LESSON PLAN STUDENT GLOBAL GOAL: To help students develop as independent learners.

UNIT/TOPIC: Review DATE: 4/11/11 PURPOSE OF LESSON: The purpose of the lesson is to motivate students to increase their oral proficiency using the Chinese language and have a better idea of the difference of English and Chinese. INCLUDES 5 Cs: (check all that apply) ___ 1 ___ 2 ___ 3 ___ 4 ___ 5 EX|PECTED STUDENT OUTCOME(S): Students will increase their oral proficiency by creating and conducting a survey in the target language and presenting the data orally. Time: 15 minutes Materials needed: dry erase board, dry erase markers for teacher; worksheet for data analysis Vocabulary: All previously learned vocabulary Sentence Patterns: All previously learned sentence patterns. Activity 1: Teacher states the goal for the day: Increased oral proficiency. By the end of the school year, Level II students should be able to use the target language 80% of the time. Instructional strategy: MODELING using as much Chinese as possible. Remind students that the observers are there only to observe. They can not interact with students. 1. Teacher posts a previously studied topic on the board. 2. Ask the students what vocabulary they remember from the topic. Post the vocabulary students generate on the board with the topic. Assessment Students demonstrate knowledge of previously learned vocabulary. Students demonstrate knowledge of previously learned sentence patterns.

Time: 15 minutes Materials needed: prepared cue cards in Chinese with previously studied topics on them; resource materials.

3. Teacher asks students what questions they might ask in order to get more information about the topic. Teacher models a question or two about the listed topic and writes the questions on the board. Teacher asks students to identify different types of questions and reviews question verbs with them. 4. Teacher asks a volunteering student or two to pose questions they have concerning the topic. What kinds of questions could they ask to find out that information? 5. Teacher explains the worksheet and the data collection process/analysis students will use for the rest of the days activities emphasizing that Eeach member of the group participates in generating the vocabulary which s/he records on his/her worksheet. 6. Talk about what a survey question is: questions that gather information from others. Give them an example non-survey question that they would NOT be asking. Activity 2:

Assessment Students made a topical list of previously learned vocabulary. Students developed questions using the vocabulary and used their Chinese to ask each other the questions.

1. Teacher divides class into predetermined groups of three and moves them to separate tables. Remind students to take their reference materials with them. There is an adult observer at each of the tables. The role of the Vocabulary: All previously observer is to record the amount of Chinese language each learned vocabulary student in the group uses, and, if necessary, to remind students to speak in Chinese and write in characters as Sentence Patterns: All previously much as they are comfortable doing in the time allocated. learned sentence patterns. Students can use their resources to write in characters.

2. Students select a cue card which contains a previously studied topic, topics written in Mandarin. Students will write their topic in Mandarin on a sticky note and which they will put on their chest which will help to clarify the context. Students generate a list of vocabulary that applies to the topic. Students will be given 2 3 minutes to generate the list. Then students will be given 2 3 minutes to review resources to add additional words and to check the accuracy of the words they have generated on their own. 3. Each student in the group develops 2 3 questions using the vocabulary recalled by the group and records ALL of the questions from the group on his/her worksheet. Clarify that each student must ask different question or questions during the survey time. 4. Students practice asking their questions and make necessary revisions in Chinese in their group. Time: 10 minutes Materials needed: Timer Vocabulary:All previously learned vocabulary Sentence Patterns: None All previously learned sentence patterns. Time: 10 minutes Activity 4: Activity 3: 1. Using the questions s/he developed and recorded on his/her worksheet, each student will, speaking Chinese, ask 8 students in other groups the question(s). Assessment Students speak Chinese as they ask classmates their questions. Students collect data on their worksheets. Assessment

Materials needed: calculators (optional) 1. Students return to their groups, analyze the data they Vocabulary: None All previously collected and prepare to present it in Chinese to the rest of learned vocabulary their group. This data presentation can include: observations, bar graphs, pie charts, and percentages of the whole. Make at least one observation for each question Sentence Patterns: None All asked. previously learned sentence patterns. Time: 10 minutes Activity 5: Materials needed: video cameras Vocabulary: None All previously 1. With their groups, students make observations learned vocabulary about the data collected Each student is required to present an observation per question s/he made based on his/her or group data. The observations Sentence Patterns: None All will be videotaped by the adult observer for previously learned sentence teacher review. patterns. 2. Groups identify one person who will report to the class. Presentations to the class will take place if time allows. If time allows each member of the class will present. 3. Ask the students how much of the time they used Chinese to communicate in their class today. Ask them to record their estimate 25% of the time, 50% of the time, 75% of the class period at the bottom of the worksheet. Remind them that by the end of their 2nd year of study of Chinese the goal is that they should be using their target language 80% of the time during the class.

Each student has a summary of his/her data to present to his/her group.

Assessment Each student presents data in Chinese. Each student records on his/her worksheet, own estimated use of Chinese during today/s class.

4. Students hand in their worksheets, put the desks back in order and prepare to leave. 5. Tell students what they will be doing tomorrow before dismissing them.