Objectives:

• Can identify social media uses

• Can identify social media apps used in China

• Can use the key vocabulary in context

The objectives in Day 1 center on vocabulary building.  It is not the focus of 2017’s Read On Program. Therefore, we only  include sample resources for teachers to use. Please make sure students grasp key vocabulary terms, so they can engage in the text reading:  智能手机、功能、微信／微博、（社交）圈／软件、生活圈、圈子、发、刷

Materials:

• See day1_PPT.

• YouTube Videos: 大陆五个实用APP https://www.youtube.com/watch?v=OIjaSo4poXY

Objectives:

• Can define the concept of “rap” in Chinese

• Can summarize the lyrics

• Can use the words and phrases from lyrics to support one’s opinions

• Can infer author's opinions from the lyrics

Materials:

• day2_PPT

• day2_handout

• day2_lyrics (刷刷刷刷, 歌词)

Warm-up Activity (day2_PPT, Slide 2-4)

• Ask students to define 说唱

• Ask students to list famous rap singers

• Show the picture of AR and ask following questions (Slide 4)

1. 他叫什么名字？

2. 他多大了？

3. 他从哪儿来？

• Introduce the background knowledge of the song: AR was attending a songwriting competition.

Activity 1 (day2_PPT, Slide 5-8, day2_handout, Activity 1)

• Let students listen to the song from beginning to 00:33:98. (Slide 5)

• At the same time students need to find the characters that are repeated the most.

• Ask students to write 刷 in the center of the character chart.

• Ask students to write pinyin, meaning, radical and configuration of 刷。

• Word extension of 刷. Students will use the visuals to expand the words as 刷卡、刷牙、牙刷、刷马桶、马桶刷、刷朋友圈。

• Word building of 圈，such as 甜甜圈、花圈、游泳圈、朋友圈、社交圈、生活圈。

Activity 2 (day2_PPT, Slide 9-11, day2_handout, Activity 2)

• Distribute the lyrics (day2_lyrics) to students.

• Students circle 刷 in paragraph 1 individually and write down  the total number this character is used.

• Students use “wave” line to find 全部 and write down the total number this word is used.

• Use the lyrics (Slide 10), Teacher leads gap reading. Teacher starts the sentence and stop at the key words. Students read the key words. Then, Teacher finishes the sentence.  (Teacher reads the regular type; students bold.)
  
  

他们问我每天做的事有哪两件

那就是睡觉、刷朋友圈

把全部时间都给你的朋友圈

把全部世界都给你的朋友圈

刷 刷 刷 刷 刷 我的朋友圈

刷 刷 刷 刷 刷 我的朋友圈

刷 刷 刷 刷 刷 我的朋友圈

别把全部时间浪费在那朋友圈

• Use the question #4 in the handout to guide students to infer from the reading that the author hopes that everyone will use social media less.

• Ask students to read paragraph 1 and highlight the words that support author’s opinion.

• Check students’ highlighted words.

Activity 3 (day2_PPT, Slide 12-13, day2_handout, Activity 3)

• Ask students to scan paragraph 2 in the lyrics and identify the nouns by drawing rectangles around them.  

• Students read paragraph 2 again.  First, fill in the actions done by the nouns. Second, infer and fill in the result for each action: cause-effect

Activity 4 (day2_PPT, Slide 14-15, day2_handout, Activity 4)

• Use PowerPoint slide 14.

• Select on student to read 哦 at the end of each sentence. The other students read the sentences together.

• After reading, students are guided to infer the location of the scenario that the lyric describes (question #1-2 in the handout) and identify the evidence from the lyrics to support their inference.   

• Use question #3-4 to guide students to infer the author’s view of using cellphones, and identify the evidence from the lyrics to support their inference.   

Activity 5 (day2_PPT, Slide 16-17, day2_handout, Activity 5)

• Listen to the song one more time.

• Guide students to summarize the lyrics using the cloze exercise in activity 5 in the handout.

• Divide students in pairs.  The students in each pair work together to complete the cloze exercise.

• Teacher checks the exercise.

• Select several students to summarize the lyrics orally.    

Homework

Question: Is the name of song “刷刷刷刷”  a suitable name for the song?

Students write a paragraph to respond to the question and provide the reasons to support their view.     

Objectives:

• Can find information by scanning and skimming the text

• Can use a graphic organizer to summarize each paragraph in the text

• Can summarize the main ideas of the text

• Can present one’s reading comprehension by role-playing

Materials:

day3_PPT

day3_letter (写给爸爸的信)

day3_handout

Check homework

• Divide students in groups of three.  The students in each group share their views about the name of the song “刷刷刷刷”, that they write for the homework assigned on Day 1.  

• Each group selects a student to present their group views.  

Activity 1: hook students’ attention (cartoon)
(day3_PPT, Slide1-2, day3_handout Activity 1)

• Divide students in pairs.  Students read the cartoon on slide #1 in day3_PPT.  Each pair discuss what each character is doing and predict what the girl in the picture tries to say:

1. 图片上的女孩子在做什么？

2. 她的爸爸在做什么？

3. 这个女孩子想对她的爸爸说什么？

• Select students to present their prediction.

Activity 2 Scanning and skimming activities
(day3_PPT, Slide 3, day3_handout Activity 2)

• Give each student the letter (day3_letter).

• Ask students to circle the character “说” that appears in the letter.

• Divide students in pairs.  The students in each pair works together to locate the sentence in each paragraph where the character “说” appears.

Activity 3 Summarize each paragraph
(day3_PPT, Slide 4, day3_handout Activity 3)

• Guide students to summarize the main idea of each paragraph in the letter, using the graphic organizer in the handout.

• Divide students in pair to work on activity 3.  

• Once students complete the main idea of paragraph 1, check their responses, and repeat the same steps for paragraph 2 and paragraph 3.

Activity 4  Summarize the letter
(day3_PPT, Slide 5, day3_handout Activity 4)

• Guide students to summarize the whole letter, using a cloze exercise.

• Divide students in pair to work on activity 5.

• Select students to state their summary.

Activity 5: Group discussion
(day3_PPT, Slide 6, day3_handout Activity 5)

• Divide students in group of three to discuss the following two questions.

1. 智能手机给小美的家庭带来了什么变化？

2. 你有没有这样的经验？

• Teacher selects students to present their responses to the two questions.

Activity 6: Role-playing the ending
(day3_PPT, Slide 7, day3_handout Activity 6)

1. Divide students in pairs.  Based on the content of the letter, students in each pair work together to write a dialogue between Xiao Mei and her father.  Also, in the dialogue, add the reaction and response from Xiao Mei’s father.

2. Have each pair performs their dialogue.

Homework

Imagine you are Xiao Mei’s dad, write a letter responding to Xiao Mei’s letter.

Objective:

• Can use the key vocabulary in context

The objectives in Day 4 center on vocabulary building.  It is not the focus for 2017’s Read On Program. However, we have included sample resources for teachers to use.  Please make sure students are able to grasp key vocabulary terms ：浪费、依靠、记录、状态、花、点赞、删除、担心（关心、伤心）、联系／沟通

Objectives:

• Can scan and skim keywords and information in a text

• Can summarize the information in a text

Activity 1  Warm-up

• Show students the 4 visuals related social media on slide 3-8 in day5_PPT.

• Divide students in groups of three.  Each group discuss how people use their smartphones in the four visuals.

• Call a student from each group to share their discussion.  

Activity 2 Connecting key words with images

• Guide students to connect keywords with images that describe what the persons do on a social media.

• Divide students in pairs and give each pair a set of 4 pictures and 4 keywords (记录、分享、联系、担心) (day5_PPT, Slide 9-11).

• Each pair matches each of the pictures with an appropriate word that describes the picture.

• Teacher selects some students to present their matching (of word/image) and explain the reason for the matching.

Activity 3: Scanning the keywords

• Distribute the text “社交软件面面观”(day5_text)

• Show the picture on slide 13 (day5_PPT).  Ask the class to say aloud the keyword (记录).

• Students work in pairs to highlight the keyword (记录) in the text.

• Teacher shows slide 14 to show where the keyword (记录) appears.

• Select several students to use a sentence with the keyword (记录) to describe the picture.

• Repeat the steps to scan the rest three keywords (分享、联系、担心), slide 13-24 (day5_PPT).  

Activity 4 Gap Reading  

• Divide students in groups of 4.   

• Provide each group the passages in day5_gap reading.  The keywords in each passage are boldfaced and underlines (slide 26-29).

• The 4 students in each group takes turn to be a reading leader and in charge of one passage.  

• The leader reads the passage and stops at the keywords.  Then, the rest of the group members read the keywords (boldface words and underlined words).

Activity 5 Summarizing the passages

• Guide students to summarize the 4 passages, using cloze exercises.

• Divide students in four groups.  The students in each group receive only one cloze exercise (day5_summary).  There are 4 cloze exercise, one for each passage, and each group only does one cloze exercise.     

• Students in each group complete individually the summary of the assigned passage by filling appropriate words in the cloze exercise (day5_summary).

• Students in each group go over the answers in small groups.

• Students keep the completed summary of the passage for another activity on Day 6.  

Objectives:

• Can summarize a passage’s main idea

• Can analyze authors’ perspectives

• Can infer meanings from the text

Activity 1  Discuss the title “社交软件面面观”

• Divide students in pairs.  Each pair reads the title of the text “社交软件面面观” and discuss with their partners reading the following guided questions.

1. “面面观”中的“观”是什么意思？

2. “面”有哪些意思？“面面观”中的“面”是什么意思？

3. “面面观”是什么意思？“社交软件面面观”呢？

• Teacher selects several students to report their discussion, and uses the slide 4-7 in day6_PPT.

Activity 2: Summarizing the passages (continue from activity 5 on day 5)

• Regroup students and each group has 4 members.  Make sure that the 4 members in each group have completed different passage summary in activity 5 on day 5.

• In each group, ask students take turn to read their paragraph. The other students listen and complete the cloze summary activity ...until the cloze-exercise summary worksheet (all 4 passages) is completed.

• Teacher goes over the answers in a whole class (answers in Slide 8-12).

Activity 3: Analyze authors’ perspectives

• Students in small group discuss the author’s perspective in each of the 4 passages.   

• Students analyze the authors’ perspectives on whether they like/support using social media, and provide evidence from the texts to support their views.

• Each group selects a representative to report their discussion.  

Activity 4: Reading comprehension

• Provide students the reading comprehension questions (day6_questions).

• Students work on the questions individually for 10 minutes.  For each passage, they answer one literal question and one inferential question.

• Students in group of 3-4 to check/discuss the answers for the reading comprehension questions.  

• Whole class: Teacher confirms their answers.   

Homework

1. Write the pros and cons of using social media, based on the information in the 3 readings (刷刷刷刷、写给爸爸的信、社交软件面面观) to complete the chart in day6_homework.   

Summative Assessment (1): presentational speaking

Each student presents their view about the influence of social media in their life.

Summative Assessment (2): presentational writing

Please compose a response email to your friend Mike.  Be sure to answer all of his questions thoroughly with supporting details.  

day7_rubric (for evaluation)
day7_assessment (suggest another writing task for assessment)

发件人：Mike

邮件主题：中国的社交软件

你好。今年五月底我会去中国留学六个月。 听说在中国用美国的社交软件不方便。请你告诉我中国人都用哪些社交软件？怎么用？我很想跟我的家人和朋友保持联系。你有哪些建议？我也很好奇，你觉得社交软件对人们的生活有哪些影响？希望很快收到你的回信。

*Differentiation

Teacher may revised the assessment by requesting students to write an email Response with supporting evidence from two reading sources: day7_text (社交软件的负面影响), day7_graphic (智能手机各项功能使用率调查)