Interpersonal+Lesson+Plan

**Daily Lesson Plan Template**
 * Foreign Language**
 * **Name** || **Hui-Ching(Kayla)Hsu** || **Date** ||  ||
 * **Class/level** || **Chinese 2** || **Unit/Theme** || **Sports and Friends** ||
 * 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):** || •Survey classmates about their preference on sports and leisure time activities. ||
 * ^  || •Create a basic survey questionnaire for interviewing Chinese students ||

|| **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 || Hand students a scavenger hunt sheet with 9 questions about sports listed. See below for details. || Students read through the questions on their own and get ready for the activitiy. || Interpretive || 2 minutes ||  || For example, a question from the list is “Do you like to swim?” If the person answered “yes”, you can ask “Why do you like to swim?” or Who do you go to swim with? || Students learn how to create 5W1H questions. ||  || 5 minutes ||   || meaningful interaction || Ask Students turn each of the 9 questions into a 5W1H question. For each question, they only do one 5W1H question. However, they have to use every interrogative pronoun at least once. That is to say, they cannot turn every question into a Why question. || Students work on creating 5W1H questions. ||  || 8 minutes ||   || homework, projects, etc, meaningful application of language goals || Ask students to think about the questions they want to ask Chinese students. They can start to work on a preference question first and then expand each question with the 5W1H approach they learn today. || Students are expected to work on creating more questions in next class using the 5W1H approach they learn today. ||  || 2 minutes ||   ||
 * |||| **Procedures**  ||  **Mode**
 * ^  ||  ** What will you do as the teacher? **  ||  ** What will students do? **  ||^   ||^   ||^   ||
 * **Anticipatory Set** -
 * **Providing Input** - engaging learners, teaching new concepts || Demonstrate how to play the game. Teach a new word 簽名 (Sign for me.) || Students learn the rule of the game. ||  || 2 minutes ||   ||
 * **Guided Participation** – student output leading to meaningful interaction || Ask one student first to start asking question on the scavenger sheet and get the signature from another student. This is the second demonstration to make sure students understand how to play the game. || Students watch how the first student getting a signature on his sheet. ||  || 3 minutes ||   ||
 * **Application** – appropriately scaffolded leading to independent communication || Ask students go around surveying others about their preference on sports and leisure time activities. || Students ask and answer questions based on the sheet. || Interpersonal || 10 minutes ||  ||
 * **Providing Input** - engaging learners, teaching new concepts || Teach the concept of 5W1H- What( 什麼 ). Where( 哪裡 ), When( 何時 ), Who( 誰 ), Why( 為什麼 ), and How( 如何 ). Show students how to turn a preference question into 5W1H questions to get more details from the person who answers the question.
 * **Guided Participation** – student output leading to
 * **Application** – appropriately scaffolded leading to independent communication || Ask students to go back to the person who signed for them earlier with the new 5w1h question. || Students walk around to ask 5w1H questions || Interpersonal || 10 minutes ||  ||
 * **Closure / Summative** **Assessment** – knowing that each student met the lesson goals || Ask students to turn the scavenger hunt sheet into a basic questionnaire format. || Working with assigned group member, students turn their scavenger sheets into a questionnaire. Since earlier each person work on 5W1H question individually, now each group should have more than one 5W1H question for each of the original 9 preference questions. ||  || 8 minutes ||   ||
 * **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.


 * **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 survey their classmates about their preference on sports using a scavenger hunt sheet. ||


 * **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? ||


 * **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Elements ** || **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Exceeds Standard **
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Proficient 4 ** || **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Meets Standard **
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">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. ||

<span style="font-family: 新細明體; font-size: 18pt;">找找看 誰喜歡 … Find out who likes…

(Swimming) ||  <span style="font-family: 新細明體; font-size: 24pt;">喜歡打籃球 (Basketball) || <span style="font-family: 新細明體; font-size: 24pt;">喜歡跑步 (Running) || (Watching Basketball Game)  ||  <span style="font-family: 新細明體; font-size: 24pt;">喜歡踢美式足球 (Football) ||  <span style="font-family: 新細明體; font-size: 24pt;">喜歡踢足球 (Soccer) || (Table Tennis)  ||  <span style="font-family: 新細明體; font-size: 24pt;">喜歡打網球 (Tennis) || <span style="font-family: 新細明體; font-size: 24pt;">喜歡看美式足球賽 (Watching Football Game) ||
 * <span style="font-family: 新細明體; font-size: 24pt;">喜歡游泳
 * <span style="font-family: 新細明體; font-size: 24pt;">喜歡看籃球賽
 * <span style="font-family: 新細明體; font-size: 24pt;">喜歡打乒乓球