Lesson Plan

Teacher: Coco Mack Date: November 9, 2016

Class: Dual Immersion Mandarin Chinese Literacy Grade and Period: 6th grade, 2nd period
Strengths of the Class:
Students arrive on time and usually start working on their journal entries each morning. Students are engaged and
work well in groups.

Unique Needs of the Class:

Some students are vastly more confident in the Chinese language abilities than others, which can sometimes
create an imbalance in which students participate. Those students who are more reserved or who struggle with the
language need more opportunities to practice developing their language skills.

Subject: Chinese Literacy

Curriculum Standards: Students improve literacy through reading a story, writing responses, and discussing the
story.

Lesson Topic: Seeking Improvement By Constantly Learning

Homework (if any) from previous day: None.

Content Objectives for the Lesson: Students will be able to compare the theme of the story with their own lives by
participating in a demonstration with the class, and by drawing a representation of the demonstration and labeling it
according to how the theme relates to their lives.

Learning Objectives for Students: Students will be able to compare their experiences to the experiences of the
characters in the story.

Language Objectives for Students: Students will be able to include 3 new vocabulary words in their labeled
drawings.

Starter: Responding to daily journal prompt.

Class Procedures: Students begin working on their journals at the beginning of class and stop momentarily for the
morning school announcements and the pledge of allegiance. Students then finish their journals and share with their
peers and/or the teacher. The class discusses the journal questions as a group. The class then moves on to a
vocabulary review activity, followed by a review of the story they read the day before, along with questions to
promote deeper thinking about the story. Students will then participate in a demonstration to signify the connection
between the story and their own experiences. After the demonstration, students will complete a labeled drawing of
how they prioritize their daily activities.

Class Work (Questions/Activities):

Activity 1: Vocabulary Review Game: Find Your Partner.
Class Discussion 1: What did the apprentice learn? How do you know?, class re-reads the last paragraph of the
story, Do you ever feel like your life is busy? Do you feel like there are a lot of things you want to do or have to do
but that there isnt enough time?, What kinds of things do you do every day?, Discuss with your table groups 3
important things you have to do every day.
Class Discussion 2: When we organize our time, how does that impact our lives?, When we make a plan, how
does that help us?
Activity 2: Demonstration of analogy from the story. Students identify various activities that could be represented by
the sand, water, and rocks. The teacher explains why it is important to prioritize activities.
Activity 3: Labeled Drawings. Students draw their own version of the demonstration; labeling a cup with water,
sand, and rocks with activities they do each day.
Plans for Assessment: Students draw a representation of how they manage their time and how they prioritize certain
activities.

Homework assigned and due date: None.

Plans for Enrichment (i.e., What is my plan for students who finish early?): Fortunately, students were able to
work right up until the end of class, but if there had been more time, I wouldve paired up students who finished
early to discuss their drawings and explain why they labeled them the way they did. If there was more time, I would
give them the strips of paper used for the vocabulary review game and have them pair up the vocabulary words with
the corresponding sentences.

Plans for Remediation (i.e., What is my plan for students who need additional support?): Because this class is so
small, I have more opportunities to work with students one-on-one, encouraging them to do more than they feel
inclined to do. I might also have them work with higher-level students, or reduce the amount of work they need to do
for the assignment (i.e. allowing them to label their drawings with short phrases instead of sentences).

Plans for English Language Learners: None.

Reflection on your preparation and execution, as well as on student learning and behavior, etc.: I felt that I was
well prepared. I sent my PowerPoint to Rocky the day before the lesson to get feedback from him, and I thought
through many different activities that would be appropriate for this lesson. There were several parts of the lesson that
I thought I couldve improved on. The Find Your Partner activity was good, but I accidentally prepared too many
sentences. This made it a little confusing for students at first, although they quickly figured it out. It was also nice to
have extra sentences for those students who finished more quickly. I thought that using sentences from the story they
read would be helpful, but now I see that they some students were still lacking confidence in their understanding of
the story. I also wish that I had been able to get the students talking more during my demonstrationI think that it
was a little too teacher focused when it would have been a great opportunity for students to practice speaking.
Finally, I wish that I had made their labeled drawing assignment a bit more complex, asking students to write in-
depth explanations instead of merely labeling their drawings with a few phrases. I felt that overall, students were
engaged, interested, and willing to participate. There were a couple of students who struggled to stay on task during
independent work but were fairly easily redirected.