advanced individual project--li-ying huang

Advanced(Individual(Project(in(Multilingual(and(Multicultural(Studies(

Li7Ying(Huang(

(

Introduction*(

This(project(is(a(unit(plan(for(Chinese(language(learning(in(secondary(school(

setting.(The(concept(of(the(unit(is(“Cultural(Product(and(its(Interdependence(with(

Cultural(Value”,(aligning(with(the(unit(theme(“The(Cultural(Values(and(Cultural(

Products(of(Chinese(Festivals”.( (

The(web(for(the(connection(with(other(subject(areas(is(provided(in(the(unit(

planning(form.(For(lesson(planning,(based(on(the(web,(one(topic(will(be(chosen(from(

each(subject(area.(All(of(the(six(lesson(plans(will(be(reviewed(and(evaluated(with(the(

SIOP(and(the(CALLA(Model.(The(blue(texts(on(the(lesson(plan(represent(the(

adjustment(after(the(evaluation(based(on(the(SIOP(rubric.(On(each(SIOP(rubric,(the(

red(check(means(the(first(review(of(the(lesson(plan;(the(blue(check(means(the(

second(review.(

Unit%Planning%Form% % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Subject%Area:%Chinese%3% % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Li;Ying%Huang%

Concept( Grade(Level( Unit(Theme( Essential(Understandings( Guiding(Questions(

Cultural(Product(and(its(

Interdependence(with(Cultural(

Value(

Intermediate(Low( The(Cultural(Values(and(

Cultural(Products(of(Chinese(

Festivals(

(

Cultural(products(express(

cultural(values(and(beliefs.(

Different(geographical(

locations(shape(different(

cultural(values(and(products.(

Cultural(products(possess(

scientific(believes.(

People(celebrate(festivals(via(

music,(art,(and(dance.(

Cultural(products(create(the(

historical(continuity(of(cultural(

values(

What(are(the(cultural(values(

shown(on(the(products(of(

Chinese(festivals?(

How(do(different(geographical(

locations(influence(different(

cultural(products(and(values?(

Are(some(cultural(products(

and(believes(scientifically(

proved?(

How(do(Chinese(people(

celebrate(festivals?(

How(do(cultural(products(pass(

down(people’s(cultural(values?(

(

! !

Cultural!Values!and! ! ! ! !Cultural!Products!of!Chinese!Festivals!

! Art!:!Calligraphy!Shadow!Play!Chinese!ink!and!wash!painting!

!

Music:!Chinese!national!music!Peking!opera!

Physical!Education:!Chinese!ribbon!dance!Lion!dance!Dragon!boat!racing!!

Science:!Egg!balancing!Moon!cycle!

!

Literature/Media:!Legend/Mythology!Chang’e’s)ascent)to)the)Moon)

Nian)

The)Story)of)the)cowherd)and)the)weaver)girl)

!

Social!Studies:!Geographical!diversity!of!food!Tradition!clothing!

!

Foreign(Language(Lesson(Plan(Template(

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Author: Li-Ying Huang School: CT: Class: Chinese 3 Context: This lesson will be combined with Chinese literature and media; it will focus on

both language learning as well as acquiring the cultural values based on Chinese folktales

Unit (Theme/ Central Focus):

The Cultural Values and Cultural Products of Chinese Festivals

Lesson (Aim): How do folktales about Chinese festivals produce and reveal cultural products and values

Duration: 60 mins Date: Standards: ACTFL 5Cs— Cultures, Connections, Communication Objectives: Content

Objective(s) !Students will be able to identify the cultural products for celebrating Chinese New Year !Stdents will be able to understand how have cultural values been passed down through cultural products and folktales

Language Objective(s):

!Students will be able to explain the historical background of the cultural products as well as their cultural values. !Vocabulary: �� (Nian), �� (firecrackers),��(bamboo), � (cross over), �(scare) (Reviewed) Vocabulary: � (new year), �(big), (fast), �� (red), !Sentence Structures: ….��….(…represent…) ��…(in the past…) �… (now….)

Expected Evidence of Learning (Assessment)

Presentational— Students will present their idea about their understanding about the story of Nian and the cultural products as well as cultural values passed down by it. Students will also show their understanding about the vocabulary and the target sentence structures by composing and speaking out the script

Procedures:

!Teacher will show students a video about the story of Nian and explain the vocabulary in the story (10mins) https://www.youtube.com/watch?v=rb_P9W6VjEU !Teacher will review the vocabulary and connect it to the story (5mins) !Teacher will give a small lecture for target sentence strctures (5mins) !Students will group up into group of five to six and make a short video about “Nian” by creating their own lines; students will produce the script for the play; in addition to vocabulary, the lines should include target grammar structure as well as the explanation of the cultural products as well as cultural values of Chinese New Year (40mins)

Homework: Finish the self-made video Resources: paper, pen

video—


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https://www.youtube.com/watch?v=rb_P9W6VjEU Differentiation strategies:

Teacher will assign students into groups; students with lower lanaguge level will be paired up with students with higher language level in order to offer some help to students with lower levels

Anticipated Issues:

Problems: Solutions: Students may not have the technological devices for making video at home

Students can work in school’s computer lab

Reflection:

RUBRIC Adapted from SIOP for Individual Lesson Plan Demo for EED 577 Highly

Evident Somewhat

Evident Not

Evident

I. Preparation 4 3 2 1 0 NA 1. Clearly defined Content objectives for students. 2.Clearly defined Language Objectives for students. 3.Content Concepts approp. For age and educational background level of students. 4.Supplementary materials used to a high degree, lesson clear and meaningful. (Graphs, models, visuals)

5.Adaptation of content (text assignment) to all levels of student proficiency. 6.Meaningful activities that integrate lesson concepts (surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening and/or speaking.

II.Instruction Building Background 4 3 2 1 0 NA 7.concepts explicitly linked to students’ background experiences. 8.Links explicitly made between past learning and new concepts 9.Key vocabulary emphasized (introduced, written, repeated and highlighted for students to use)

Comprehensible Input 4 3 2 1 0 NA 10.Speech approp. For student’s proficiency level (slower rate and enunciation, simple sentence structure for beginners

11.Explanation of academic tasks clear 12. Uses a variety of techniques to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, bodylanguage)

Strategies 13. Provides ample opportunities for students to use strategies 14.Consistent use of scaffolding techniques throughout lesson, assisting & supporting student understanding (think-alouds)

15.Teacher uses a variety of question types, including those that promote higher-order thinking skills (literal, analytical, & interpretive questions)

Interaction 4 3 2 1 0 NA 16.Frequent opportunities for interaction & discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

17.Grouping configurations support language & content objectives of the lesson 18. Consistently provides sufficient wait time for students responses 19.Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer or L1 text

Practice/Application 4 3 2 1 0 NA 20.Provides hands-on materials and/or manipulative for students to practice using new content knowledge

21.Provides activities for students to apply content and language knowledge in the classroom

22.Uses activities that integrate all language skills (reading, writing, listening, speaking)

Lesson Delivery 4 3 2 1 0 NA 23.Content objectives clearly supported by lesson delivery 24.Language objectives clearly supported by lesson delivery 25.Students engaged approx. 90% to 100% of the period 26.Pacing of the lesson approp. To the students’ ability level. III Review/Assessment 4 3 2 1 0 NA 27.Comprehensive review of key vocabulary 28.Comprehensive review of key content concepts 29.Regularly provides feedback to students on their output (language, content, work)

30.Conducts assessment of student comprehension and learning of all lesson objectives (spot checking, group response) throughout the lesson.

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CALLA$INSTRUCTIONAL$SEQUENCE$GUIDELINES$

Theme/Topic:+The$Cultural$Values$and$Cultural$Products$of$Chinese$Festivals$

Grade/Language+Level:$Chinese$3$

Standards:$ACTFL$5Cs—$Cultures,$Communication,$Connections$

$

1. Content+Objectives:$ $

!Students$will$be$able$to$identify$the$cultural$products$for$celebrating$Chinese$New$

Year$

!Stdents$will$be$able$to$understand$how$have$cultural$values$been$passed$down$

through$cultural$products$and$folktales$

How$assessed?$ $

!Students$will$make$a$short$video$clip$about$the$story$of$Nian;$by$doing$so,$students’$

understanding$about$the$cultural$values$and$cultural$products$produced$by$the$

folktale$will$be$assessed.$

2. Language+Objectives:+ +

!Students$will$be$able$to$explain$the$historical$background$of$the$cultural$products$

as$well$as$their$cultural$values.$

How$assessed?$ $

!During$the$video$making,$students$will$be$asked$to$include$the$sentence$

structures”$….��….(…represent…),$��…(in$the$past…),��…$(now….)”$to$

present$their$understanding$about$the$cultural$products$and$values$of$the$story.$

PROCEDURES+Preparation:+

!Students$have$already$learned$some$vocabulary$related$to$Chinese$New$Year;$the$

teacher$will$review$the$vocabulary$during$the$lesson.$

Presentation:+ +

!Teacher$will$show$students$a$video$clip$about$the$story$of$Nian.$

!Teacher$will$scaffold$up$students’$understanding$by$reviewing$the$vocabulary$then$

add$on$new$vocabulary$and$sentence$structures.$

Practice:+ +

!Students$will$make$a$short$video$about$the$story$of$Nian,$during$the$composing$of$

lines;$students$will$apply$their$knowledge$of$new$information$as$well$as$target$

sentence$structures$in$the$lines.$

SelfEevaluation:.+

!During$the$composing$of$lines,$students$will$discussed$with$group$members$and$

clarify$or$check$their$understanding$about$the$content$and$language$objectives.$

!While$speaking$out$the$lines$during$the$shooting,$students$will$check$whether$they$

can$pronounce$the$words$and$sentences$correctly.+

Expansion:+

!By$understanding$Chinese$cultural$values,$students$can$compare$them$to$their$own$

cultures.$

!By$making$their$own$video$about$the$story$of$Nian,$the$lesson$will$be$connected$to$

literature$and$media.$

$

Foreign(Language(Lesson(Plan(Template((

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Author: Li-Ying Huang School: CT: Class: Chinese 3 Context: The lesson will be cooperated with Art class, students will get a chance to

appreciate the art of Chinese calligraphy as well as learning the traditional blessing of Chinese New Year



Lesson (Aim): How do Chinese people use calligraphy to celebrate Chinese New Year? Duration: 60 mins Date: Standards: ACTFL 5Cs— Cultures, Communication, Connections Objectives: Content

Objective(s) !Students will be able to understand Chinese cultural values from the meaning of Chinese traditional blessings


!Students will be able to identify and produce Chinese traditional blessings !Vocabulary: Chinese traditional blessings— � (spring festival couplets), �� (Wishing you prosperity and wealth), �� (Great fortune and great favor), �� (May everything go as you hope, �� (May all your wishes come true) , �� (May there be bounty every year)


Presentational— Students will pick a Chinese New Year blessing and write it on the red couplet in calligraphy. Students will be asked to produce correct Chinese characters as well as relevant self interpretation of the blessing

Procedures:

!Teacher will show some common Chinese New Year blessings written in calligraphy to students (5mins) !Teacher will explain the meaning of blessings and the cultural values behind them (10mins) !Teacher will give an instruction about how to write in calligraphy (5mins) !The teacher will model writing a blessing on the couplet in calligraphy (5mins) !Students will each get a couplet, they will choose one blessing and write it down on the couplet in calligraphy (15mins) !After finishing the calligraphy work, students will write down their interpretation about the blessing and explain why they like it in English on an index card (5mins) Students will put their work on the wall and set up a gallery walk; during the gallery walk, students and the teacher will write their comments on sticky notes for classmates’ works(10mins) After the gallery walk, each student will give stickers to the couplets they like the most; the whole class will gather and share their ideas and thoughts about the activity(5mins)

Homework: Teacher will ask students to prepare for another calligraphy work— A Chinese character that represents the upcoming new year. The word can be a self-


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encouragement, a future expactation, a wish, etc. Students will make their decision and share it to the class.

Resources: red paper, ink, Chinese writing brushes, index cards, sticky notes Differentiation strategies:

Students with lower Chinese writing proficeincy will receive individual instruction from the teacher during the lesson

Anticipated Issues:

Problems: Solutions: Students may encounter difficulties while writing characters in calligraphy on the couplet

Teacher can permit drafting on the couplet beforehand

Reflection:


Evident Somewhat

Evident Not

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!Students$will$be$able$to$understand$Chinese$cultural$values$from$the$meaning$of$

Chinese$traditional$blessings$

How$assessed?$ $

!Students$will$write$a$Spring$festival$couplet,$they$will$be$asked$to$produce$a$

proper$blessing$on$the$couplet$as$well$as$make$proper$interpretation$from$the$

blessing$


!Students$will$be$able$to$identify$and$produce$Chinese$traditional$blessings$

How$assessed?$ $

!Students$will$write$a$Spring$festival$couplet,$they$will$be$asked$to$identify$and$

produce$correct$characters$of$the$blessings$

$


!Students$have$already$learned$some$vocabulary$related$to$Chinese$New$Yer.$

Presentation:+

!The$teacher$will$show$pictures$of$some$common$Chinese$New$Year$blessings$to$

students.$The$students$will$read$from$the$blessings$and$understand$the$cultural$

values$of$Chinese$people.$

!The$teacher$will$model$writing$blessings$in$calligraphy$on$the$couplet.$

Practice:+

!After$reading$some$Chinese$New$Year$blessings,$students$will$choose$from$the$

blessings$they$have$learned$and$write$it$down$in$calligraphy$on$the$couplet;$with$

this$activity,$students$will$practice$their$reading$skills$as$well$as$writing$skills.$

SelfCevaluation:+

!During$the$activity$of$writing$in$calligraphy,$students$will$check$their$own$

understanding$about$the$blessings,$the$characters$that$are$involved,$and$their$

understanding$of$the$meanings.$ $

Expansion:+


cultures.$

!By$appreciating$calligraphy$works$and$writing$in$calligraphy,$the$lesson$will$be$

connected$to$art$lessons.$ $

$


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Author: Li-Ying Huang School: CT: Class: Chinese 3 Context: The lesson will be cooperated with Social Studies; with students’ former

knowledge about Chines New Year cuisine, this lesson will focus on how geographical differences can impact on the food



Lesson (Aim): How do different geographical locations influence different cultural products? Duration: 60 mins Date: Standards: ACTFL 5Cs— Cultures, Connections, Communication, Communities Objectives: Content

Objective(s) !Students will be able to identify different cultural products of Chinese New Year affected by geographical differences


!Students will be able to explain how different geographical locations affect cultural products !Vocabulary— ��(dumpling), �(rice cake), �� (tangyuan), � ( northern). � (southern), � (rice), � (wheat) �(produce), �� (grow) !Sentence structures— ��…. (because…) ��…. (so…) ��….(but…)


Interpersonal— During the role-play, students’ output will be spontaneous; each student should apply target vocabulary and sentence structures in their conversation during the role-play

Procedures:

!Teacher will give a short review about the traditional food for Chinese New Year (5mins) !Student will watch some parts of the documentarye lea “�� (A Bite of China: Celebrating Chinese New Year)” (20mins) !Students will turn and talk about what they’ve seen in the movie, and which part do they like the most (5mins) !Teacher will reveal the idea of different Chinese New Year cuisine in different geographical locations as well as introduce the vocabulary (5mins) !Teacher will give a brief lecture of target sentence structures (10mins) !Activity— (15mins) Students will pair up and choose a role from “wife” and “mother-in-law”. They will role-play the scenario about Chinese New Year’s dinner preparation. The “wife” will draw lots to decide the location of the setting (e.g. northern/southern), then, they will create a conversation by discussing which kinds of food should be prepared for Chinese New Year in that specific area. Teacher will monitor each pair and provide feedback.

Homework: Students will go to China town, try out one of the cuisine that has been introduced in class, take a picture of it, bring and share it to the class. During the


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sharing, students have to include the sentence structure “��…(because…) ��… (so…)” to explain why they like or dislike the food

Resources: Movie— ��(A Bite of China: Celebrating Chinese New Year) https://www.youtube.com/watch?v=hUQFhwLo2NM

Differentiation strategies:

Students with lower language proficiency can be paired up with students with higher lanaguge proficiency; the students with higher level can help out another students as well as keep the conversation flowing

Anticipated Issues:

Problems: Solutions: !Some students may not be able to complete the homework in the expected time !Students may not have enough information to talk about during the role play

!If the students do not have time to visit China town, s/he can find a picture of a cuisine online and print it down. If there are too many students that encounter difficulties completing the homework, the teacher can spare some time and schedule a field trip for the students !Teacher will provide picture cards of different kinds of Chinese cuisine for students to refer to during the conversation

Reflection:


Evident Somewhat

Evident Not

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Standards:$ACTFL$5Cs—$Cultures,$Communication,$Connections,$Communities$ $

$


!$Students$will$be$able$to$identify$different$cultural$products$of$Chinese$New$Year$

affected$by$geographical$differences$

How$assessed?$ $

!Students$will$have$a$roleOplay$activity,$through$the$conversation$between$students,$

their$understanding$about$the$influence$caused$by$geographical$differences$will$be$

assessed.$

Language+Objectives:+ +

!$Students$will$be$able$to$explain$how$different$geographical$locations$affect$cultural$

products$

How$assessed?$ $

!Students$will$be$asked$to$include$vocabulary$and$target$sentence$structures$in$their$

conversation$during$the$roleOplay$activity.$


!Students$have$already$had$some$information$about$Chinese$cuisine$for$festivals.$

Presentation:+ +

!Teacher$will$present$the$awardOwinning$documentary$about$the$cuisine$of$Chinese$

New$Year$to$students.$After$watching$the$documentary,$the$teacher$will$build$on$the$

information$from$the$film$and$explain$the$content$objective$of$the$lesson.$

Practice:+ +

!During$the$pair$sharing$and$roleOplay$activity,$students$can$practice$their$speaking$

skill$as$well$as$applying$the$knowledge$the$have$learned$from$the$documentary$and$

the$lecture$in$their$conversations.$

SelfCevaluation:.+

!During$the$pair$sharing$and$roleOplay$activity,$students$will$check$their$

understanding$about$the$content$and$language$objectives.$ $

Expansion:+

!By$analyzing$the$impact$on$Chinese$festival’s$cuisine$based$on$geographical$

differences,$the$lesson$will$be$connected$to$Social$Studies$lessons.$

!For$the$task$of$homework,$parents$can$take$students$to$Chinese$restaurant$and$

enjoy$the$food$together.$


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Author: Li-Ying Huang School: CT: Class: Chinese 3 Context: The lesson will be cooperated with Science, focusing on the scientific credibility

of the cultural product connecting to Chinese festival Unit (Theme/ Central Focus):


Lesson (Aim): Are cultural products and believes scientifically proved? Duration: 60 mins Date: Standards: ACTFL 5Cs— Cultures, Connections, Communication Objectives: Content

Objective(s) !Students will be able to investigate the credibility of one of the traditions of “Dragon Boat Festival”— “egg balancing” based on their understanding of Equinox


!Students will be able to identify and apply sentence structures into their statements about the credibility of egg balancing !Vocabulary: (stand), ��(egg), �� (gravity), (Equinox) !(Review) Sentence structures: ��…(I think…), ��…( I thought…) ��…(but…), ��…(Actually…), �…(According to…)


Presentational— Students will present their research on a poster as groups; the poster will include information, pictures, drawing, and their conclusion about the credibility of egg standing; the conclusion should include some of the target sentence structures

Procedures:

!The teacher will explain the tradition “egg balancing” of Dragon Boat Festival (5mins) !Students will each get an egg and try to balance it (5mins) !Students will go to the school library to do research, students will group up into groups of 4-5, they will research on the scientific information about egg balancing and make a poster; teacher will provide a list of questions that students can work on (e.g.) What are the cultural values that have been passed down by egg balancing (40mins) !Each group will present their poster to the class; after each presentation, the teacher and the class can ask questions or give advice (10mins)

Homework: Exit slip— Students will write down two to three sentences about the thing they’ve learned in this lesson using the target sentence structures

Resources: boiled eggs, paper, markers, glue, printers, computer Differentiation strategies:

The teacher will assign students into groups, every group will include students with all language levels. Students will help each other during the project; the teacher will also monitor the work and provide help if needed

Anticipated Problems: Solutions:


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Issues:

Students may have limited vocabulary to complete a research poster

The teacher will provide frequency words lists for students to refer to

Reflection:


Evident Somewhat

Evident Not

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!$Students$will$be$able$to$investigate$the$credibility$of$one$of$the$traditions$of$

“Dragon$Boat$Festival”—$“egg$balancing”$based$on$their$understanding$of$Equinox$

How$assessed?$ $

!Students$will$make$a$poster$about$the$relationship$between$egg$balancing$and$

Equinox$and$present$it$to$the$class.$


!$Students$will$be$able$to$identify$and$apply$sentence$structures$into$their$

statements$about$the$credibility$of$egg$balancing$

How$assessed?$ $

!Students$will$apply$the$sentence$structures$and$vocabulary$into$the$poster$they$are$

going$to$present.$


!Students$have$already$learned$some$sentence$structures$that$can$help$conveying$

their$research$ideas.$

Presentation:+ +

!Students$will$try$to$balance$the$egg$by$themselves$in$in$order$to$have$a$better$

understanding$of$the$content$objective.$

Practice:+ +

!While$students$are$doing$research$and$making$poster$in$the$library,$they$will$apply$

reading$and$writing$skills$to$complete$the$task.$

SelfEevaluation:.+

!During$the$poster$making,$students$will$selfVcheck$or$discuss$with$group$members$

to$make$sure$they$are$producing$the$right$sentence$structures$and$Chinese$

characters.$

Expansion:+

!By$doing$research$about$egg$balancing$and$Equinox,$the$lesson$will$be$connected$to$

science$lessons.$

Students$will$acquired$the$notion$that$not$all$of$the$traditions$are$scientifically$

proofed;$they$can$always$question$the$credibility$of$them.$


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Author: Li-Ying Huang School: CT: Class: Chinese 3 Context: The lesson will be cooperated with P.E. class, focusing on the movement and the

cultural values of Lion dance. Unit (Theme/ Central Focus):


Lesson (Aim): What are the cultural values shown on the products of Chinese festivals? Duration: 60 mins Date: Standards: ACTFL 5Cs— Cultures, Connections, Communication Objectives: Content

Objective(s) Students will be able to interpret the cultural values shown on Lion dance


!Students will be able to identify and understand the movement of Lion dance by listening to the instructor !Students will be able to express their idea about the movements they’ve created Vocabulary: � (lion), ��(fierce), ��(divine),�(mimic), �(pray), ��(good luck), �(left), �(right), �(skip), �(roll), �(jump),�(move), �(attack)


Presentational— During the performance, students will present their interpretation about the cultural value of Lion dance in Chinese festivals by movements and narration.

Procedures:

!Teacher will show students two video clips about Lion dance (5mins) Lion Dance in San Francisco Chinatown https://www.youtube.com/watch?v=YivYcBRZHHQ Lion dance shows Chinese siprit https://www.youtube.com/watch?v=6ue7IjwIbrE !Teacher will introduce the vocbulary as well as model the basic movements of Lion dance (10mins) !Students will split into groups of three, each group will combine the basic movement they’ve learned with their own moves to create their own version of Lion dance (20mins) !Each group will present the dance to the class; while performing, one of the students in the group will narrate for the performance, explaining their idea of the moves and the meaning of their presentation of the lion(10mins) !After the performances, the teacher will give feedback for each group base on their understanding of movements and the clarity of the narration; students will share their ideas and vote for their favorite performance (5mins)

Homework: Exit Slip— Before leaving the classroom, each student will take turns and listen to teacher’s direction for one of the basic movesof Lion dance; students who react to the direction correctly can leave the classroom

Resources: Video— Lion Dance in San Francisco Chinatown https://www.youtube.com/watch?v=YivYcBRZHHQ Lion dance shows Chinese siprit


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https://www.youtube.com/watch?v=6ue7IjwIbrE


Students with lower language proficiency can be grouped up with students with higher lanaguge proficiency in order to get help from creating the narration

Anticipated Issues:

Problems: Solutions: !Students may encounter difficulties expressing their own ideas in the narration !Students may easily forget the name of the moves

!Teacher will monitor and provide additional instruction for groups that need extra help !Teacher will provide pictures of the moves with Chinese characters on the screen for students to refer back

Reflection:


Evident Somewhat

Evident Not

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!Students$will$be$able$to$interpret$the$cultural$values$shown$on$Lion$dance.$

How$assessed?$ $

!Students$will$create$their$own$lion$dance$and$the$narration$related$to$the$dance$

based$on$their$understanding$about$lion$dance$and$its$cultural$values.$

2.+ + Language+Objectives:+

!Students$will$be$able$to$identify$and$understand$the$movement$of$Lion$dance$by$

listening$to$the$instructor.$

!Students$will$be$able$to$express$their$idea$about$the$movements$they’ve$created.$

How$assessed?$ $

!Students$will$listen$to$the$instructor$for$the$direction$of$the$movements.$

!Students$will$create$and$present$their$own$version$of$lion$dance$with$narration,$

expressing$their$interpretation$and$ideas$about$lion$dance.$


!Students$have$already$learned$some$vocabulary$related$to$Chinese$festivlas.$

Presentation:+

!Teacher$will$show$video$clips$about$lion$dance$to$students$

!Teacher$will$scaffold$up$the$lesson$staring$from$the$introduction$of$vocabulary$

about$the$movements$and$follow$up$with$teacher’s$model$of$the$movements.$

Practice:+ +

!Students$will$listen$to$the$teacher$for$the$introduction$of$movements;$students$can$

practice$listening$skill$through$this.$

SelfEevaluation:.+

!Students$can$check$their$understanding$of$the$content$and$language$objectives$by$

working$in$groups$with$other$classmates$while$creating$a$lion$dance.$

Expansion:+


cultures.$

!By$creating$lion$dance,$which$includes$lots$of$body$movements,$the$class$will$be$

connected$to$P.E.$lessons.$

$


1

Author: Li-Ying Huang School: CT: Class: Chinese 3 Context: The lesson will be combined with music class, focusing on both music

apprecition and Chinese learning. Before this lesson, students have already read and learned about Moon Festivals and the story of “Cheng’e’s ascent to the Moon” in previous classes.



Lesson (Aim): How do cultural products pass down people’s cultural values? Duration: 60 mins Date: Standards: ACTFL 5Cs— Cultures, Connections, Comparisons, Communication Objectives: Content

Objective(s) !Students will be able to interpret the cultural values from the scene of Peking Opera about Moon Festival !Students will be able to compare the Western style opera to Peking Opera based on the cultural values behind them


!Students will be able to express their interpretation and feeling about the scenes of Peking Opera !Vocabulary: (moon), �� (clothing), �� (movement)�(makeup) !Descriptive words: �(beautiful), ��/� (soft), ��(feminine), ��(elegant), �� (weak), � (tough), ��(brave), �� (smart)


Interpretive— Students will complete a worksheet about the video clip focusing on how the actress performed as Cheng’e using descriptive words. Students are expected to interpret the scene based on the actress’s clothing, singing, and movement.

Procedures:

!Students turn and talk about what they’ve known about Opera (3mins) !Teacher will show a video clip of Western style opera (2mins) “Carmen-Habanera” (https://www.youtube.com/watch?v=KJ_HHRJf0xg) !Teacher will show two short clips of Peking Opera— “The Unicorn Purse” (1min) (https://www.youtube.com/watch?v=xO6JrbAlPq4) “She Sai Hua” (9mins) (https://www.youtube.com/watch?v=UropN9mfERc) !Teacher will give a short instruction of descriptive words (10mins) !Students will work in groups of three to four to create a Venn Diagram, presenting the differences and similarities between Peking Opera and Western style opera by using descriptive words; teacher will circulate each group, provide feedback and information (10mins) !Each group will have a brief sharing of their Venn diagram; the teacher and other classmates will provide feedback and comments (5mins) !Student will watch a short video clip of Peking Opera about Cheng’e’s ascent to the Moon (5mins) (https://www.youtube.com/watch?v=E5bxdEGgZx8) !Student will complete a worksheet about how the actress presenting Chang’e’


2

and the cultural values behind it with the use of descriptive words (15mins)

Homework: Research on your favorite opera (either from Peking Opera or Western style opera) and prepare to share to the class

Resources: Video— “Carmen-Habanera” (https://www.youtube.com/watch?v=KJ_HHRJf0xg) “The Unicorn Purse” (https://www.youtube.com/watch?v=xO6JrbAlPq4) “She Sai Hua” (https://www.youtube.com/watch?v=UropN9mfERc) “Cheng’e’s ascent to the Moon” (https://www.youtube.com/watch?v=E5bxdEGgZx8)


The word list of descriptive words will be provided to students with lower language proficiency

Anticipated Issues:

Problems: Solutions: Students may not be able to understand the lines in Peking Opera

The video will be provided with English subtitle. If it is still confusing, the teacher will provide additional translation

Reflection:


Evident Somewhat

Evident Not

Evident















v v v

v v

v

v

v

v

v v

v

v v

v v

v

v

v

vv

vv

vv

vv

vv

v

v

v

v

CALLA$INSTRUCTIONAL$SEQUENCE$GUIDELINES$Theme/Topic:+The$Cultural$Values$and$Cultural$Products$of$Chinese$Festivals$


Standards:$ACTFL$5Cs—$Cultures,$Communication,$Connections,$Comparison$

$


!$Students$will$be$able$to$interpret$the$cultural$values$from$the$scene$of$Peking$

Opera$about$Moon$Festival$

!Students$will$be$able$to$compare$the$Western$style$opera$to$Peking$Opera$based$on$

the$cultural$values$behind$them$

How$assessed?$ $

!Students$will$watch$some$scenes$about$Peking$Opera$and$write$down$their$

understanding$as$well$as$interpretation$of$the$scenes.$ $

!Students$will$watch$some$scenes$of$famous$Peking$Opera$and$Western$style$opera$

and$analyze$the$differences$and$similarities$between$them.$


!$Students$will$be$able$to$express$their$interpretation$and$feeling$about$the$scenes$of$

Peking$Opera$

How$assessed?$ $

!Students$will$complete$a$worksheet$about$their$interpretation$of$the$scene$about$

Cheng’e’s$ascent$to$the$Moon;$the$students$will$be$asked$to$apply$descriptive$words$

in$the$interpretations.$

PROCEDURES+Preparation:+ +

!Students$have$already$had$some$background$knowledge$about$opera.$

!Students$have$already$learned$about$Moon$Festival$and$the$story$of$“Cheng’e’s$

ascent$to$the$Moon”$in$previous$classes.$

Presentation:+ +

!Teacher$will$show$students$some$scenes$about$Peking$Opera$as$well$as$Western$

style$opera$from$Youtube.$

!Teacher$will$scaffold$up$students’$understanding$about$the$content$and$language$

objectives$by$first$comparing$Peking$Opera$to$Western$style$opera,$then$ask$

students$to$focus$on$how$Peking$Opera$presents$its$cultural$values$through$the$

actors$and$actresses.$

Practice:+ +

!Students$will$watch$some$famous$scenes$of$Peking$Opera$and$Western$style$opera,$

try$to$compare$and$analyze$them.$

SelfEevaluation:.+

!While$students$are$completing$the$worksheet$and$the$Venn$diagram,$they$will$

check$their$understanding$by$themselves$or$with$group$members$about$the$cultural$

values$behind$the$cultural$product,$Peking$Opera,$about$Chinese$festivals.$

Expansion:+


cultures.$

!By$appreciating$Peking$Opera,$the$lesson$will$be$connected$to$music$lessons.$

!If$there$is$a$Peking$Opera$show$performs$in$the$city,$the$teacher$can$schedule$a$

fieldtrip$or$share$out$the$information$to$the$parents.$

advanced individual project--li-ying huang

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