TeacherJim Wilson, Hui Zhang, Peng Yu SchoolFairhill Elementary School GradeTwo LanguageChinese LevelOne DateJune 23 Number of Students15 Time15min
THEME/TOPIC OF LESSON: Color and Fruit
PLANNING PHASE Performance/Task-based Objectives—As a result of this lesson, students will be able to: 1.Say 8 colors. 2.Say 8 fruits. 3. Identify the color of the fruit. 4. Answer two questions: What color is this? What fruit is this?
Alignment with 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 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
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.5 The student will present information orally and in writing in the target language, using a variety of familiar vocabulary, phrases, and structural patterns. 1. Present information gathered from informal conversations, class presentations, interviews, readings, and/or a variety of media sources. 2. Describe basic information about such topics as self, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on control of the present tense. MFLI.3 The student will understand simple spoken and written target language presented through a variety of media and based on familiar topics. 1. Identify main ideas and some details when listening and reading. 2. Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and grammatical structures. 3. Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology.
Local
Theme Two of Grade Two, Foreign Language Program of Studies (POS), Fairfax County Public Schools
Assessment of Learning:
Pre-teaching Assessment: Ask students questions, such as “What color do you wear today?” “What fruit do you like?” “What fruit do you eat today?” etc.
On-going/Formative Assessment: Monitor students’ performance when they do activities.
Post-lesson Assessment: Quick wrap-up during closure.
Materials Needed:
PowerPoint, projector, two bags, color cards, fruits
TEACHING PHASE Lesson Outline:
Warm-up Activity: Ask students questions, such as “What color do you wear today?” “What fruit do you like?” “What fruit do you eat today?” etc.
Vocabulary: 红色，黑色，绿色，白色，蓝色，桔色，黄色，紫色，香蕉，梨，葡萄，草莓，苹果，西瓜，樱桃，橘子
Grammatical structures:
-这是什么颜色？ What color is this?
-这是_ This is …
-这是什么水果？ What fruit is this?
-这是_ This is …
-（水果）是（颜色）的吗？ Is (fruit)(color)?
-是/不是。 Yes/No.
Daily Lesson Plan Activity 1 Students learn to say 8 colors by following the PowerPoint presentation. Then, students grab a color card from Bag 1 and answer the question: “What color is this?”
Transition Activity 2 Students learn to say 8 fruits by following the PowerPoint presentation. Then, students grab a fruit from Bag 2 and answer the question: “What fruit is this?”
Transition Activity 3 Students identify the color of the fruit. Students grab a color card from Bag 1 and a fruit from Bag 2, and answer the question: “Is (fruit)(color)?”
Transition
Presentation and Practice
Three Modes Employed:
Interpersonal and Presentational Activities: Ask and answer questions.
Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions.
Expansion/Extensionfor learners
This lesson could be expanded by adding more colors and fruits. Other Activities:
Accommodations made for varied learning needs: A multimedia PowerPoint presentation could accommodate visual and auditory learners; the grab-and-tell activity could accommodate kinesthetic learners.
Assessment: formative/ongoing assessment
Technology: PowerPoint, projector
LESSON PLAN
FOREIGN/WORLD LANGUAGES
Teacher Jim Wilson, Hui Zhang, Peng Yu School Fairhill Elementary School
Grade Two Language Chinese Level One
Date June 23 Number of Students 15 Time 15min
THEME/TOPIC OF LESSON: Color and Fruit
PLANNING PHASE
Performance/Task-based Objectives—As a result of this lesson, students will be able to:
1. Say 8 colors.
2. Say 8 fruits.
3. Identify the color of the fruit.
4. Answer two questions:
What color is this?
What fruit is this?
Alignment with 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 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
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.5 The student will present information orally and in writing in the target language, using a variety of familiar vocabulary, phrases, and structural patterns.
1. Present information gathered from informal conversations, class presentations, interviews, readings, and/or a variety of media sources.
2. Describe basic information about such topics as self, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on control of the present tense.
MFLI.3 The student will understand simple spoken and written target language presented through a variety of media and based on familiar topics.
1. Identify main ideas and some details when listening and reading.
2. Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and grammatical structures.
3. Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology.
Local
Theme Two of Grade Two, Foreign Language Program of Studies (POS), Fairfax County Public Schools
Assessment of Learning:
Pre-teaching Assessment: Ask students questions, such as “What color do you wear today?” “What fruit do you like?” “What fruit do you eat today?” etc.
On-going/Formative Assessment: Monitor students’ performance when they do activities.
Post-lesson Assessment: Quick wrap-up during closure.
Materials Needed:
PowerPoint, projector, two bags, color cards, fruits
TEACHING PHASE
Lesson Outline:
Warm-up Activity: Ask students questions, such as “What color do you wear today?” “What fruit do you like?” “What fruit do you eat today?” etc.
Vocabulary: 红色，黑色，绿色，白色，蓝色，桔色，黄色，紫色，香蕉，梨，葡萄，草莓，苹果，西瓜，樱桃，橘子
Grammatical structures:
-这是什么颜色？ What color is this?
-这是_ This is …
-这是什么水果？ What fruit is this?
-这是_ This is …
-（水果）是（颜色）的吗？ Is (fruit) (color)?
-是/不是。 Yes/No.
Daily Lesson Plan
Activity 1 Students learn to say 8 colors by following the PowerPoint presentation. Then, students grab a color card from Bag 1 and answer the question: “What color is this?”
Transition
Activity 2 Students learn to say 8 fruits by following the PowerPoint presentation. Then, students grab a fruit from Bag 2 and answer the question: “What fruit is this?”
Transition
Activity 3 Students identify the color of the fruit. Students grab a color card from Bag 1 and a fruit from Bag 2, and answer the question: “Is (fruit) (color)?”
Transition
Presentation and Practice
Three Modes Employed:
Interpersonal and Presentational Activities: Ask and answer questions.
Interpretive Activities: Students listen to PowerPoint presentation and teacher’s instructions.
Methods/Approaches/Strategies Used:
Technology enhanced teaching/learning
CLOSURE:
Review of this lesson: Quick wrap-up.
Expansion/Extension for learners
This lesson could be expanded by adding more colors and fruits.
Other Activities:
Accommodations made for varied learning needs: A multimedia PowerPoint presentation could accommodate visual and auditory learners; the grab-and-tell activity could accommodate kinesthetic learners.
Assessment: formative/ongoing assessment
Technology: PowerPoint, projector