Interpretive+&+Culture+Lesson+Plan

**Daily Lesson Plan Template**
 * Foreign Language**
 * **Name** || **Hui-Ching(Kayla)Hsu** || **Date** ||  ||
 * **Class/level** || **Chinese 2** || **Unit/Theme** || **Sports and Friends (Homesickness)** ||
 * This lesson addresses (check those that apply):**


 * √ || Vocabulary Development || √ || Interpretive Mode – Listening or Reading ||
 * || Language Structure/Grammar ||  || Interpersonal Mode - Speaking ||
 * √ || Culture Concept ||  || Presentational Mode – Speaking or Writing ||
 * **Functional Language Goal(s):** || •Talk about good time spent with family in the past ||
 * ^  || •Write about past thoughts and feelings ||

|| **Time** How much time will you spend throughout the class, if not all at one time? || **Materials/** **Resources/** **Technology** Be specific. What publisher produced materials will you use? What materials will you develop? What materials will you bring in from other sources? || get students’ attention, state objectives, warm-up connected to lesson goals || Asked student to jot down how they felt when they just came to Indiana Academy. || Student jot down the answer and share with the class. ||  || 4 minutes ||   || meaningful interaction || Ask students to write down what they remember most from childhood memory with their family using the above sentence pattern. 我小時候 …(When I was little….) || Students work on the sentence. They have vocabularies on sports and leisure time activities to come up with the sentence. Teacher will walk around assisting them. ||  || 6 minutes ||   || meaningful interaction || Ask students what they do when they miss home. || Students think, pair, and share on the question. || Interpersonal || 4 minutes ||  || ||  || 5 minutes ||   || homework, projects, etc, meaningful application of language goals ||  ||   ||   ||   ||   ||
 * |||| **Procedures**  ||  **Mode**
 * ^  ||  ** What will you do as the teacher? **  ||  ** What will students do? **  ||^   ||^   ||^   ||
 * **Anticipatory Set** -
 * **Providing Input** - engaging learners, teaching new concepts || Play a commercial in which a daughter is busy at work all the time and finally decides to go home to see her father.media type="youtube" key="H4x3Cdd9wB0" height="349" width="425" || Students watch the commercial and jot down the words they knew. || Interpretive || 3 minutes ||  ||
 * **Guided Participation** – student output leading to meaningful interaction || Ask students what words they have in their note and guess the main idea of the commercial. || Students discuss the main idea of the commercials based on the words they jot down. || Interpretive || 4 minutes ||  ||
 * **Application** – appropriately scaffolded leading to independent communication || Provide students three phrases they learned before and ask them to arrange the order to match the storyline of the commercial. The three phrases are “很忙 (busy),” “homesick(想家 ),” and “go home(回家 ).” || Students share the answer with a parent first and then with the whole class. Through arranging the order of three phrases, students will get a better understanding of the commercial. || Interpretive || 5 minutes ||  ||
 * **Providing Input** - engaging learners, teaching new concepts || Play the commercial again with subtitles provided. Teach three vocabularies through a sentence. 我小時候，我爸爸騎腳踏車接我回家. When I was little(小時候 ),my dad picked me up(接 ) with a bike. (腳踏車 ) Play the part where the girl rode the bike with her father to enhance students’ comprehension. || Students write down the sentence along with the three vocabularies. ||  || 6 minutes ||   ||
 * **Guided Participation** – student output leading to
 * **Application** – appropriately scaffolded leading to independent communication || Ask students to share the sentence they come up with. Teacher writes down the verb as review for the class. For example, if a student says he played ball with his dad when he was little, teacher would write down playing ball (打球 ) on the board. || Students share their sentence while reviewing vocabularies on the board. || Presentational || 10 minutes ||  ||
 * **Providing Input** - engaging learners, teaching new concepts || Play the commercial again and pause at the very end when the daughter started to cry. Review the vocabulary “cry”(哭 ) through a sentence. “I cry when I miss home.”(想家的時候我會哭 ) || Students write down the sentence. ||  || 3 minutes ||   ||
 * **Guided Participation** – student output leading to
 * **Closure / Summative** **Assessment** – knowing that each student met the lesson goals || Ask student to come up with a sentence for the daughter to say to his father after they get home. || Students work in pair and each group will share their sentence.
 * **Extension Activities** –


 * Providing Input, Guided Participation, Application – These 3 will be repeated as a cycle as often as necessary during a class. Brain research suggests that this cycle matches the attention span of the learner and would not exceed 20 minutes. A 50-minute class would have 2 such cycles. A 90-minute block class would have 4.

Culture- Students watch an authentic Chinese commercial and connect themselves with the character. ||
 * **Comment on how this lesson connects to the 5C’s. How does this lesson integrate language, culture and content?**
 * ACTFL 2c, 4b, 4c** **Culture Content** – Perspectives, Practices, Products:
 * ACTFL 2c, 4b** **Connections** to other content areas: ||
 * Communication- Students interpret the message of a Chinese commercial that depicts homesickness.


 * **Self-Reflection** **– Respond as appropriate.** What worked, what didn’t work in this lesson? How would you adapt this lesson, how did you adapt this lesson during the day if it was taught more than once? How did this lesson differentiate for individual learners? How did this lesson engage students in higher-order thinking? What components of the lesson allowed for self-assessment or provided opportunities for formative assessment? ||


 * **Elements ** || **Exceeds Standard **
 * Proficient 4 ** || **Meets Standard **
 * Competent 3 ** || **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Approaches Standard **
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Basic 2 ** || **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidate does not meet standard **
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Emerging 1 ** ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Integrating culture into instruction 2a ** || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates use a systematic approach to integrating culture. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates use the standards framework or other cultural model to integrate culture into daily lessons. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates integrate into instruction discrete pieces of cultural information found in instructional materials or personal experience. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates use only cultural integration in textbook materials. ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Planning for cross-disciplinary instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">2c ** || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates implement a content-based approach to language instruction that is based on the integration of language and subject area content. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates integrate concepts form other subject areas and teach students strategies for learning this new content in the foreign language || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates integrate discrete pieces of information from other subject areas. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates do not integrate other content areas. ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Integration of standards into planning 4a and 4c ** || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates use the goal areas and standards of the Standards for Foreign Language Learning, as well as their state standards, to design curriculum and unit/lesson plans. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates create unit/lesson plan objectives that address specific goal areas and standards (national and state). They design activities and/or adapt instructional materials and activities to address specific standards. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates apply goal areas and standards (both national and state) to their planning to the extent that their instructional materials do so. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates include no evidence of standards in planning. ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Formative and summative assessment models-5a ** || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates design a system of formative and summative assessments that measure overall development of proficiency in an ongoing manner and at culminating points in the total program. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates design formative assessments to measure achievement within a unit of instruction and summative assessments to measure achievement at the end of a unit or chapter. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates recognize the purposes of formative and summative assessments as set forth in prepared testing materials. || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Candidates use primarily summative assessments prepared by others. ||