STARTALK

Student Program Curriculum Template

Theme: FAMILY

Target Proficiency Level: Beginner (Novice Low)Number of Hours: 10 (M-F) 2hours Each Day For 5 DaysDesigned by:Xiaomei Zhao 趙小梅, Ren-Der Wang 王仁德, Shao Ting Liao 廖紹婷, Mei-Ying Lee 李梅英, Frances Tan 孟凡

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Student Program Curriculum Template

Table of Content Page #

Program Title Page 1Table of Contents 2

Brief Description of Program 4What Enduring Understandings are Desired

4What Essential Questions will guide this Program

and Focus Teaching/Learning 5Standards/Goals 5

Major Standards 51. Communication 52. Cultures 63. Connections 64. Comparisons 65. Communities 6

Supporting Standards 61. Skill-Getting 62. Skill-Using 73. Reading 74. Writing 7

Content 7Sample of Storyline for this Lesson 7

Key Vocabulary 7Skills 8

Connections to Other Disciplines 8Technology Integration 8Assessments

(1) Performance Tasks 8(2) Quizzes, Tests, Prompts, Work Samples 9

A. FORMATIVE TEST 9B. SUMMATIVE TEST 9

(3) Unprompted Evidence 9 (4) Can Do Statements from Linguafolio 9

Required Resources 10Differentiation of Instruction 10

1. Know your students 10

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2. Survey student interests 103. Is behavior management a problem 10

Table of Content Page #

4. Identify ways to assess or evaluate student’s progress 10

Instructional Strategies 11What Do They Already Know That Will Help Them

Learn New Information 11Links to Relevant References and Web Sites 12Sub-Themes/Units 12Lessons That Support the Sub-Themes/Units 12

Daily Instructional Plan List of Class Activities

Activity #1 - Culture Bag / Family Bag 13Activity #2 - T-Shirt Project 13

Activity #3 - Who Are They 13Activity #4 - Blessing“福” 14Activity #5 - 數來寶 (How Many People

in Your Family) 14 Activity #6 -唱遊 (Family Members) 14

Activity #7 - Self-Introduction and Statistics 15 Activity #8 - Guess Who I Am/猜猜我是誰

(Family Role-Plays) 15 Activity #9 - Clue game: Guess Who I am 15

Activity #10 - Rap Songs 16

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Brief Description of Program: (including curricular context and goals)

1. The overall goal of the lesson with the theme of “Family” is to introduce Chinese (Mandarin) in a fun and easy way. Besides promoting the interest to learn Chinese, we are also developing a capacity for understanding and accepting Chinese language among all students in local middle-school and high-school communities.2. The curricular contexts start with how to introduce oneself (我), family members’ titles (爸, 媽, 哥, 弟, 姐, 妹), simple appearance descriptions (高, 矮, 胖, 瘦), the likeness and unlikeness (長得像誰?), what language family speaks, and end with describing one’s own home address.3. Pinyin pronunciations and tone marks will be exercised and reviewed through the daily new-vocabulary introduction.4. Chinese cultures in the areas of differentiating greeting words for elders (你, 您, 長輩), and orders among siblings (老大, 老二, 老三, …老么) will be demonstrated.

What Enduring Understandings Are Desired (Big Ideas):Students will understand…

1. – that the older people in a Chinese family hold greater authority in making decisions and taking care for responsibilities, and the younger ones, in return, respect and trust the elders.

2. – that Chinese believes a harmonious family-relationship is the foundation of prosperity and success in all aspects.

Students will be able to share their thoughts and opinions after giving a comparison of the differences in family value between the Chinese and the Western countries.

Chinese Expressions: “尊老愛幼 , 長幼有序” and “家合萬事興”

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What Essential Questions will guide this Program and FocusTeaching/Learning: What we want students to think about in student friendly language to some extents…

1. that you can introduce yourself briefly with Chinese (what’s your name, how old are you, are you a boy or girl, what grade are you in, and how many people are there in your family.)

2. that you can call out your family members’ titles, identify the order and age-ranking, and describe their appearances briefly.

3. that you know there are different measurement units when referring to different subjects.

4. that you can name several countries and their languages.

5. that you know there are differences between “family” and “home” which in Chinese is the same character 家.

6. that you are able to tell your home address in Chinese.

Standards/Goals:

Major Standards -

5 C - Communication, Cultures, Connections, Comparisons and Communities - will be adopted as the 5 Goals for our 10-hour Chinese language learning Program.

Which are:1. Communication:

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Chinese;

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Students understand and interpret written and spoken language on a variety of topics in Chinese;

And students present information, concepts, and idea to an audience of listeners or readers on a variety of topics base on the skills of 3 modes (3M) of communication: interpersonal, interpretive and presentational.

2. Cultures – (gain knowledge and understanding of the cultures of the Chinese-speaking world)

Students demonstrate an understanding of the relationship between the practices (or products) and perspectives of the cultures of the Chinese-speaking world.

3. Connections – (connect with other disciplines and acquire information)

Students reinforce and further their knowledge of other disciplines through the study of Chinese.

Students acquire information and recognize the distinctive viewpoints that are only available through the Chinese language and culture.

4. Comparisons – (develop insight into the nature of language and culture)

Students demonstrate understanding of the nature of language and the concept of culture through comparisons of the Chinese language with their own.

5. Communities – (participate in multilingual communities at home and around the world)

Students use the Chinese language both within and beyond the school setting.

Students show evidence of becoming life long learners by using Chinese for personal enjoyment and enrichment

Supporting Standards –

1. Skills-Getting:  Activities will include TPR (Total Physical Response), pantomime, guess work, and others.

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2. Skills-Using: Activities include pair and group work aimed at getting students to understand phrases and sentences, and express their own meaning using sentences or pieces of sentences.

3. Reading :  Authentic materials such as signs, money, timetables, menus, notes, etc. will be included as reading materials. Students will be encouraged to skim and scan texts to determine main ideas. Occasional texts will also be decoded in entirety for literacy training.

4. Writing:  Emphasis will be placed on gaining familiarity with the nature and key components of Chinese characters by writing exercises especially for those words used more frequently.

Content:What we want students to know and understand:

1. The family value in Chinese culture “尊老愛幼 , 長幼有序” and “家合萬事興” 2. How to greet one another on a occasion when people meet the elder

Sample of Storyline for This Lesson:

“小明的家”小明在家裡是老二, 他有爺爺,奶奶, 爸爸,媽媽一個哥哥, 俩個妹妹, 一個弟弟, 你知道他們家一共有幾口人? 他的爸爸很高, 媽媽很漂亮, 哥哥很瘦, 妹妹很可愛。小明家還有一隻小花狗和一隻小黃貓…Key Vocabulary :

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1. Titles of family members, pet dog and cat2. Adjective words and phrases describe the

appearances of a person (such as tall, short, fat/chubby, skinny, pretty, cute, …etc.)

Skills:What we want students to be able to do?

be able to introduce and describe himself and his close family members

be able to understand the meaning and value of family in Chinese culture

be able to compare the different family structures between Chinese and Western cultures

Connections to Other Disciplines:- Ethics- Moral/etiquette- Social study - Daily activities

Technology Integration:- Projector- Laptop- MP3 player- iPod, speaker - Digital camera

Assessments:What evidence will show that students understand and can perform?

(1) Performance tasks:

Interpretation & Application - that students can use the target patterned-sentences to introduce their own family members and others can understand. Empathy - that students can know the meanings of family in Chinese society and they also can appreciate and compare the differences in family structures between the Eastern and Western cultures.

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(2) Quizzes, Tests, Prompts, Work Samples

A. FORMATIVE TEST• Quiz: application of terms of family members• Test: diagnostic test to check whether students need to

slow down or move on • Prompts: students are expected to speak longer sentences

since they have learned 5 or more sentence patterns.

B. SUMMATIVE TEST A reviewing test will be hold at the end of the whole

course. A Talent Show will be held on the last class which will

show what the students have learned in this course by Rap/song.

*In this project each students has to make a rap song abouttheir family. The students need to use the patterned-sentenceswhich they learned in this class to create that song. Each rap/ song must be at least 90-second long. The students need to perform in class on the last day and their performances will be graded by teacher and peers. The students’ presentations will also be recorded by video camera or digital camera.

(3) Unprompted Evidence (observations, dialogues)

Students’ performances will be observed by both the class teacher and the teaching fellow during daily classes. Their improvement and effort will be recorded weekly. When some one falls behind, the student will be helped by the teaching fellow in order to keep up with other peers.

(4) Can do Statements From Linguafolio

1- Students can speak; they could introduce and describe their family and family members.

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2- Students can listen and understand when others are giving introduction. 3- Students can write; they can write the target vocabularies and write the vocabularies as Chinese Calligraphy. 4- Students can read the target sentence patterns and family phrases.5- Students can create their own sentences and edit their sentences to be a rap song.

Required Resources:

In class：Marker board, pictures of families, flash cards, poster, family tree sheets, power point files, note cards, family tree (handout), markers, the class song CD

Differentiation of Instruction:

1. Know your students: Determine the language ability level of students by surveying students’ performances to determine their capabilities, prior and past learning experiences, etc.

2. Survey student interests: It is important to know students in a formal way. This can be done by an interview/conference, or by asking students to respond to questions with key answers regard to their learning preferences (depending on the age group).

3. Is behavior management a problem? It is a key issue to plan class activities or games with simple instructions. It is also important to determine students’ learning styles and preferences especially for those who have hard time to control their own behaviors. Knowing preferences of students is crucial to motivate students’ participations in the class activities. 4. Identify ways to assess or evaluate student progress: Once again, we cannot assume that "one size fits all." As a result, varying means of student assessment is necessary if students are to be given every opportunity to demonstrate authentic learning. Authentic

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assessment has been around for a long time and is now taking the limelight as we attempt to measure students' progress in a fair and equitable way. A variety of assessment techniques can include portfolios, rubrics, performance-based assessment, and knowledge mapping.

Instructional Strategies:

• Listening is taken place as the first stage of language learning; gestures, facial expressions, body language, visuals, TPR, and context.

• Student- centered “skill-getting” and “real-world” language to perform real-life tasks (skill-using) is also used as a instructional strategy.

What do they already know that will help them learn new information?May be assessed with surveys, background info given at the beginning of the course or a review of past work that the student presents.

Beginning a class with a review of what has gone before helps activate prior knowledge. Presenting new information in its relationship to old not only helps students learn the new information but strengthens the old. Introducing new concepts by contrasting them with some that have already been learned makes use of prior knowledge to aid in the learning of new. Moreover, having the students make those comparisons teaches them something about the ways to approach learning of new materials and different structures of disciplines.

This lesson is learned in first part of their 6-week summer session. Base on our teaching material of “Magic Chinese” (a total of 9 Lessons), the students have learned about numbers and self-introduction (first and second lessons) by this time. By knowing how to count numbers and how to introduce one-self, students can integrate this prior knowledge and skills to extend their learning to family numbers, titles and descriptions without difficulties, thus promote and elevate their interests and motivations.

A survey and background information on Chinese language proficiency, together with a review of the students’ past learning experiences, will be given at the beginning of the class in hoping a proper teaching plan will be generated for all students.

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Links to relevant references and web sites:

1. www.chinese-tools.com 2. http://funmandarin.com 3. www.pinyin.org 4. Google and Wikipedia5. Teaching guide on page 4 of “2A” of the text book “Flying with

Chinese.6. “My First Chinese Reader” textbook and work book A and B

Sub-themes / Units:

• Introduce oneself• Family members and pets• Describing family members and language spoken at home• Describing family residence

Lessons that support the Sub-themes / Units:

Daily instructional plan-• Day I (Monday) – Self-introduction• Day II (Tuesday) – Explaining family members’ titles and major pets• Day III (Wednesday) – Simple ways to describe a person• Day IV (Thursday) – Countries of origins of families• Day V (Friday) – Home address and simple ways to describe a house

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List of Class Activities:

Activity #1 "Culture Bag" or "Family Bag" 1. Each student think of one family they know from TV, movies, cartoons, books. 2. Teacher provides each student a paper lunch bag, and a piece of construction paper. 3. Students will cut the construction paper into different pieces and write the title (in Chinese) of the family members on one side. (They may draw a picture of that family member on the other side.)4. Then put all the family member cards inside the bag and write the family name on the bag. The name can be in English, but students have to write "jia" 家 on it, and decorate the bag if time allows.5. When done, each student will come forward to introduce that family. They don't need to have all the members, but they will some of the members.

*This can be a good in-class activity. Or we can have them do it at home, and bring it to class to present it.

Activity #2 "T-shirt project" 1. Have students design a T-shirt to show their slogan on “love in family”. 2. Give students a piece of paper with a T-shirt pattern on it and ask them to design their own T-shirt. 3. Students have to write "I love my Dad,“…etc., and draw a picture to go with it.  4. Students do a presentation of their T-shirt design.

Activity #3 Game: “who are they?” (use as TPR)Divide students into small groups with 6 people each, the teacher picks one group up to the stage, they are going to play “Dad, mom, elder sister, elder brother, younger brother and younger sister” one by one ; along with the teacher everyone in the group shouts out “爸爸, 媽媽, 姐姐, 妹妹, 哥哥, 弟弟” and the rest of the groups should figure out each one’s role. Each group

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should go up to the stage and try it at least once until everyone feels comfortable to say those titles in Chinese.

Activity #4 -Call a volunteer student to the stage to write the word of blessing, fu, “福”, upside down. - Tell the story about it.

Activity #5 The whole class reads 數來寶 together, then teacher points one student and ask “請問你家幾個人﹖”. This student needs to answer according to what he has in his family, or, he can create a made-believe family if he’s not comfortable with disclosing the true information. Make this a “Group Competition” by dividing students into groups of 5 or 6 students in each group. The student who can say it completely gets a point for the team.

數來寶

全班同學: 一 二 三, 三 二 一 一 二 三 四 五 六 七 七 六 五 四 三 二 一

指定學生: “請 問 你 家 幾 個 人﹖” 學生回答: “爸爸媽媽哥哥姐姐弟弟妹妹, 還-有-我”

Activity #6 Let each student have one flash card which has a family member’s title on it (爸爸,媽媽,哥哥,姐姐,弟弟,妹妹). The same title may appear repeatedly. After students get familiar with the song (with 朋友), change “friend” to 爸爸 (or other family member’s title) and sing again. The students who hold the flash cards with 爸爸 have to raise the card and say: “我的 “爸爸” 在這裡 。”

唱遊 一 二 三 四 五 六 七 我 的 朋 友 在 哪 裡 ﹖

在 這 裡﹐ 在 這 裡 ﹐14

我 的 “朋 友” 在 這 裡 。

Activity #7 Each student introduces himself with:“我的名字是___﹐我___ 歲﹐我家有爸爸﹐媽媽 ﹐哥哥和我。”All students take notes of who and how many people in each family.Teacher asks questions like the following after all the students introduced himself:___ 歲的有幾個﹖ ___ 個家人的有幾個﹖*Teacher can award individual student or make it a group competition.

Activity #8 Divide students to 5 groups with 4 – 7 in each group. Let student decides who he wants to be in each family/each group and each family/group needs to have all members to act-out the role silently. Make it a group-competition, and the one guessed correctly gets a point for his team.“Guess Who I Am?” “猜猜我是誰﹖”

Activity #9 Clue game: “Guess Who I am?”1. The teacher will divide his/her students into several small groups and pass out a set of flash cards that contain family members’ titles to each group. 2. The teacher will then give clues/descriptions to the class and ask the class to identify family member’s title in Chinese. For example, the teacher will show following clues on the board: “我是一個男人, 我有兩個小孩, 請問我是誰?” 3. The students should look into their flash cards and find the one that contains the family member’s title of “爸爸” and raise the card high to show teacher. The teacher will then ask the class to say “我是他們的爸爸” together.  

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Q: How does the teacher evaluate students’ understanding about the topic (family members’ titles) they have learned? A: By evaluating students’ achievements on this game.

Activity #10Rap Song1. In this project each students has to make a rap song about their family. The students need to use the patterned sentences which they learned in class to create the songs. And each rap song must be at least 90-second long. 2. The students need to perform in the class on the last day and their performances will be graded by teacher and class peers. The students’ presentations will also be recorded by video camera or digital camera.

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