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

Article 1
豆瓣小组

Objectives

• Warm up and activate prior knowledge for the whole unit.
• Practice scan and skim reading skills.
• Introduce new vocabulary in context (sorting of new vocabulary, chunking)
• Use new words and grammatical patterns in context: ...的人， 如果…,就…

The worksheets for Activity 1-4 are in Article 1 worksheets.
PPTs for Activity 1-4  are in Article 1 PPT.

Warm-up: Review Vocabulary
Use the first two slides in Article in PPT.

Activity 1: Top-down Process
(Article 1 Activity1 SocialMediaPosting)
1.   Identify the title of the blog post.
2.   Read the title in group, students in small groups are asked to:
a. paraphrase the meaning of the title
b. predict the contents of the post
c. guess the purpose of the post

Activity 2: Scan for key words
1.   Provide each student a copy of the website posting.  Ask them to circle the characters “人” or “朋友” in the posting.
2.   Then, underline the activities mentioned in the posting.

Activity 3: Skim for specific information
1.   Find and highlight in yellow THREE nouns with two characters that represent a kind of person.
2.   Find and highlight in green TWO nouns with three characters that represent a kind of person

Activity 4: Interpreting sentence meaning
1.   Introduce the sentence pattern: 一个...的人。
2.   Find and highlight in blue the phrases that have this pattern: 一个...的人。
3.   Check students’ comprehension of the post by asking “你觉得什么样的人会“加入.”  Ask students to reply the question using the pattern “如果…就会“加入….”

Homework  (Article 1 Homework.docx)

Article 2
校园海报

Objectives

• Introduce new words and the composition of new characters.
• Extend new words to phrases and sentences.
• Comprehend the key information of school club recruitment posters using scanning and skimming skill.
• Use the new words and sentence patterns to reply an email about the reasons to join a club.
• Compare the school clubs in USA and Taiwan.

 
All PPT for Activity 1-7 are in Article 2 PPT.
Activity 1: Warm-Up (Article 2 Activity 1 Worksheet)

• The exercises in Activity 1 is to review what they have learned in previous lessons.
• Use Slide #3-9 for Activity 1.
• Use Slide #3 to practice.
• Show Slide #4 and ask students complete the two sentences and bonus sentence in the Activity 1 Worksheet.
• Students read aloud each other’s sentences.
• Check the sentences they produced for homework, Slide #5-9.

Activity 2 (Article 2 Activity 2 Worksheet)

• Introduce new vocabulary, Slide #10-11.
• Hypothesize the meanings of 成为、加入 based on its uses in the sentences (PPT Slide #12-18)
• Guide students to segment the internal structure of new characters and single out its radical.  See an example of item#3 in the Worksheet (PPT Slide #19-21).

Activity 3 (Article 2 Activity 3 Posters)

• Use scanning and skimming skill to comprehend campus club posters.  Use Article PPT Slide #22-32.
• Play the following video clip to set the stage prior to reading posters:  北大社團活動盛典宣傳片(北大社團活動.mp4) http://v.ifeng.com/history/wenhuashidian/201205/a8867136-7a7b-4165-b641-c7ec6f297ba5.shtml
• Divide students into small groups.  Give each group a copy of 4 different posters (Article 2 Activity 3 posters).
• Each group has completed the following tasks: 
• Circle the character “社”.
• Underline the  “activities”, such as 看电影、跳舞.
• Box “location”, such as 体育馆、电影院.
• Based on the information you obtain from this quick-reading activity (Scan/Skim), each student writes a short paragraph, stating which club he/she is interested in and why. 

Activity 4 (Article 2 Activity 4 word extention)

• This activity focuses on words and phrases extension (Article 2 PPT  Slides #33-40)
• Divide students in pairs.  Each student in pairs takes turn reading aloud the words pyramids in item #1 in Part (1), Activity 4 Worksheet  and interpret the meanings.
• Teacher selects a couple of students to check their understanding.
• Then, each pair works on item #2 in Part (1).  Teacher selects several students to read aloud the sentences they create.
• Each pair proceeds to work on the Part (2) in the Worksheet.
• Teacher draws the same form in item #1 with 街舞on the blackboard and ask students to fill in the phrases or sentences each pair builds.
• Ask individual student to read aloud the phrases in the chart. 

Activity 5  

• Students in small groups sort the 16 word cards in (Article 2 Activity 5 flashcards) into three categories: people, nouns, and verbs.
• Use Slide #41-49 in Article 2 PPT to practice building sentences using the word cards. 
• Listening and reading: arrange the word cards based on what Teacher says.  Ask some students to read aloud their sentences.

 
Activity 6  Cultural Comparison (Article 2 PPT)

• Use Slide #51-52.
• Students in small groups of 4 discuss the similarities and differences between extracurricular clubs in Taiwan and USA. 

Activity 7 Formative Assessment (Article 2 PPT)

• The formative assessment is to read an email and reply to the email.  The email is in Slide #53 in Article 2 PPT.
• Divide students in pairs to read the email.  Each student in pairs takes turn reading aloud the content of the emails.
• Based on the email, each pair creates 2 comprehension questions.

Homework
Students are assigned to reply the email using the following words and phrases (Slide #54): …的人；加入；成为；高手；社团；因为，所以

Article 3
我的好朋友

Objectives

• Use scanning and skimming skill to find the specific information in an article.
• Make prediction by forming a title for an article by listening to keywords.
• Summarizing and retelling the story to demonstrate the reading comprehension.
• Write a short text about one of your good friends.

Activity 1  (Article 3 PPT, Slide #1-6)

• This activity uses bottom-up reading process and jigsaw reading method.
• Divide students in 4 groups.  Give each student the article of 我的好朋友(Article 3我的好朋友). 
• Give each student the graphic organizer with 4 W boxes: Who-When-Where-Do What.  (Article 3 Activity 1 Graphic organizer).
• Students scan and skim the information in the article.  Each group is in charge of filling in the information for a box.
• Reorganize the small groups so that every group includes one of the 4 Ws information.
• The students in the new small groups piece together the information by reading aloud the words inside their box.  Once they have all of the information,  answer the last W-Why (为什么他们成为好朋友？)
• Lastly, each group will think of a title for the article.

Activity 2 (Article 3 PPT, Slide #7-13)

• This activity focuses on guided reading with questions. Students use the skills of scanning, skimming, rauding, sequencing, inferring, summarizing and retelling.)
• Divide students in pairs and work on Questions #1-#7 in the Worksheet.  (Article 3 Activity 2 Reading Comprehension)
• Teacher checks the answers for questions with whole class.
• Individual work: Write down the main idea of this article in English (#8).
• Individual work: Summarize the story using 3 to 4 Chinese sentences. (#9).
• Submit their answers for #8-9.

Homework (Article 3 PPT, Slide #14)
See Article 3 HW with rubric.

Article 4
我的最佳球友

Objectives

• Make prediction based on the title of an article
• Use scanning and skimming skill to find the key information.
• Assess their comprehension of the article through retelling and summarizing task.

Activity 1   (Article 4 PPT, Slide #2-4)

• This activity focuses on top-down reading process.
• Give each student the article (Article 4我的最佳球友) and the worksheet (Article 4 Activity 1 worksheet).
• Divide students in pairs.  Each pair predicts the possible content of the article based on the title. Task 1 in the worksheet.
• Teacher selected several individuals to report their hypotheses.
• Each pair then proceeds to Task 2 in the worksheet.  First, think of 5 W questions which can guide them to find out the key information in the article.
• Teacher checks the 5 W questions created by some pairs.  Use the Slide #3 to demonstrate the questions. 
• Each pair skims the article to locate the key information for the 5 W questions and underline the answers from the article (Task 3 in the worksheet.)

Activity 2   (Article 4 PPT, Slide # 5-6)

• Scan unfamiliar words in the article.  Use Slide #5 in Article 4 PPT as an example.  Which new words to introduce depends on your own class.  Show the Slide #5, and ask each student to find and underline the new words.  Then write the English meaning right next to it. 
• Divide students in small groups.  Students in groups take turn reading aloud the article and work together to comprehend the meaning. 
• Teacher checks their comprehension by asking questions.   
• Divide students in pair to work on the T/F statements in the worksheet (Task #1 in Article 4 activity 2 Worksheet).  Afterwards, Teacher checks the correctness with the whole class. 

Homework (Article 4 PPT, Slide # 7-8)

• Recall the story in English.  Give them 2 minutes to complete the task (Task #2 in the Worksheet).  
• Summarize the story in 4 key sentences in Chinese.  (Task #3 in the Worksheet).