍拍，向 **__ 南 __** 走；小手拍拍，向 **__ 北 __** 走；小手拍拍，停 **__ 中 __** 间. ) 3. Students learn how to write “**__ 东 __**” “**__ 中 __**” “**__ 西 __**”. They write their names and a direction word (**__ 东 __**/**__ 中 __**/**__ 西 __**) on their name tags. They put their name tags into the cup of their group. 4. Students learn the sentence pattern “ 我住在 __(direction)__ 部 ” (I live in the __east/middle/west__ .). Repeat after teacher. 5. Teacher ask selected students to report where they live according to the group name they are assigned using the sentence pattern “ 我住在 __(direction)__ 部 ”. 6. Teacher ask student A to report where student B lives according to the group name student B is assigned using the sentence pattern “ 他住在 __(direction)__ 部 ”. 7. Students look at the PowerPoint to identify different types of land. 8. Students match land types and different regions where American Indians live on the map.
 * (2) Presentation and (3) Practice**
 * Day One**
 * //__Note:__//** Student who has the correct answer is given a stamp on the group name tag. At the end of the week, the group which has the most stamps wins a poster as a prize.
 * Day Two**

__Three Modes:__
Interpersonal Activities: N/A Presentational Activities: Students report where they live. Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions. Grouping, direct teaching/learning, TPR/gestures, interactive activities
 * __Methods/Approaches/Strategies:__**

Use informal in-class evaluation based on students’ responses to teacher’s instructions.
 * (4) Evaluation**

Students can also use the sentence pattern “ 我住在 ”(I live  .) to express the type of land on which they live.
 * (5) Expansion/Extension**

Materials: PowerPoint presentation, group name tags, cups, name tags Assessment: formative/informal/in-class ongoing assessment Technology: projector, Mimio (similar to Smart Board), PowerPoint Homework: N/A Closure: the “Goodbye” song Follow-up: Ask student to report where they live using the sentence pattern “ 我住在 __(direction)__ 部 ” in the following classes.
 * Other Activities:**

__REFLECTION PHASE__
Visual learners: PowerPoint with a lot of pictures, tags Auditory learners: “ 小手拍拍 ” Kinesthetic learners: Sing the rap song with gestures; write characters. Specials needs learners (Disabled and/or Gifted): N/A Heritage/Native speakers: Ask them extra questions when they do group competition.
 * Efforts to Accommodate**

Students liked the rap song with gestures. Yong learners are really kinesthetic. They like learning by doing; and they like moving. What really surprised me was that they quickly got the conception of directions, not only the commonly used four (east/west/south/north) but also the other four (northeast/southeast/northwest/southwest). Students love competitions and rewarding. They showed very strong interest to gain stamps in order to win the prize.
 * What worked well?**

I only finished half of what I had planned. Students were not responding to some of the instructions. For example, an activity required students to write their names and a character on the name tags, but some students did not quite follow my instructions.
 * What didn’t work well?**

Split one lesson into two lessons. Try to slow down, and make sure every student understands what they should do.
 * What will you do differently as a result of this plan?**

Provide visual and/or auditory aids to help students understand instructions.
 * How might this lesson be improved?**

When teachers require something or give an order, they should use very confirmed tone.
 * One important thing I learned was**


 * Day Three **

Warm-up Activity: Greeting; the “Hello” song; calendar reading; weather report. Theme or Topic: The American Indian Tribes (2)—Home type Vocabulary: Category I* 河 (river), 山 (hill), 草地 (grassland), 森林 (forest), 冷 (cold), 热 (hot) Category II ** 木屋 (wood and bark home), 帐篷 (Teepee), 窑洞 (Multi-story terraced building), 平原 (plain), 高原 (flatland), 草原 (prairie), 海岸 (coastland) *Students will be able to say and use the vocabulary in Category I. **Students will be able to identify the vocabulary in Category II. Verb(s): 住 (live) Grammatical structure(s): 我住 __(home type)__. (I live __(home type)__ .) Cultural perspectives: American Indian culture; comparison between American Indian home types and Chinese ethnic group home types Listening/Reading/Viewing selection(s): PowerPoint presentation
 * __ TEACHING PHASE __**
 * (1) Preparation**
 * Lesson Outline**:

1. After warm-up, students review the direction rap song “ 小手拍拍 ”. 2. Students review land types of different regions by doing the matching game. 3. Students learn to say hot and cold by doing a game. Teacher says “summer”, and students should reply “hot” with gestures; teacher says “winter”, and students should reply “cold” with gestures. 4. Students look at the PowerPoint and learn home types of different regions, and compare them with Chinese home types. 5. Students use the sentence pattern “ 我住 __(home type)__ ” to report their home types according to the group name they have been assigned. 6. Students learn to fold a paper house and do decoration.
 * (2) Presentation and (3) Practice**

__Three Modes:__
Interpersonal Activities: N/A Presentational Activities: Students do matching game. Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions. Grouping, direct teaching/learning, TPR/gestures, hands-on activity, interactive activities
 * __Methods/Approaches/Strategies:__**

Use informal in-class evaluation based on students’ responses to teacher’s instructions.
 * (4) Evaluation**

Students could express the land types they have seen and they have lived on.
 * (5) Expansion/Extension**

Materials: PowerPoint presentation, group name tags, cups, name tags, construction papers. Assessment: formative/informal/in-class ongoing assessment Technology: projector, Mimio, PowerPoint Homework: N/A Closure: the “Goodbye” song Follow-up: Ask students to report in which part and on which land type they live; ask students to report “hot” or “cold”.
 * Other Activities:**

__REFLECTION PHASE__
Visual learners: PowerPoint with a lot of pictures, tags Auditory learners: N/A Kinesthetic learners: Fold a paper house. Specials needs learners (Disabled and/or Gifted): N/A Heritage/Native speakers: Ask them to help their group members when folding the paper house.
 * Efforts to Accommodate**

Students are eager to get stamps. They are highly involved in the activities.
 * What worked well?**

There is no time to learn the sentence structure “ 我住 __(home type)__ ”.
 * What didn’t work well?**

Try to slow down, and make sure every student understands what they should do.
 * What will you do differently as a result of this plan?**

Provide visual and/or auditory aids to help students understand instructions, especially when they fold the paper house.
 * How might this lesson be improved?**

Students really care about getting equal opportunities.
 * One important thing I learned was**


 * Day Four and Five **

Warm-up Activity: Greeting; the “Hello” song; calendar reading; weather and climate (hot or cold) report. Theme or Topic: The American Indian Tribes (3)—Occupation Vocabulary: Category I* 农夫 (farmer), 渔夫 (fisherman), 猎人 (hunter), 骑士 (horsemen) Category II ** 印第安人 (American Indians), 勤劳 (hardworking) *Students will be able to say and use the vocabulary in Category I. **Students will be able to identify the vocabulary in Category II. Verb(s): 种地 (farming), 捕鱼 (fishing), 打猎 (hunting), 骑马 (riding a horse) Grammatical structure(s): __(occupation name)__ 会 __(verb)__. ( __(occupation name)__ can + verb.) Cultural perspectives: American Indian culture Listening/Reading/Viewing selection(s): PowerPoint presentation, a teacher-composed children’s song (the melody is from //Twinkle Twinkle Little Star//).
 * __ TEACHING PHASE __**
 * (1) Preparation**
 * Lesson Outline**:

1. After warm-up, students review land types and home types of American Indians by doing Mimio matching games. 2. Students look at the PowerPoint and learn to say farmer, farming, hunter, hunting, fishermen, fishing, horsemen, and riding a horse. 3. Students sing a song which could help memorize occupations and its related activities. 4. Charades game: one student performs a word; the other students guess the word. 5. Students work in groups to do a song lyrics worksheet. They need to match occupations and activities.
 * (2) Presentation and (3) Practice**
 * Day Four**
 * Day Five**

__Three Modes:__
Interpersonal Activities: Group work Presentational Activities: Students sing a song. Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions; students do the charades game. Grouping, direct teaching/learning, TPR/gestures, hands-on activity, interactive activities
 * __Methods/Approaches/Strategies:__**

Use informal in-class evaluation based on students’ responses to teacher’s instructions; worksheet.
 * (4) Evaluation**

Students could report anyone they know who is doing one of the four occupations.
 * (5) Expansion/Extension**

Materials: PowerPoint presentation, group name tags, cups, name tags, worksheets Assessment: formative/informal/in-class ongoing assessment Technology: projector, Mimio, PowerPoint, mini-videos Homework: N/A Closure: the “Goodbye” song Follow-up: Ask students to answer what American Indians can do by using the sentence structure __(occupation name)__ 会 __(verb)__.
 * Other Activities:**

__REFLECTION PHASE__
Visual learners: PowerPoint with a lot of pictures, tags Auditory learners: The song Kinesthetic learners: Do charades game; do a worksheet in group. Specials needs learners (Disabled and/or Gifted): N/A Heritage/Native speakers: Make them group leaders.
 * Efforts to Accommodate**

The song helped students remember the occupation names and related activities in an easy and fun way. The group work gave students an opportunity to collaborate.
 * What worked well?**

Sometimes students did not focus on what they were learning. Find something that each occupation uses, like a bow, to give students a real taste.
 * What didn’t work well?**
 * What will you do differently as a result of this plan?**

Try to think of more vivid gestures when teaching occupations and activities so that students would remember them easily.
 * How might this lesson be improved?**

Groups with heritage speakers may not be the first to finish the worksheet because group work requires not only knowledge but also teamwork.
 * One important thing I learned was**


 * Day Six **

Warm-up Activity: Greeting; the “Hello” song; calendar reading; weather and climate (hot or cold) report. Theme or Topic: The American Indian Tribes (4)—Transportation Verb(s): 走路 (walking), 划船 (using paddled canoes), 骑马 (using horses) Cultural perspectives: American Indian culture Listening/Reading/Viewing selection(s): PowerPoint presentation
 * __ TEACHING PHASE __**
 * (1) Preparation**
 * Lesson Outline**:

1. After warm-up, students review occupations and related activities of American Indians by doing interactive Mimio games. 2. Students look at the PowerPoint and learn to say walking, using paddled canoes, and using horses. 3. Students do a matching game—matching pictures and characters. 4. Charades game: one student performs an action; the other students guess the verb.
 * (2) Presentation and (3) Practice**

__Three Modes:__
Interpersonal Activities: N/A Presentational Activities: Students do matching exercises. Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions; students do the charades game. Grouping, direct teaching/learning, TPR/gestures, interactive activities
 * __Methods/Approaches/Strategies:__**

Use informal in-class evaluation based on students’ responses to teacher’s instructions; matching exercises.
 * (4) Evaluation**

Students could report anyone they know who is able to use a paddled canoe or to ride a horse.
 * (5) Expansion/Extension**

Materials: PowerPoint presentation, group name tags, cups, name tags Assessment: formative/informal/in-class ongoing assessment Technology: projector, Mimio, PowerPoint Homework: N/A Closure: the “Goodbye” song Follow-up: Ask students to simulate the three ways of transportation.
 * Other Activities:**

__REFLECTION PHASE__
Visual learners: PowerPoint with a lot of pictures, tags Auditory learners: N/A Kinesthetic learners: Interactive exercise on Mimio; charades game Specials needs learners (Disabled and/or Gifted): N/A Heritage/Native speakers: N/A
 * Efforts to Accommodate**

The motion pictures helped students well understand American Indians’ transportations.
 * What worked well?**

Actually, this class was taught together with the latter half of the occupation class, so there was really no time to do the charades game.
 * What didn’t work well?**

Try to make connections between occupation and transportation, like fishermen use paddled canoes.
 * What will you do differently as a result of this plan?**

Need to work on providing auditory aid.
 * How might this lesson be improved?**

It is very hard to keep the same pace for every class. Students are different; the whole class can be different.
 * One important thing I learned was**


 * Day Seven and Eight **

Warm-up Activity: Greeting; the “Hello” song; calendar reading; weather and climate (hot or cold) report. Theme or Topic: The American Indian Tribes (5)—Plants Vocabulary: 森林 (forest), 草原 (prairies), 高原 (high flat land), 树 (tree), 花 (flower), 草 (grass), 仙人掌 (cactus) Grammatical structure(s): __(land type)__ 有 __(plant)__. (There is __(plant)__  __(land type)__ .) Cultural perspectives: American Indian culture; Chinese traditional paper cutting Listening/Reading/Viewing selection(s): PowerPoint presentation
 * __ TEACHING PHASE __**
 * (1) Preparation**
 * Lesson Outline**:

1. After warm-up, students review transportation by doing the charades game. 2. Students review land types by looking at the PowerPoint. 3. Students look at the PowerPoint and learn to say plants on 3 different land types. 4. Students do paper cutting. They have three choices—two trees, grass, or two cactuses. 5. Students do the baseball game to review the whole American Indian unit.
 * (2) Presentation and (3) Practice**
 * Day Seven**
 * Day Eight**

__Three Modes:__
Interpersonal Activities: N/A Presentational Activities: Students do paper cutting; baseball game. Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions; students do the charades game. Grouping, direct teaching/learning, TPR/gestures, hands-on activities, interactive activities
 * __Methods/Approaches/Strategies:__**

Use informal in-class evaluation based on students’ responses to teacher’s instructions.
 * (4) Evaluation**

Review of the whole unit
 * (5) Expansion/Extension**

Materials: PowerPoint presentation, group name tags, cups, name tags, construction paper Assessment: formative/informal/in-class ongoing assessment Technology: projector, Mimio, PowerPoint Homework: N/A Closure: the “Goodbye” song Follow-up: Ask students to report what plants they have seen.
 * Other Activities:**

__REFLECTION PHASE__
Visual learners: PowerPoint with a lot of pictures, tags Auditory learners: N/A Kinesthetic learners: Paper cutting; baseball game Specials needs learners (Disabled and/or Gifted): N/A Heritage/Native speakers: They could help other students with the paper cutting activities. Paper cutting is really traditional in northern part of China.
 * Efforts to Accommodate**

The baseball game is really a very good format for students to review what they have learned. Students are really motivated.
 * What worked well?**

Some classes don’t have time to do the paper cutting activity due to cancelation of lessons because of snow days or 2 hours delay of class.
 * What didn’t work well?**

Add a reviewing lesson before students do the baseball game.
 * What will you do differently as a result of this plan?**

Need to work on accommodating heritage learners.
 * How might this lesson be improved?**

Using some familiar game formats is really helpful to engage students in the classroom learning, like baseball, jeopardy, etc.
 * One important thing I learned was**