Complete Unit K-5

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

Day 1	Objectives Activate students’ prior knowledge about ‘community’ by showing a video clip about a community in Taiwan. Write the learning goals using K-W-L chart. Scan and skim the key information of the reading text “我的社区”. Activity 1 Watch a clip about community (认识社区) in the link: https://www.youtube.com/watch?v=ayI-9nd4WNg Divide students in small groups and discuss the questions: ‘社区‘是什么？社区里有什么？社区里的人做什么活动？ Teacher selects several students to express their views. Activity 2 Use the K-W-L chart to record what students already know about their community and what students want to know (day1 act2 KWLchart). Activity 3 Divide students in pairs. Give each pair the text (day1 act3 text). Each pair scan and skim the text and answer the following questions: 这个社区在哪儿？这个社区有谁？他们做什么活动？这个社区发生了什么事？后来呢？ Teacher selects several students to reply those questions. Homework Learn the vocabulary. Explain and demonstrate the items on the vocabulary contract 生詞合約 (day1 vocabulary contract).
Day 2	Objectives Demonstrate comprehension by drawings. Identify the part of speech of the new words. Identify geographic locations of the community in Taiwan and their own community in US. Read authentic materials related to the community Activity 1 Students ask questions about unclear part of the text. Teacher leads to read the text aloud with the whole class. Divide the class into 4 groups. Assign each group a paragraph from the reading text. Each group draws a picture based on the content of the paragraph. Place the 4 drawings on the wall. Select individual students to describe what are in the drawings. Activity 2 Identify the verbs, adjectives and nouns in the text. Use the first paragraph to demonstrate the activity, such as 陪伴 is a verb. 社区，老地方，杂货店 are nouns, and 很熟，五花八门are adjectives. Divide students in small groups of three. Give each group the worksheet (day2 act2 Parts of Speech) to work on the second and third paragraph. Teacher checks their findings. Activity 3 Use Google Earth to view the local community and the community in Taiwan described in the text. Compare the community environments in Taiwan and US. Write down the similarities and differences on the venn diagram (day2 act3 comparison). Activity 4 Focus on 风灾／台风, a natural disaster in Taiwan. Activate their prior knowledge of natural disasters. What is it? Is there any natural disaster in their community? Divide students in small groups of three. Give each group the authentic poster (day2 act4 taifeng). First ask students to scan the community name in the poster: 小林村 . Then, ask them to find the word/phrase for a natural disaster (八八风灾). Each group then predicts what the poster is about. Homework Continue to work on Vocabulary Contract. Complete K-W-L chart.
Day 3	Objectives Develop questions based on the reading text. Practice sentence patterns. Activity 1 Students in pairs read aloud the text. Each pair develops one question for each paragraph, such as 作者住在哪儿？作者在那个社区？住了多长时间？ Teacher selects pairs to ask their questions. Each pair can decide who to answer their questions. Activity 2 Practice the three main sentence patterns. ......有的......，有的...... ；當.......後，會...... ； …...不僅......，而且...... Teacher models the sentences using the patterns and then ask students to create the sentences (day3 act2 sentence patterns). Activity 3 Focus on the topic of recycling. Write the two characters 回收 on the board. Ask students the meaning of each one and to guess the meaning of the word. Activate prior knowledge about ‘recycling.’ Divide students in groups of three and discuss the following questions: 为什么要回收？可以回收什么？你们现在在家里、学校回收什么？ Teacher selects several students to express their views. Activity 4 Give each group the authentic poster about ‘recycling’ (day3 act4 recycle). Scan the key word 回收. Students in each group discuss what the main message of the poster. What is the item to be recycled highlighted in the poster? Homework Continue to work on Vocabulary Contract. Write a short paragraph of 8 sentences describing the recycling activities you do at home and in the community.
Day 4	Objectives Identify and use the descriptive words from the text. Practice vocabulary through a memory game. Sing ‘Garbage Truck’ practicing vocabulary. Activity 1 Divide students in pairs. Ask each pair to highlight the descriptive words in the text, such as 五花八门，琳琅面目，齐全，熟，漂亮，乱，干净，美丽. Ask each pair to create an envelope of foldable template with an object/place in the center that can be found in the community and write four words/phrases to describe that object/place. For the emplate and example see (day4 act1 envelope). Ask students to exchange their envelopes and read aloud the descriptive words with the objects/places. Activity 2 Review the vocabulary. Divide students in two groups playing ‘memory game’(day4 act2 memory game). Activity 3 Garbage truck song “垃圾車” 歌 http://children.moc.gov.tw/song/play.php?id=289 垃圾車笑呵呵張開大嘴唱唱歌垃圾車肚子餓天天準時來做客垃圾車啊垃圾車垃圾車啊垃圾車為人服務真快樂 Homework Complete the Vocabulary Contract. Review the vocabulary and prepare the vocabulary test.
Day 5	Objectives Identify the details of the reading and make inferences. Describe one’s community in writing. Activity 1 Use the worksheet in (day5 act1 reading details) to guide students to comprehend the details of the reading and make inferences. Activity 2 Give students the vocabulary test (day5 act2 voca test). Activity 3 Write a short text describing your community to your pen pals in Taiwan. Explain the writing instruction (day5 act3 writing instruction). Divide students in pairs. Give each student an outline chart (day5 act3 outline chart). Students in pairs help each other brainstorm the ideas for the writing. Activity 4 Explain the presentation in the last class by discussing the rubric (day5 act4 presentation rubric). Homework Complete the writing Prepare the PPT slides for the oral presentation with
Day 6	Objectives Evaluate reading skills. Present their own community. Peer-reading of the writings. Complete the “learned” session on KWL chart Activity 1 Students take turn presenting their own view of the local community. Teacher can give the student audients the rubric and ask them to evaluate their fellow students’ presentations. Activity 2 Evaluate students’ reading skills. Give each student the reading text and comprehension questions in (day6 act2 reading evaluation). Activity 3 Peer-editing task. Ask two students to review your writing on describing the community. Revise your writing based on their comments, assigned as homework. Activity 4 Divide students in pairs. Complete the ‘learned’ section on KWL chart. Teacher selects several students to report their learning. Homework Revise your writing based on the comments from your classmates.