2014 Student Program Lesson Plan Template For step- by- step help in completing this document, please see the accompanying guide.

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1 2014 Student Program Lesson Plan Template For step- by- step help in completing this document, please see the accompanying guide. Date: Class: Chinese Language Level: Novice High Grade: High School Day in Unit 1 Minutes 60 Unit Theme and Question: Visual Arts: Paper Cutting What is Chinese papercutting and what are some defining characteristics? STAGE 1: What will learners be able to do with what they know by the end of this lesson? Learners will be able to: DO What are the learning targets for this lesson? Match images of the vocabulary with the characters Identify 4 main facts about Chinese papercutting Follow directions to make a papercut Identify some common themes found in papercutting KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the lesson can-do? Vocabulary: 剪纸, 剪刀, 纸, 窗花, 双喜, 设计, 直线曲线, 剪, 折, 折纸, 展开, 蝴蝶, 翅膀, 触角 Culture:Chinese art of papercutting Radicals: 丝, 刀, 虫 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson? What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can- do?

2 Learners will: Find the answers to 4 questions about papercutting Match vocabulary with images Do gestures related to the new vocabulary Follow instructions to make a papercut Make a list of common themes found in papercuts STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can- do? What will the teacher be doing? What will the students be doing? Opening Activity: Time Materials How can you capture the students energy and commitment for today s lesson? Paper Cutting Product Introduction a. T shows Ls an example of the paper cutting project that they will do in class. b. Ls identify the image they see in the papercut. c. T asks Ls if they have made a papercut, and if they have seen any Chinese papercuts before. Learning Episode Four questions about Paper Cutting a. 什么时候人用剪纸? When do people use papercuts? T shows Ls some pictures of Chinese New Year and wedding papercuts. Ask Ls if they can answer the question by looking at the examples. b. 他们放哪儿剪纸? Where do they put them? Paper cuts are also called 窗花, window flowers. T explains that they put them in windows where the sun will shine through them Example of a butterfly paper cut Visuals to explain the four questions and responses (a,b,c,d) about papercutting without using English Examples of papercuts

3 c. 剪纸平常用什么颜色的纸?What color of paper is often used? T explains that red is used which represents happiness. d. 你需要什么做剪纸? What do you need to do paper cuts? T shows Ls a list of supplies: paper, scissors, knife. Ls match the characters with the actual objects or pictures of them. Learning Episode Make a paper cut. a. T will hand out a list of the new vocabulary in Chinese. b. T shows Ls pictures that match the vocabulary. c. Ls match their vocabulary with the images. d. T uses TPR to practice the most important vocabulary for making a paper cut e. T has Ls work in pairs and gives each pair an envelope with small pictures of the vocabulary and character cards. Learners match the characters of the vocabulary with the pictures. f. T hands out the paper with the design already drawn on it. g. T instructs Ls how to cut their papercut as they do it together. T helps Ls as needed and encourages Ls to help each other. h. While Ls are doing it or after they are finished, ask Ls what they think about making a papercut. Is it hard, easy? Learning Episode What themes are common in Chinese papercuts a. If Ls have seen Chinese papercuts before, ask Ls what images/themes they have seen represented. b. T asks Ls to make a list of the common themes found in papercuts. c. T shows examples of papercuts for the following themes with the symbolism associated with each: 双喜 (weddings,happiness), 蝴蝶 (beauty), 福 (luck, happiness), 鱼 (success with money, abundance), 十二生肖 (Zodiac associated with Chinese New Year) List of new vocabulary Images associated with the vocabulary Small images of new vocabulary with character cards, in enveloppes for each 2 Ls Paper with copy of butterfly design for each L Scissors for each L Images of papercuts representing the different themes

4 Final Learning Episode Learning check a. Ls work in pairs to practice new vocabulary using TPR gestures. 5 Enhance Retention Ls draw images for the new vocabulary presented in the lesson. List of the vocabulary with room for illustrations.

5 2014 Student Program Lesson Plan Template For step- by- step help in completing this document, please see the accompanying guide. Date: Class: Chinese Language Level: Novice- High Grade High School Unit Theme and Question: Day in Unit Midway Minutes 60 Visual Arts: Paper Cutting What is Chinese papercutting and what are some defining characteristics? STAGE 1: What will learners be able to do with what they know by the end of this lesson? Learners will be able to: DO What are the learning targets for this lesson? Use prior knowledge to identify vocabulary and form sentences about the painting related to the story presented in this lesson Use new vocabulary to describe what is seen in the story painting Match images with the new vocabulary Put passages of the story in the correct order Draw pictures related to different passages of the story KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the lesson can-do? Vocabulary: 草药, 找, 树, 树叶, 形状, 实现, 变成, 愿望 Review: 剪纸, 蝴蝶, 窗花, 绿色, 红色, 棕色, 紫色, 鱼, 马 Culture: Paper cutting Sentence patterns: Measure words: 棵, 片, 条, 匹 STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?

6 What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can- do? Learners will: Use prior knowledge to identify vocabulary and form sentences about the painting related to the story presented in this lesson Using new vocabulary, describe what is seen in the story painting Match images with the new vocabulary Put passages of the story in the correct order Draw pictures related to different passages of the story STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can- do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students energy and commitment for today s lesson? Time Materials a. T shows the covers of some children s stories that are popular in China. b. T explains that they will be studying a story about a little girl. c. T shows a picture of his/her own mother and explains that this story is about a girl and her mother. 5 Covers of popular Chinese children s stories Picture of mother

7 Learning Episode Pre-reading activity a. T gives small groups of Ls (3-4) a copy of the image that corresponds to the story. b. Ls brainstorm a list of vocabulary that they can identify from the image. T gives Ls a specific amount of time to complete this task.(approx.. 3 min) c. This will be somewhat like the game of Scattergories. Each group gets a point for each word they have on their list that no one else in the class listed. A representative from each group will read the list to the class. Each group must say 有 if they also have that word. All groups will put a check next to each word that others also have on their list. When the reader is done reading, he/she will count how many unchecked words they have. d. When each subsequent group reads their lists, they only read words that have not already been mentioned. e. When all groups are done, the group with the most points wins. f. T has each group write sentences describing the picture. T gives a few examples before groups begin their work. g. Groups share their sentences with another group or with the entire class. h. Groups make predictions concerning the content of the story from this series of activities. Learning Episode Story: Introduction and Practice 20 Copies of story image a. Teacher tells the story to Ls. T will use visuals or act out the story to ensure understanding, stressing the key vocabulary Afterwards, the Ls will compare their predictions to the story to see how accurate their predictions were. b. T tells Ls to create 5 basic questions about the story with a partner or small group and then circulate and ask others the questions. c. T gives Ls a collage of images with a wordbank at the top of the page. d. With a partner, T asks Ls to try to match the vocabulary with the images. e. T verifies the correct answers for the class. Learning Episode 15 Copies of the story Collage of vocabulary images with wordbank.

8 Story Puzzle a. T gives pairs of Ls an envelope that contains a copy of the story that is on different strips of paper. The Ls need to put the story strips in order. b. After Ls have completed the story with their partner, T can verify the order. Next, each L can try to do it on their own, without help from their partner. Each partner can check the work of the other. 10 Envelopes for each pair of students with the story on strips of paper. Final Learning Episode Revisit artwork related to story a. T shows Ls the same painting representing the story. b. Ls work again with their small groups and create some new sentences, describing what is depicted in the artwork, incorporating the new vocabulary. c. Each group shares their descriptions with another group or the entire class. Enhance Retention Illustrations for parts of the story a. T gives Ls a paper with lines from different parts of the story. The handout has an area above the lines for illustrations. b. Ls draw in an image that corresponds with what is happening in that section of the story. Expansion Ideas Act out the story T asks Ls to work with the story using one of the fours activities below: a. T has groups act out the story as written for the entire class or for smaller groups. b. Ls make three changes to the original story. T has Ls act out new version of the story. c. Ls make an audio recording of them reading the story or an imagined conversation that might have happened between characters in the story. d. Ls use puppets to act out the story. 10 Varies Handout with sentences from different parts of the story Props for acting out dialogue Puppets Audio recording device

9 剪纸的故事 从前, 有个叫秀姑的女孩, 住在一个很穷的山村里 一天, 秀姑的妈妈生病了, 秀姑要上山给妈妈采草药 山高路远, 秀姑找了很久都没有找到, 后来她累得靠着一棵大树睡着了, 她梦到一只美丽的蝴蝶飞来, 给了她五片彩色的树叶, 说 : 你把这五片神奇的树叶剪出你想要东西的形状, 你的愿望很快就会实现 当秀姑醒后, 看到自己手里真的有五片彩色的树叶, 她飞快地跑回家里 首先, 她用绿色的树叶剪成了草药, 妈妈服用后, 病很快就好了 她用第二片蓝色的树叶剪了一条小河, 河水围绕着整个山村, 山村变成了绿色 她把第三片红色的树叶剪成了一条鱼, 这条鱼在河水了变成了数也数不清的鱼 秀姑用第四片棕色的树叶剪成了一匹马, 结果一大群马出现在草地上 秀姑用最后一片紫色的树叶剪成了一棵树, 这棵树变成一个大果园 秀姑用五片树叶实现了五个愿望, 让村里的人们过上了幸福的生活 之后, 人们经常用彩色的纸代替树叶剪出各种窗花贴在家里, 来庆祝节日 问题 : 1 秀姑在山上找什么? 2 秀姑得到了几片神奇的树叶? 它们都是什么颜色? 3 秀姑把树叶都剪成了什么? 4 秀姑的愿望实现了吗?

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11 2014 Student Program Lesson Plan Template For step- by- step help in completing this document, please see the accompanying guide. Date: Class: Chinese Language Level: Novice High Grade: High School Day in Unit Final Project*10 Minutes 60 Unit Theme and Question: Visual Arts: Paper Cutting What is Chinese papercutting and what are some defining characteristics? STAGE 1: What will learners be able to do with what they know by the end of this lesson? Learners will be able to: DO What are the learning targets for this lesson? Do gestures related to theme vocabulary Match pictures with the theme vocabulary and identify the symbolism of at least 3 of the themes. Create a unique paper cut with elements that are found in Chinese paper cuts Present their projects to other classmates KNOW What vocabulary, grammatical structures, language chunks, cultural knowledge, and content information do learners need to accomplish the lesson can-do? Review of previously studied vocabulary Vocabulary: 代表 Culture: Chinese paper cutting characteristics STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?

12 What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can- do? Learners will: Match vocabulary with images Do gestures related to the theme vocabulary Tell their partners what 3 of the themes represent Create a unique paper cut Incorporate some Chinese paper cut elements into their creation Present their projects to their classmates STAGE 3: What will prepare learners to demonstrate what they can do with what they know? How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can- do? What will the teacher be doing? What will the students be doing? Opening Activity: How can you capture the students energy and commitment for today s lesson? Time Materials Game of finding/counting symbols in a paper cut a. T shows a picture of a paper cut for approximately10 seconds b. Ls count how many animals they see in the paper cut during those 10 sec. c. When the T has finished showing the image, ask Ls how many they counted. d. T shows the image again and T with Ls count how many there actually are. e. Repeat 2-3 times with different images. 5 Visuals of paper cuts

13 Learning Episode Review themes of papercuts a. T shows Ls pictures that match the vocabulary related to the different themes for review. T also reviews the symbolism of each theme. b. T uses TPR to practice the vocabulary related to themes, first as a large group and then with a partner. c. T has Ls work in pairs and gives each pair an envelope with small pictures of the vocabulary and character cards. Learners match the characters of the vocabulary with the pictures. d. Learners tell their partners the symbolism of at least 3 of the themes. Learning Episode Explanation of project 15 Pictures of theme related vocabulary Envelopes with pictures of vocabulary and character cards for each group. a. T tells Ls that they will create their own paper cut. b. Ls must incorporate certain Chinese elements into their art work. c. T will share the rubric with Ls. d. Ls must draw a plan for their paper cut before cutting it. e. When Ls come to get their materials to make their paper cut, ask Ls to ask for the materials using the appropriate vocabulary in Chinese. f. When Ls have finished their projects Ls will make an oral presentation to their classmates, identifying the Chinese elements as well as other unique characteristics of their paper cut. Final Learning Episode T reviews expectations of project and highlights or clarifies aspects of the project that are most important. 35 Rubric for project 5