Daily Schedule

Grade-Level Thematically-Based Modules

• Theme, Goal, Population
• Can Do Statements
• Daily Lessons
• Summative Assessment

• Theme, Goal, Population
• Can Do Statements
• Daily Lessons
• Summative Assessment

• Theme, Goal, Population
• Can Do Statements
• Daily Lessons
• Summative Assessment

• Theme, Goal, Population
• Can Do Statements
• Daily Lessons
• Summative Assessment

Phase 1

Objectives

• Read aloud and learn the structure: 短短的尾巴，大大的鼻子…etc.
• Scan and skim the basic information of the letter.
• Make predictions about the content of the letter based on the basic information.

Activity 1

• Write “笔友“on the board.  Ask the students to guess what the word means.     
• Announce that they have received a letter from Chengdu, China. Show website http://blog.hexun.com/group/zt/xiaobiyou.html to demonstrate what penpals do.
• Briefly explain the purpose of this penpal project: they will read and understand the letter, so they can write back to the pen pal.

Activity 2

• This is a read aloud activity to review the words of body parts, connecting to sound and the meaning (Phase 1 Activity 2 animal rhythm).
• Chant the rhythm: 什么动物 (with 拼音 for the first few times.  Once students are familiar the rhythm, eliminate the pinyin). 
• Teacher models the reading with rhythm and tempo.  Don’t translate, but use movements and gestures.  Students should be able to use picture clues /gestures to make sense of the rhythm.

Activity 3

• Give each student the letter from the pen pal (Phase 1 Activity 3 letter).  Teacher can provide pinyin for the key words that unknown to the students.
• Divide students in pairs.  Each pair skims the text, underlining the words that indicate name, age, and grade level.  Circle the words they don’t know.
• Answer the comprehension questions, 她叫什么名字？她几岁？她几年级？
• Based on the underlined words, make prediction - What is this letter about? 

Homework
Practice the chant at home.

Phase 2

Objectives

• Identify the radicals for new characters. 
• Practice character recognition.
• Guide students to find the main ideas and supportuing in the letter.

Activity 1

• Review the chant learned in Phase1: 什么动物(Phase1 Activity 2 animal rhythm).
• To familiarize students with the new words of body parts, lead them to read the rap and songs related to ‘body parts’ (Phase 2 Activity1 body parts).

Activity 2

• Introduce the radicals目、口、耳、自、月、手  by playing the video clip at http://youtu.be/enTUVNS8at4.
• Guide students to follow and draw the face to make the connections between shapes and meaning. (Phase 2 Activity 2 face)
• Use http://www.mdbg.net/chindict/chindict.php?page=chardict to demonstrate how to find radicals and stroke order of each new character.
• Students in pairs circle the radicals in the new characters:  眼、睛、嘴、鼻、脸、腿

Activity 3

• Activity 3 includes 9 different character exercises.
• Teacher can decide which exercises to do depending on the time.
• For the explanation of each exercise, see (Phase 2 Activity 3 Character Exercises).
• For the game of ‘passcode,’ see (Phase 2 Activity 3 passcode).

Activity 4

• Divide students in pairs.  Provide a graphic organizer for each pair (Phase 2 Activity 4 graphic organizer).
• Ask each pair to read the first part of the letter from Wang Jiajia, in which she describes her looks.
• Fill in the boxes in the graphic organizer: the body parts, the adjectival phrases that describe the body parts and the specific measure words for body parts. 
• Ask each pair to write the main idea in this letter.
• Teacher selects several students to state the main ideas and some details.
• Each pair turns in their graphic organizer for the teacher to check.

Homework
Character writing worksheets (Phase 2 homework).

Phase 3

Objectives

• Identify the words composed of verbs and nouns (动宾语).
• Compare the popular sports between US and China.
• Guide students to find the main ideas and support details in a text.

Activity 1

• Divide students in pairs.  Continue to read the second part of the letter, in which Wang Jiajia describes her hobbies and interests.   Provide a graphic organizer for each pair (Phase 2 Activity 4 graphic organizer).
• Use the same graphic organizer.  Each pair fills in the hobbies mentioned in the letter.
• Ask each pair to write the main ideas for this part in the letter.
• Teacher selects several students to state the main idea and some details.
• Each pair turns in their graphic organizer for the teacher to check.

Activity 2

• Practice words that are composed of a verb and a noun (动宾语), such as 吃饭、睡觉、打球、跳舞、唱歌. (Phase 3 Activity 2 verb+noun words.pptx).
• Divide students in two groups and play the word-formation game. Instructions are in (Phase 3 activity word formation game).

Activity 3

• Give each student the worksheet (Phase 3 Activity 3 hobbies). 
• Students first fill out their hobbies in the form (the first line).
• Each student interview 2 students about their hobbies, and fill their replies in the form.  Submit the forms to the teacher.
• Teacher selects several students to report their findings. 

Activity 4

• Give each student the article (Phase 3 Activity 4 popular sports in China). 
• Ask students to skim the first three paragraphs and circle the words they know.
• Compare the result with each partner.  Discuss and fill in the following form with the partner.

First paragraph
The words that I know: _____________________________________
I guess the main idea of 1st paragraph is: 

_________________________________________________________

Second paragraph
The words that I know: ________________________________________
I guess the main idea of 2nd paragraph is: 

_________________________________________________________

Third paragraph
The words that I know: ________________________________________
I guess the main idea of 3rd paragraph is: 

_________________________________________________________

• Check with students’ understanding by asking several students.
• Work with one’s partner to list the top five most watched sports in China. The answer is in second paragraph.
• Give each pair a Venn Diagram (phase3 activity4 comparison).
• Place a large Venn Diagram on the black board.  The whole class discusses the differences/similarities.

Homework
Hobbies and interests (Phase 3 homework 1) and (Phase 3 homework 2).

Phase 4

Objectives

• Identify the measure words and reduplicated words used in the letter.
• Use the measure words and reduplicated words to describe an object, a person, or an animal. 

Activity 1

• Review the chant 什么动物（Phase 1 Activity 2 animal rhythm), body parts rap (Phase 2 Activity 1 bodyparts).
• Practice the new rap 水果歌 (Phase 4 Activity 1 fruit song).

Activity 2

• Watch ‘Chinese measure words’ video clip on youtube: (https://www.youtube.com/watch?v=0jV5U7uWrDE )
• Ask several students to explain what a measure word is and to give some examples based on their understanding of the clip.
• Ask students to circle the measure words in the letter.
• Introduce the measure words and their patterns: 个、只、对、张、双.  Use slide #2-9 in (Phase 4 Activity 2 MS and adjective).

Activity 3

• Ask them to underline the reduplicated adjectives.
• Introduce reduplicated adjectives, showing PPT slides #10-18 (Phase 4 Activity 2 MS and adjective), such as圆圆的，长长的，大大的、小小的、高高的，短短的.
• Use this game to practice the use of replicated words.  See (Phase 4 activity 3 replicated words game).

Activity 4

1. This activity provides students the opportunity to use measure words and replicated words in sentences. 
2. Each student writes one sentence with a measure word and 2 reduplicated words to describe an object, a person, an animal or a fruit.  The teacher collects their sentences and places them in a box.
3. The teacher asks volunteer students to draw sentences from the box and draw the pictures on the black board as on the sentences.
4. The teacher selects students to describe the pictures using measure words and reduplicated adjective. 

Homework

• Complete the writing exercise using the measure words and reduplicated adjectives (Phase 4 homework).
• Write a short paragraph to describe yourself using some of the measure words and reduplicated words.

Phase 5

Objectives

• Complete reading assessment applying learned knowledge and reading skills.
• Read and comprehend extensive readings independently with appropriate reading strategies.

Activity 1

• This is a reading assessment.  Use the passage in (Phase 5 Activity 1 my sister).
• Activate students’ background knowledge and ask them to predict the content, by asking students the following questions
• 你有兄弟姐妹(哥哥姐姐妹妹)吗？
• 他(们)/她(们)是什么样的人？
• Show students the title of the passage “我的妹妹,” and ask them,  你觉得这篇文章说什么？
• Give students the passage and the graphic organizer (Phase 2 Activity 4 graphic organizer).  Ask them to scan the text and fill the boxes in the graphic organizer about the title, hobbies, body parts, reduplicative words, measure words.  And write main ideas.
• Once students have scanned the text, ask them to read the passage thoroughly and work on the assessment worksheet (Phase 5 Activity 1 assessment sheet).   

Activity 2 (extensive readings)

• There are five different authentic materials for extensive readings.  Students can choose those that interest them.  
  (寻狗启示)                  Phase 5 Activity 2 extensive reading 1
  (寻猫启示)                  Phase 5 Activity 2 extensive reading 2
  (通缉犯)                      Phase 5 Activity 2 extensive reading 3
  (我的一个朋友)          Phase 5 Activity 2 extensive reading 4
  (我的小白兔)              Phase 5 Activity 2 extensive reading 5

• The teacher can decide how and when to use the readings.  The main goal is for students to read the material and complete the worksheet independently.