Appendix M.

Alice Lu

Intermediate Chinese I 6th 8/28/18 Day in 2 50

Language Level Dual Immersion
Grade Date Minutes
Unit
Unit Theme and Question Global Issues: Food and Meal Planning
How does where I live influence the food I eat?
Daily topic: What are the cuisine flavors and cooking methods of China’s eight great regions?
STANDARDS LESSON
OBJECTIVES
Which modes of Students can:
communication will  Identify flavor cuisines and cooking methods for China by its
be addressed?
eight great different regions.
 Interpersonal
What are the communicative Communication
and cultural objectives for and  Interpretive
the lesson?
Cultures
 Presentational
Relate the China’s eight great regions with the different flavor, seasonings, and cooking methods.
If applicable, indicate how Connections Supplemental link: https://www.chinahighlights.com/travelguide/chinese-food/eight-cuisine.htm
Connections  Comparisons 
Communities  Common Core
will be part of your lesson. Comparisons
Communities
 Interpersonal Communication 1.1. Engage in conversations, provide and obtain information,
Common Core express feelings and emotions, and exchange opinions.
 Interpretive Communication 1.2. Understand and interpret written and spoken language of
on a variety of topics.
 Presentational Communication 1.3. Present information, concepts, and ideas to an audience
of listeners or readers on a variety of topics.
 Cultures: Practices & Perspectives 2.1. Use appropriate verbal and non-verbal behavior in
interpersonal.

Keys to Planning for Learning, 2013

Appendix M.
Materials  Resources 
Time*
Activity/Activities Technology
How many
Lesson Sequence What will learners do? Be specific. What materials will
minutes will this
What does the teacher do? you develop? What materials will
segment take?
you bring in from other sources?
 Warm up activity to activate students’ prior knowledge 5  Chinese food bingo
Chinese food bingo, link if pasted below: cards/worksheets
Gain Attention / Activate https://www.teacherspayteachers.com/Product/Chinese-Food-
Prior Knowledge Bingo--1549468
 Students will be working with their shoulder partner.

 Teacher will use a PowerPoint presentation. 20  PPT presentation

 Teacher will use Smart Board pen to circle eight great regions  Smart board
and explain the different flavors, food seasonings, and cooking  Smart board pens, eraser
Provide Input
methods used in each region.  Guided notes
 Learners will fill in the blank on the guided notes provided.
 Teacher will use equity cards to randomly select students to
name the flavor of a food after teacher went over it.
 Thinking Map: Double Bubble Map 20  Guided notes
 Students will be divided into six different groups by using their  Twenty-four posters
Elicit Performance / Provide birthday month as the criteria. For example, students who were  Black markers
Feedback born in January and February will be in group one.  Blue markers
 Students will be given four posters.  Red marker
 For the first posters, Students will pick two regions to compare  Green markers
the similarities and differences about the tastes, seasonings, and  Thinking Map
cooking methods with the double bubble map from of the  Double Bubble Map
thinking map.
 Students will use their guided notes as a reference.
 For the second poster, students will pick another two regions
and follow the same steps above.
If applicable
Provide Input
Elicit Performance / Provide If applicable
Feedback

Keys to Planning for Learning, 2013

Appendix M.
Closure
Enhance Retention &
Transfer
Reflection – Notes to Self
 What worked well? Why?
 What didn’t work? Why?
 What changes would you
make if you taught this
lesson again?
 Students will return to their seat. 5  PowerPoint presentation
 Teacher will show the map of China through PowerPoint.  Equity card
 Image of map is divided into eight different regions.
 Teacher will use equity card to randomly select eight students to
identify tastes, seasonings, and cooking methods of each region.
 The Chinese Food Bingo Game was a hit since middle school students enjoyed the competitiveness.
 The PowerPoint presentation from the Smart Board worked excellently since students needed to actively participate in
the class activity. Moreover, it allowed the teacher to divide the map into eight regions precisely.
 The grouping method (sorted by birthday months) in this lesson worked very well since it was a fair and efficient way
to group students.
 However, the teacher ran out of time for the closure activity because selecting eight students to answers questions
within five minutes proved to be an impossible task.
 I will make changes for closure activity next year. In fact, I think I will try only selecting five students to answer the
question, or use an exit ticket instead with only one question on the exit ticket.
 A sample exit question would be along the following lines: Pick up one region from the map on the smart board, and
write down the tastes, seasoning, and cooking method for that region.

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013