Travel to Beijing 北京之旅

Yan Wang EDG-602 Course Project April 2013 Travel to Beijing北京之旅

Framework for Planning Helping Students Develop Understanding Cues, Questions, and Advance Organizers Nonlinguistic Representations Summarizing and Note Taking Assigning Homework and Providing Practice Helping Students Extend and Apply Knowledge Identifying Similarities and Differences Generating and Testing Hypotheses

Nine Categories of Instructional Strategies That Affect Achievement Marzano, 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.

KY Standards for World Language Proficiency (Novice-high level)

Summary • Through this unit, students will name and identify directions, attractions, transportations in Beijing. • The Students will be viewing PowerPoints, YouTube video clips, teacher created story , competing a travel plan by using gloster, recording voice by suing vocaroo and generating a QR code.

Materials 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.

Travel to Beijing 北京之旅