K-5 Daily Lessons 2012

Day-to-day lesson plans and activities you can use in your classroom

Day 1

Objectives

• Say the new words and sentence patterns in this unit
• Compare the similarities and differences between MacDonald’s in USA and in China.
• Sing a song using some of the new words

Opening

• Teacher shows a big M with the theme tune of McDonald’s and asks students what this reminds them.
• Teacher asks individual students whether they like McDonald’s or not and extend the question to family members. 

Activity 1  

• Present a short conversation in an animation format depicting an American kid going to a McDonald’s in China.  Teachers assess how much students comprehend after viewing the animation.  
  Show the animation (if you have trouble viewing the animation, copy and paste the link to your web browser)
  http://goanimate.com/videos/0k4hBiQWREB0?utm_source=emailshare&refuser=0G3S4VQR9mOQ
• Animation dialogue in text: (day1 act1 Animation dialogue)
• The animation dialogue is designed for 3rd graders at novice-mid level.  For immersion students, teachers can create a higher-level dialogue.  As for the “content” in the bubbles, it can be presented in pinyin, with visuals, or pinyin with target characters, depending on the level of the students.  
• After viewing the animation, ask oral questions related to the dialogue to assess how much students understand. For example,
  有几个人？
  那个男孩子叫什么名字？
  谁是叔叔？
  他们想吃什么？
  那个女孩子要喝什么？
  谁去买这些东西？
• Snapshot pages of the animation
  These snapshots can be used for various speaking activities.  Some of them will be used in later lessons.
  1. Snapshots of animation in characters, pptx (day1 act1 Snapshots in characters)
  2. Snapshots of animations in characters, pdf (day1 act1 Snapshots in characters)
  3. Snapshots of animations in pinyin, pptx (day1 act1 Snapshots in pinyin)
  4. Snapshots of animations in target characters (day1 act1 Snapshots in target characters)

Activity 2

• Use the PowerPoint slides (day1 act2 reading text PPT) to introduce the new words in this unit. 
• Teacher leads the class to read each phrase. Also, use the slides to ask simple questions, such as (這是不是中国？这是什么？你喜欢吃汉堡包吗？你喜欢吃什么？你喜欢喝什么？)  
• Lead students to see the different food items offered in McDonald’s in China.
• Provide students the menu handout to practice the names of food/drink items (day1 act2 food and drink items)

Activity 3

• Sing a song (use the tune from 两只老虎)  to ractice the new words and the meaning of  两
• Use gestures and movement when singing this song.

两个汉堡包，两个汉堡包， 和薯条， 和薯条， 还要一杯可樂， 还要一杯可樂， 谢谢啦， 谢谢啦！

Liǎng ge hànbǎobāo，liǎng ge hànbǎobāo， hé shǔtiáo， hé shǔtiáo， háiyào yī bēi kělè， háiyào yī bēi kělè， xièxie la， xièxie la！

Learning checks

• Ask students to list or draw a couple of differences and similarities between McDonald’s in the US and China that they have noticed in this class.
• Exit ticket:  Point at a couple of items on menu (day1 act2 food and drink items) check if students can say them correctly.   

Homework
Post the PPT online and print out the Word file of the reading text in pinyin and characters (day1 act2 reading text in pinyin and characters).  Ask students to review it at home.  Students are required to name at least 2 items on the menu in the next class.  

Day 2

Objective:

• Students can name the new words introduced in Day 1
• Students can identify the similarities and differences between MacDonald’s in USA and in China.
• Students can recognize and know the meaning of the 8 target characters.
• Students can ask and respond to questions: 你要吃什么？你要喝什么？

Activity 1 

• Sing the song with TPR taught in Day 1: (use the tune from 两只老虎) 
• Teacher divides students in groups of 4-5 and asks each group to create their body movement with the song. Then show and teach the class their movement with the song. 
• 两个汉堡包，两个汉堡包， 和薯条， 和薯条， 还要一杯可樂， 还要一杯可樂， 谢谢啦， 谢谢啦！

Activity 2  

• Review the PPT shown in Day 1, focus on food items (day1 act2 reading text PPT)
• Reading Text: Lead students to read the text. Pair up students and fill in the Venn diagram worksheet (day2 act 2 Venn diagram). 
• Have students work in pairs and search different menu items of McDonald’s in China and U.S on internet with teacher’s guidance.  Print out the menu they find and then draw pictures or write characters/pinyin on the Venn diagram.  Then present the diagram to the whole. (Here are some menus from internet. 
• Talk about why the menus are different in two different countries or communities?

Activity 3: 

• Introduce 8 target characters by PPT (day2 act3 characters)
• Use the slides in part I to introduce the characters. Teacher sounds aloud first and student repeats.
• Use the slides in part II to help student review the 8 characters. The arranged order of the pinyin/English/picture in each slide encourages student to recall the sound and connect sounds with meaning and  characters.
• Use the slides in part III to reinforce students’ memory of the characters.
• Use the last slide ‘Character Wheel Game’ and practice the 8 characters. 

Activity 4  

• Introduce the question: 你要吃什么？你要喝什么？
• Review the verbs: 吃喝and introduce the new verb, 要
• Use the food/drink items in the PPT (day1 act2 reading text PPT) to practice the questions and answers.
• Divide students in pairs.  Provide each pair a set of food/drink items.  Student A holds the items and asks ‘你要吃什么？你要喝什么？ Student B answers, such as 我要吃薯条。我要喝可乐.  Student A then provides the items that  B students want.   After that, two students exchange the roles.

Learning check

• Distribute all of the food/drink item cards to students.  Teacher asks one student to the front.  All of the students say together, 你要吃什么？你要喝什么？.  Suppose the student in front replies, 我要吃汉堡包，我要喝橙汁.  Whoever has the food/drink items should standup and give the items to the student in front.  Teacher, then, asks another student to the front and repeat the activity.
• Each group demonstrates their movement of the McDonald’s song for exit.

Homework

• Provide students the cards of 8 target characters to practice recognition at home.
• Demonstrate the McDonald’s song with movement to your parents.

Day 3

Objectives

• Students can identify some pictographic characters.
• Students can identify some basic structures of characters.
• Students can identify the radical 口and it’s meaning.

Activity 1

• Review the song - <<两个汉堡包>> (use the tune from 两只老虎).
• Change the key words when students are very familiar with the tune and original words. For example, change 汉堡包 to 麦乐鸡; 可乐 to 橙汁. It will help student memory all new vocabulary.
• Here are the words for the song: 两个 (块) 汉堡包 (麦乐鸡) ，两个 (块) 汉堡包 (麦乐鸡) ， 和薯条， 和薯条， 还要一杯可乐（橙汁）， 还要一杯可乐（橙汁）， 谢谢啦， 谢谢啦！

Activity 2  

• Show and explain that pictographic characters were creating by drawing the objects.
• Use the three target characters in this unit as example: 大，中，小.  Show the links below. 大was created by drawing a person stretching out one’s arms and legs, indicating ‘big.’   中was created by drawing a flag inserted in the center of a circle.  

大http://www.dragonwise.hku.hk/dragon2/schools/archives/morph/A46A.html   
中http://www.dragonwise.hku.hk/dragon2/schools/archives/morph/A4A4.html
小http://www.youtube.com/watch?v=4Chrx2BDOHs&feature=fvsr

Activity 3 

• Use this matching activity (day 3 act3 pictographic characters) to help students gain deeper understanding of what pictographic characters are.
• Students in pairs do the matching activity of connecting the drawings to the characters.
• Teacher selects a couple of pairs to demonstrate their findings.   

Activity 4   

• The goal of this activity is to lead students to see the three basic structures of characters: 1) single-component structure: characters formed with one component. 2) top/bottom structure: characters formed by top and bottom components; 3) left/right structure: characters formed by left and right components. Use the color blocks demonstrated below to show the three basic structures.
• Divide student in groups of 3. Each group gets 8 flash cards (day3 act4 flash cards). Let them sort the cards/characters in the three different structures.  Discuss the result with students.

• Use the handout (day3 act4 character structure) reinforce their understanding of these three basic structures

Activity 5 

• Introduce the concept of radical ‘meaning part of a character.’ 
• Show the clip of the pictograph of  “口”.  Ask students: which of the target characters have this meaning part?  Why do these two characters have a ‘mouth’ meaning part?  

口:   http://www.youtube.com/watch?v=CVvIA5aahN8&feature=relmfu

• Introduce two more radicals by showing the clips: 日and木

日：http://www.youtube.com/watch?v=GS0ncST2FnM&feature=relmfu
木： http://www.youtube.com/watch?v=dmiEz_3kG7c&feature=relmfu

• Give the handout (day3 act5 radicals).  Students can work in pairs to to circle the meaning part.
• Teacher selects several pairs to show their work and ask them to explain why the characters have those radicals. 

Homework: Give students the homework sheet (day3 homework sheet).  Students are asked to review the 8 target characters, circle the radical, and identify the structures. 

Day 4

Objectives

• Students can write basic strokes: 横，竖，点，捺，撇
• Students can write 6 Chinese characters in correct stroke order: 大，小，中，有，美
• Use大，小，中，有，美in context.

Activity 1   

• Use the flash cards used in the previous class (day3 act4 flash cards) to review the eight characters. Teacher picks one card then students read it.  
• Students in pairs and quiz each other using the flash cards.

Activity 2

• What is the difference between Chinese words with English words?  Let students to state their observation.
• Use the ppt (day4 act2 basic stroke) to show the basic strokes of Chinese characters: 横，竖，点，捺，撇
• Using body movement: students follow the lead of teacher and say the stroke names while using their fingers to write them in correct order in the air.
• Students practice the basic strokes in the right order, using the worksheet (day4 act2 basic stroke worksheet)

Activity 3

• Demonstrate the stroke order of 大，小，中，有，美.
• Use http://cn.yes-chinese.com/ （click 教学工具, click -识字与打印, click  卡卡通）.  Type the character that you want to show in the input box on the top: (请输入一个字)  then click (确定) .  After the character appears, click the button to show the stroke order.
• Ask students to count the stroke number for each character.
• Give students the character worksheet for大，小，中，有，美. (day4 act3 character worksheet 大小中美有)
• Teachers can make you own practice worksheets using
  http://cn.yes-chinese.com/ : click 教学工具, click ，识字与打印- click  笔笔顺）. 

Activity 4

• In this activity, students are asked to make sentences using the new words they have learned.
• Review the Venn diagram (day2 act2 Venn diagram).  Find out which food/drink items offered by McDonald’s in China and USA.
• Teacher models several sentences on the board.

• 中Guó   Màidāngláo   有    .      

• 美Guó  Màidāngláo 有 ,  méi 有.
  

• Taylor 喝大de          .

• Distribute the McDonald’s menu (day4 act4 menu) to each group, and ask students to cut all the food, drink, and dessert items.
• Divide students in groups of three.   Give each group an envelop in which they find the characters大小中有美 and other words in pinyin (such as 国，没，的，也) and also the food/drink items they cut. 
• The task for each group is make 3 sentences using the cards.
• Each group presents and reads aloud their sentences. 

Homework: 

• Students use the form ‘My Own Character Collection’ (day4 homework MyOwnCharacterCollection) to make their own elaboration of the characters learned in this class: 大，小，中，有，美.
• Complete the assignment sheet (day4 homework fill in characters).

Day 5

Objectives

• Students can write the target Chinese characters: 吃， 喝，要
• Students can use想，吃， 喝 in context.
• Students can connect each character with its pinyin and English meanings.

Activity 1     

• Review the characters 吃, 喝.  
• Practice the question and response: 你想吃什么？我想吃冰淇淋。
• Divide students in groups of three.  Distribute the McDonald’s menu (day4 act2 menu) to each group, and ask students to cut all the food, drink, and dessert items.
• Give each group a set of characters of 吃， 喝.
• In a group, student A asks, 你想吃什么？你想喝什么？If student B replies 我想吃薯条，我想喝橙汁。 Student C, the third student, places  吃with 薯条 together and 喝with橙汁.  Students in a group take turn asking, replying and grouping the cards correctly.     

Activity 2 

• show the stroke order of吃， 喝，要（show the stroke order ）using http://cn.yes-chinese.com/ （click 教学工具- click -识字与打印- click  卡卡通）type the character that you want to show in the input box on the top: (请输入一个字)  then click (确定) .  After the character appears, click the button to show the stroke order.
• Ask students to count the stroke number of the character 吃，喝，要.
• Review the meaning part 口。
• Give students the character worksheet for吃，喝，要. (day5 act2 character worksheet 吃喝要)

Activity 3    

• In this activity, students are asked to connect characters with their pinyin.
• Divide students in groups of 3. Each group gets a deck of 接龙游戏 cards.  The cards are cut out from the worksheet in (day5 act3 building a sequence).
• The students in each group work together to line up the card according the Chinese characters and Pinyin cues. The result of sequence is shown in (day5 act3 sequence result).
• Teacher can make various sequences, so each group gets different task.  Teacher can then redistribute the decks to different groups and play the activity for multiple times.

Learning Check:  

• Use the worksheets in (day5 act4 match words with pinyin) to check students’ learning.  Students review the new words on the first page and complete the page 2-3.
  

Homework:

• Students use the form ‘My Own Character Collection’ (day4 homework MyOwnCharacterCollection) to add吃， 喝，要     
• Complete the assignment in (day5 homework fill in characters).

Day 6

Objectives

• Students perform the dialogues of ordering food/drink in McDonald’s.
• Students can ask and respond to the preference of food and drink items.
• Students use the target characters吃，喝，要 in context

Activity 1 

• Review the dialogue animation. (day1 act1 Animation dialogue)
• Divide students in group of 3.  Practice the dialogue.   Students are encouraged to make changes in the dialogue, such as ordering different items, going with different friends…
• Students perform the dialogue in groups of 3. 

Activity 2 

• Use the McDonald’s menu and review asking and responding, 你要吃什么？你要喝什么？
• Divide students in pairs and ask each other the two questions. After their exchanges, Teacher checks what they find out about their partners’ preference in food/drink.

Activity 3  

• Each student then writes down what they want to eat and drink.  Write the two sentences in characters and pinyin in a card, such as  wǒ 要吃yùmǐbēi.  Wǒ 要喝kělè.
• After students finish writing, put all the cards in a box. Students take turn drawing one card from the box, and reading the sentences in the card aloud. 
• In the meantime, give students the listening form (day6 act3 listening form).  Students listen carefully to the sentences read by each student, and complete the form.
• After every student completes the reading, teacher will check the result with the whole class. 

Homework: 
Ask students to write a short dialogue between a McDonald’s staff and a customer who wants to buy something to drink and eat.  Use the characters that they have learned to write.  They use pinyin with tones for the rest words.

Day 7

Objectives

• Students can chant a rhyme to review the new words and sentence patterns in this unit
• Students can do a survey in Chinese
• Students can order food and drink in McDonald (Assessment 1)

Activity 1  

• Use the Chinese Rhyme (day7 act1 rhyme) to review the new words and sentence patterns in this unit. 
• First, get students to be familiar with the rhythm and new words. 
• To make it more fun, students use the rhyme to ask other students, such as girls asking boys or the whole class asking an individual student.  Teacher can throw a ball to select that individual.

Activity 2     

• Students will do a survey using their Chinese language and math skills.
• Make copies of the McDonald’s menu with price (day7 act2 menu with price) for students.
• Go over all information on the sheet.  Make sure students know all the food items, and can say them.
• Show and explain the sign of ¥ : Chinese dollars.  
• Distribute the survey form (day7 act2 survey form) and explain the task.
• After they interview 5 classmates, they are required to fill in a tally form (day7 act2 tally form)
• Introduce the character正 to tally the counts.  ”正” has 5 strokes to mark 5 counts.  Westerners use  to mark 5.  Lead the students to write 正in correct stroke order.
• Students report back to class or neighbor their survey, such as 三个人吃汉堡包，四个人喝可乐，五个人吃冰淇淋。。。.

Assessment task 1

• Set up a ‘McDonald’s Store.’  Have students take turn as McDonald’s staff.  Prepare food and drink items in pictures.
• Each student has ¥12 dollars (Renminbi)
• Students are given the McDonald’s menu of food/drink items with prices (day7 act2 menu with price).
• Each student takes turn being the staff at McDonald’s and ordering food/drink  as a customer at the McDonald’s store. The waiter/waitress needs to ask, ‘你要吃什么？你要喝什么？’  Each student  order 3 items using the sentence pattern “我要….” within the budget of ¥12 Chinese dollars. 
• Based on your order, waiter/waitress will give you the food/drink pictures
• After the purchase, present your order to the class, using the sentence pattern, 我有大杯的可乐，小的汉堡包。。。  

Day 8

Objective: Complete two assessment tasks and one self-assessment.

Assessment task 2

• Students view the following links of McDonald’s commercials (the first two are in Chinese, the 3rd one is in English)
• http://www.youtube.com/watch?v=FFDOGS3i5SE&feature=related
• http://www.youtube.com/watch?feature=endscreen&NR=1&v=fdaC342_T7g
• http://www.youtube.com/watch?feature=endscreen&v=_IKv8YDgH2I&NR=1
• Ask them make notes of the differences they have noticed between Chinese and American McDonald’s commercials
• Based on their notes, students draw a Venn Diagram to show the similarities and differences between Chinese and American McDonald’s commercials
• Present your Venn Diagram to the class

Assessment task 3

• You want to give a party for 3 friends.  Design a questionnaire to find out what they want to eat and drink (day8 questionnaire sample), so you can purchase in advance.
• You have a budget of ¥100.   
• Ask three classmates to fill out the form and also provide them the menu (day7 act2 menu with price). 
• Collect the data, calculate the total cost and make sure that the cost does not exceed ¥100.  If it is, you need to talk to the three friends whom you invited to change their orders.
• Make a chart for what you need to buy for the party and present it to the class.

Self-assessment

• Students use the following rubric to assess how well they do for the three assessments. (Day8 self-assessment rubrics)
• Students use the following check list to assess their learning in this unit. (Day8 unit learning check)

Day 9 

This math activity is designed for 3rd-grade students in immersion schools.  This class can be arranged after Day7 for immersion students.     

Objectives

• Use the Chinese way 正 of tallying the counts 
• Solve 3rd grade level mathematics problems, such as add, subtract and multiplication

Activity 1 Tally the counts of food/drink preferences.  

• Distribute the menu to each student (day7 act2 menu with price). 
• Introduce “¥” sign “RMB” as Chinese dollars.
• Teacher asks questions to check students’ understanding of the menu, such as 汉堡包大的多少钱？可乐小杯的多少钱？…
• Each student selects 3 favorite items, such as one burger, one small coke and one ice cream.  Students mark the items on their menus.
• Teacher explains that Chinese uses the character  正 to tally counts. ”正” has 5 strokes to mark 5 counts.  Westerners use  to mark 5.
• Lead the students to write the character 正 in correct stroke order.
• Give each student the chart (day9 act1 tally form) for tallying the counts.
• Teacher asks “谁要大的汉堡包？请站起来。” Students count the number of people standing up and mark on their chart.  Go through the items on the menu, until the chart is filled with data.  Have students to tally the counts as Chinese.  Keep this form which will be used again in Activity 3. 
• Ask students the number for each item, the most popular and least popular items. 

Activity 2  Calculate the cost for your order  

• Ask students to add the prices of the 3 items marked on their menus.
• Check the correctness of their answers with neighboring classmates.
• Share with the class their personal costs.  Write the cost on the right corner of their menu and circle it. 

Activity 3   Calculate the cost for the whole class’s orders

• Divide students in groups of 4.
• Ask them to add up the cost of every student (the cost that students circle in Activity 2).  Writes the total cost of the group down on a piece of paper.
• The group leader takes turn reporting the total cost of his/her group. 
• Each group should add the costs from all groups and keep the number with their own group. Call it ‘cost of all groups.’  We will check it later.
• Use the chart (day9 act1 tally form) which includes the tally counts (using 正 ) based on the orders of all students.  Make it bigger and project it on the white board, so students can see it clearly.
• Based on the data in the tally form, students in each group work together and use multiplication to calculate the cost for the whole class’s orders.
• The cost for whole class should be equal to the ‘cost of all groups.’

Task 4:  

• Tell students that the budge for the whole class is ¥200.
• Students should find out if the class has enough money to pay for everyone’s order:  ¥ ____   ( <  , >, = )  ¥ 200.00