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Traditions and C ustoms of the Chinese New Year

2014 Startalk /NHLRC Heritage Teacher Workshop UCLA, CA July 23-27, 2014. Traditions and C ustoms of the Chinese New Year. G. Wang Jessica Hung W. Zhang. Student Profile. Grade Level – 9~12 HLL – both HLL(B) & HLL (N ) L2. Language proficiency:

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Traditions and C ustoms of the Chinese New Year

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  1. 2014 Startalk/NHLRC Heritage Teacher Workshop UCLA, CA July 23-27, 2014 Traditions and Customs of the Chinese New Year G. Wang Jessica Hung W. Zhang

  2. Student Profile Grade Level – 9~12 HLL – both HLL(B) & HLL (N) L2 Language proficiency: Interpersonal speaking – Intermediate Low Interpretive reading – Novice High Presentational writing – Novice High

  3. Other information about HLL: Significant exposure to the language in the community- signs, newspaper, commercials, TV shows, and members in senior community center.

  4. Areas of need in HLL • Presentational Skill • Formal language • Writing • Connection to the community • Understanding of the heritage root

  5. Theme: Customs of Chinese New Year • Content Objective: • Tap into community resources to learn more about the customs (dos & don'ts) for Chinese New Year

  6. Language Objectives: Understand use of homophones in Chinese New Year celebration. Properly use conjunctions 要不然 (otherwise) & 要是／假如 … 就 （If…, then)

  7. Resources • http://finance.takungpao.com.hk/hgjj/q/2013/0208/1273581_7.html • http://chitchat.hk/cny-whats-all-about/?lang=zh • - http://finance.takungpao.com.hk/hgjj/q/2013/0208/1273581_7.html

  8. Community resources • Festival event • TV shows • Newspaper • Elderly members in community centers

  9. Unit Plan Day 1 : - Check for prior knowledge (KWL) - Reading authentic material - Highlight known vocabulary - Underline unknown vocabulary and use vocabulary rubric to teach vocab in context - Re-read the passage and practice text-to self connection Homework: Provide a glossary of key vocabulary and assign homework to use new vocabulary to write sentences about their experience of New Year celebration.

  10. Day 2: • Green/red cards to check understanding of the key points of the reading • Teach sentence structures 要不然 (otherwise) , 假如...就 (If.., then) by pulling out sentences from the reading • Use sentence starter to practice structures. Ex. 假如你年初一掃地, 你就.... • Complete tasks in three stations to categorize food, activities and rationales, including homophones when applicable. • Tier activities to visit the reading for the 3rd time. • reduce the text • change the genre • orally summarize the text

  11. Day 2 Homework: Write down 5 interview questions to gain information about the customs for Chinese New Year

  12. Day 3: Formative assessment: Ss share their interview questions in pairs. They will also check the character writing and the use of grammar for their partner. Preparing for the interview: - teachers elicit from Ss and create a list of questions - talk about interview etiquette: how to address people, the use of honorifics - conduct practice interview in class - whole class interview one person Mixed tasks: Students will be paired with mixed abilities in pairs for the interview. (Tasks that require oral output & character writing)

  13. Summative Assessment: Using the interview information, students will present their finding with an essay, oral presentation, or role play/video. Presentation needs to include things Chinese people eat, do or cannot do and the related homophones.

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