Understanding by Design: Sample Lesson

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1 CPI Unit Plan Target Students: middle school students high school students Target Proficiency Level: Novice-Mid Unit Theme: What to do when I get sick. 我病了, 怎么办? Designed by: 许素贤, 林淑美, 简幸敏 Brief Description of the Unit: Students learn vocabularies and expressions related to illnesses. Students also learn how to ask and answer questions at the doctor s office and at the pharmacy. Culture regarding this topic will be introduced in daily lesson, for example, 把脉, 针灸, 中药 Desired Enduring Understandings: Students will understand the differences between Chinese and American perspective regarding illness and able to handle the situation when encountering sickness. Essential Questions that Guide this Unit and Focus Teaching/Learning: What to do if you get sick when traveling (or living) in China? What is the Dr. s visit like in China? How do you read and follow the directions for different medications? What is the main idea of Chinese medicine? National Foreign Language Standards: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2 Content Knowledge: Symptoms of illness Language usage in doctor s office Medication label and directions Traditional Chinese medicine Pharmacy in China versus in America Key Linguistic Structures/Grammar and Vocabulary: Key Structures/Grammar Key Vocabulary 1. 怎么了? 2. 我感冒了 / 我生病了 / 我肚子疼 3. 你哪儿不舒服? 4. 你怎么还在这儿 / 不做功课 / 不起床 / 在除了.. 还有. 玩电脑游戏 / 在看电视把张开检查 5. 多喝 ( 穿, 睡 ) 点儿水 ( 衣服, 觉 ) 6. 除了还有 7. 也有点儿疼 / 痛 / 不舒服 / 发烧 8. 把张开 / 打开 9. 没有 ( 大问题 ), 只是 ( 小感冒 / 有点咳嗽 / 有点流鼻水 / 有点拉肚子 / 有点头疼 ) 不舒服生病肚子疼头疼发烧感冒医生量体温身体感冒打针就好了条子药剂师药单生病怎么吃饭前饭后按时吃次

Students also learn how to ask and answer questions at the doctor s office and at the pharmacy.

2 10. 要不要打针 / 吃药 11. 怎么吃 ( 做 )? 12. 一天吃次 13. Measure words 14. 一共要吃天 Skills: Express one s illness when sick. Communicate with the health care profession about a variety of illnesses. Recognize Chinese medicine pharmacy store. Read Chinese medication labels. Connections to Other Disciplines: Health body parts Math conversion between F and C Technology Integration: Power point presentations, videos and internet research on Chinese medicine and related topics. Assessments: Skit Performance Act out a skit being sick, seeing a doctor, and reading direction of medication. Quizzes, Tests, Prompts, Work Samples Vocabulary quizzes Listening comprehension Oral assessment Writing prompts Unprompted Evidence (observations, dialogues) Classroom participation Performances in skits and presentations Can Do Statements from Linguafolio I can Express a variety of illnesses Exchange information with the doctor Read and follow the medication direction Required Resources: A body parts chart PPT Props from doctor s office stethoscope and thermometer Differentiation of Instruction: 2

Connections to Other Disciplines: Health body parts Math conversion between F and C Technology Integration: Power point presentations, videos and internet research on Chinese medicine and related

3 To meet the needs of different learning styles, new language items are presented with various forms of assistance such as visual aids, written language (pinyin and characters), body movements, audio tapes, videos and manipulative. Students of different abilities in the same class have the flexibility to adjust or surpass the expectations for learning tasks so that every student can maximize his/her growth and individual success. Instructional Strategies: Scaffolding Teacher student interaction through questions and classroom discussions Pair work and group work Dialogues and presentations Role playing Hands on activities Games and competitions Video watching and music appreciation Self-assessment Prior knowledge that will help students learn the new information: Basic knowledge of a doctor s visit. Basic knowledge of reading directions on prescription medications. Links to relevant web sites: Lessons that support the unit: How do you read and follow the directions for different medications? What is the main idea of Chinese medicine? Activities for Essential Question 1 What to do if you get sick when traveling (or living) in China? Play Simon says with body parts Sing 头儿, 肩膀, 膝, 脚趾 song Activities for Essential Question 2 What is the Dr. s visit like in China? Visit the doctor s office Activities for Essential Question 3 How do you read and follow the directions for different medications? Reading A Culminating Project: A skit performance: act out different scenarios of expressing illnesses, visiting the doctor, and reading medications. 1. Preparation for the project: Students will be informed of the skit at the beginning of the unit. 3

Students of different abilities in the same class have the flexibility to adjust or surpass the expectations for learning tasks so that every student can maximize his/her growth and individual

4 I 2. During the lessons Students practice different scenarios during each class. 3. The day of the skit Students work in pairs and randomly draw one scenario to work one. Students present their skits. Q/A after each skit to check listening comprehension. 4

5 Day One Lesson Objectives: Ss will learn to describe their sickness. Learning Outcomes: Ss will be able to ask and express about illness Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Setting the stage/ review (5 minutes) Procedure with detailed description and examples/questions 1. Review body parts by playing 老师说 (Ss listen and do the motion); by singing 头儿, 肩膀, 膝盖, 脚 ; by asking questions (Teacher points to body parts and ask Ss: 这是什么? Props/Notes/ Reflections Comprehensible input (8 minutes) 1. Use ppt to describe a scenario: 妈妈 : 你怎么了? 你怎么还不起床小明 : 我不舒服妈妈 : 你哪儿不舒服? 小明 : 我头疼妈妈 : 我看看有没有发烧来, 量量体温糟糕! 三十九度 (.) 小明 : 我今天不想上学了妈妈 : 你生病了我带你去看医生吧! 小明 : 好吧! 2. Teach new voc: speaking and writing 不舒服 / 生病 / 肚子 / 疼 / 发烧 / 感冒 / 医生 / 量 / 体温 Ppt/pictures/TPR Guided practice Teach Sentence pattern 1. Q: 你怎么了? A: 我感冒了 / 我生病了 / 我肚子疼 / 我发烧了 2. 你哪儿不舒服? 我肚子 / 头 / 膝盖不舒服 3. 你怎么还在这儿 / 不做功课 / 不起床 / 在玩电脑游戏 / 在看电视 Application and extension Assessment and wrap-up (5 minutes) 1. Temperature taking in F (US) and C (China) 2. Conversion between F and C. 1. Listening comprehension check: read a short paragraph to Ss, Ss have to answer the questions on handout. 2. Teacher will show the pictures on ppt again, and use ask and answer format to assess how much and how well the Ss can do (throwing a ball). 5

communities Purpose/Time Setting the stage/ review (5 minutes) Procedure with detailed description and examples/questions 1.

6 Homework/ preview (2 minutes) 1. Practice writing new phrases for 8 times. 6

7 Day Two Lesson Objectives: Ss will learn to express their illness and follow the doctor s instruction on body check up. Learning Outcomes: Ss will be able to answer questions about doctors inquiring of the illness. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and examples/questions Props/Notes/ Reflections Setting the stage/ 1. Review previous lesson PPT review 1. Q: 怎么了?/ 你哪儿不舒服? (5 minutes) A: 我感冒了 / 我生病了 / 我肚子疼 2. 你怎么还在这儿 / 不做功课 / 不起床 / 在玩电脑游戏 / 在看电视 Comprehensible input (8 minutes) Use paper puppets to act out the following dialogue. Dialogue: 医生 : 你哪儿不舒服? 病人 : 我肚子疼医生 : 除了肚子疼, 还有哪儿不舒服? 病人 : 我的头也有点儿疼医生 : 来我检查一下把嘴巴张开 ( 医生检查病人 ) PPT Paper puppets - 医生 - 病人 Guided practice Teach Sentence pattern 1. 除了还有 2. 也有点儿疼 / 痛 / 不舒服 / 发烧 3. 把张开 / 打开 / Pair practice Teach new voc: speaking and writing 除了还有 / 把 / 张开 / 检查 Application and extension Assessment and wrap-up (5 minutes) Homework/ preview Act it out- visiting the doctor T shows a video clip about how Chinese doctor exams patients in comparison to the US doctors. E.g. 把脈, 看脸色 1. Listening comprehension check: read a short paragraph to Ss, Ss have to answer the questions on handout. 2. Teacher will show the pictures on ppt again, and use ask and answer format to assess how much and how well the Ss can do (throwing a ball). Practice writing new phrases for 5 times. 7 PPT

Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and

8 (2 minutes) 8

9 Day Three Lesson Objectives: Ss will learn to respond doctor s diagnosis about their illness. Learning Outcomes: Ss will be able to answer questions about doctors inquiring of the illness. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and examples/questions Props/Notes/ Reflections Setting the stage/ 1.Review previous lesson Picture review 1.Q: 你怎么了? 你哪儿不舒服? (5 minutes) A: 我感冒了 / 我生病了 / 我肚子疼 / 我发烧了我肚子 / 头 / 膝盖不舒服 2. 你怎么还在这儿 / 不做功课 / 不起床 / 在玩电脑游戏 / 在看电视 3. 除了还有 4. 也有点儿疼 / 痛 / 不舒服 / 发烧 5. 把张开 / 打开 / Comprehensible input (8 minutes) Use paper puppets to act out the following dialogue. Dialogue: 医生 : 你的身体没有大问题只是小感冒病人 : 我要不要打针? 医生 : 不用吃点药多休息多喝点儿水多穿点儿衣服, 就好了 ( 医生写条子 ) 病人 : 谢谢医生 Guided practice Application and extension Assessment and wrap-up (5 minutes) Teach new voc: speaking and writing 身体 / 感冒 / 打针 / 就好了 / 条子 Teach Sentence pattern 1. 没有 ( 大问题 ), 只是 ( 小感冒 / 有点咳嗽 / 有点流鼻水 / 有点拉肚子 / 有点头疼 ) 2. 要不要打针 / 吃药 Pair practice Teach new voc: speaking and writing 身体 / 感冒 / 打针 / 就好了 / 条子 T shows a video clip of Chinese acupuncture and leads a discussion about the topic. 1.Listening comprehension check: read a short paragraph to Ss, Ss have to answer the questions on handout. 2.Teacher will show the pictures on ppt again, and use ask and answer format to assess how much and how well the Ss can do 9 PPT

examples/questions Props/Notes/ Reflections Setting the stage/ 1.Review previous lesson Picture review 1.Q: 你怎么了? 你哪儿不舒服?

10 (throwing a ball). Homework/ preview (2 minutes) Practice writing new phrases for 5 times. 10

11 Day Four Lesson Objectives: Ss will learn reading prescription medicine Learning Outcomes: Ss will be able to read the labels on the directions. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Procedure with detailed description and examples/questions Props/Notes/ Reflections Setting the stage/ 1. Review vocabularies (speaking) with pictures/tpr Picture review 2. Review Chinese characters with vocabularies hunting game (5 minutes) 3. Review sentences with sentence constructions Comprehensible input (8 minutes) Guided practice Comprehensible input with a short story; based on scenario given and short story, Ss have to match the pictures and pinyins. Direction for medication 药剂师 : 你好! 请你给我你的药单病人 : 在这儿医生说我感冒了药剂师 : 是的这是你的药病人 : 怎么吃? 药剂师 : 一天 ( 吃 ) 三次, 一次两粒饭後吃, 一共要吃五天, 请按时吃要多喝水多休息病人 : 谢谢 2. Teach New Vocabularies 药 / 药剂师 / 药单 / 生病 / 怎么吃 / 饭前 / 饭后 / 按时吃 / 一共 / 粒 (measure words) 3. 汉字 4. Sentences: Teach Frequency: 一天吃次一共要吃天 Other examples: 一天三次, 一次两包 (measure words) 两个月一次, 一次十个人一个星期三次, 每次两个小时 Teach measure words: Use song 朋友 or Ten Little Indians melody, change the lyrics to teach measure word. 怎么 + verb: 怎么吃? 怎么写? 怎么做? 怎么游? 怎么骑? Application and extension Compare pharmacies in China and America: 3. Drive through/appearance 4. The products sold in two countries 5. Chinese traditional pharmacy Handouts 2 11

examples/questions Props/Notes/ Reflections Setting the stage/ 1. Review vocabularies (speaking) with pictures/tpr Picture review 2.

12 Assessment and wrap-up (5 minutes) Homework/ preview (2 minutes) Watch a video clip of the conversation between a pharmacist with a patient. A short Q & A will follow. PPT 12

13 Day Five Lesson Objectives: Using performance-base task for students to act and interact in the simulated situation of being sick, seeing a doctor and reading prescription medication. Learning Outcomes: Ss will be able to express illness, converse with a doctor, and read medication labels. Standards: interpersonal communication interpretive communication presentational communication cultures connections comparisons communities Purpose/Time Setting the stage/ review (5 minutes) Procedure with detailed description and examples/questions T shows PPT to review main sentence patterns and vocabularies in this unit. Props/Notes/ Reflections PPT Unit assessment pair perform skit 15 minutes Skit performance 20 minutes Homework/ preview (2 minutes) 1. T shows PPT on direction of the skit performance 2. T assigns pair for the skit 3. Team draws the scenario for their skit. 6. Each team performs the skit and the class listens. 7. T asks 3 questions and called on different students to answer. 8. Repeat steps 1 and 2 until all teams perform. Bring all notes and handouts for this semester begin reviewing final. - PPT - Drawing sticks - List of the scenarios - Grading rubric - props 13

14 Skit Performance Direction 1. Teacher pairs up the students prior to this activity. 2. Each team will draw from one of the following scenarios. The team will write a script and act out the skit. Your skit has to include but not limited to this unit s sentence patterns and vocabularies. You have 10 minutes to prepare the skit. Scenario A: Create a dialogue between a family member and a sick person regarding the illness. Scenario B: Create a dialogue between a patient and the doctor in the doctor s office about the illness. Scenario C: Create a dialogue between a patient and the pharmacist regarding the direction of taking medicine. 3. Each team member needs to have at least four speaking lines using as many sentences patterns as possible and vocabularies. 4. There will be Q/A after each skit. Teacher will call students to answer the questions. So you need to listen carefully and take notes regarding each skit. Unit Performance Skit Rubric 名字 : 日期 : Category Organization (both oral and written) Oral Fluency Presentation/ Pronunciation Vocabulary/ Sentence Team Work 1 5 Audience has difficulty following because the skit is not logical. The speech is neither fluent nor connected. Student s voice is low. Student has many pronunciation errors. Student uses little vocabularies and sentence patterns. Student participates and contributes less than fair share. 还好 6 8 Student performs in a moderately logical, meaningful, and interesting sequence that audience can usually follow. The speech is mostly fluent and connected. Student uses a clear voice and correct pronunciation most of the time. Student uses moderate vocabularies and sentence patterns. Student participates and contributes fair share. 很好 / 非常好 9 10 Student performs in a logical, meaningful, and interesting sequence that audience can follow. The speech is very fluent and connected. Student uses a clear voice and correct pronunciation. 分数 /10 / 10 /10 Student uses varied and descriptive vocabularies and sentence patterns. /10 Student participate and contribute fair share or more than required. /10 Total Points Teacher comments: /50 14

Scenario A: Create a dialogue between a family member and a sick person regarding the illness. Scenario B: Create a dialogue between a patient and the doctor in the doctor s office about the illness.

Standards 标准 : x interpersonal communication x interpretive communication x presentational communication x cultures x connections x comparisons x com

Standards 标准 : x interpersonal communication x interpretive communication x presentational communication x cultures x connections x comparisons x com Target Students 教学对象 : 小学三年级 CAIS Institute Startalk Elementary Mandarin Immersion Camp Unit & Lesson Plan Template Target Proficiency Level 学生语文程度 : 初级低 - 中 - 高 Student learning styles 学