Article 1 Song & memes Day 1

Lesson Objectives:
I can use 让 to describe a particular activity that makes one happy

Targeted literacy skills:

Lower Level:

• Skim and scan for key phrases to gain the main idea of the passage
• Identify parts of speech based on lexical and syntactic use
• Parse a sentence into meaningful chunks
  

Teaching Materials:
Article 1A song lyrics
Article 1B meme
Article 1B handout
Article 1B assessment
Article 1A&1B ppt

Article 1A 快乐颂
Objective: I can use keywords to identify the main idea from the lyrics.
Steps: To activate background knowledge and set the scene.(slides 2-3)

1. Lead students in reading the first verse of the song out loud. Emphasize the question “你快乐吗？”
2. Play the music video and ask students to identify the main question from the lyrics.
3. (Students might ask about the character 乐, and the two different pronunciations. If so, it will be a good time to point out 乐 has two different pronunciations and meanings.)

Article 1B
Memes：学习让我妈快乐； 吃瓜让我快乐
Objectives：
1. I can describe activities that make people happy using 让
2. I can identify parts of speech based on lexical and syntactic context.
3. I can parse a sentence into meaningful chunks.

Activity 1
1. Show slide 4 and ask students to circle the keyword “让” in the memes in Activity 1 in Article 1B handout.
2. Introduces 让 pattern by asking student questions to elicit the responses (slides 5-7).

Activity 2
1. Explains the structure “让,” pointing out how each color corresponds to each word in the sentence (slide 8).
2. Have students use color pencils to identify words in the sentences, Activity 2 in Article 1B handout.

Activity 3 (slide 9)
1. Use the pictures in slide 9 to review some activity words.
2. Reinforce the “让” structure by modeling example sentences.
3. Have students fill in each bubble Activity 3 in Article 1B handout and share with their partner.
4. Ask them to share with the class (remind them to use correct pronouns)

Activity 4 (slide 10)
1. This can be done either as homework or in class, and can be counted as a formative assessment.
2. List and draw pictures of 6 activities that make you happy in your daily life using 让 pattern (Article 1B assessment).

Lesson objectives:
I can identify the main idea and supporting details of the story.
I can summarize a story using my own words.

Targeted literacy skills:
Lower Level:

• Infer the meaning of unknown compound words
• Use lexical compounding strategy to form new words

Higher level:

• Read short paragraphs and draw graphic organizers to organize information into a coherent understanding of texts.
• Ask and answer inferential questions as an active reader
• Identify the author’s point of view
• Explain the purpose of the text

Teaching Materials:
Article 2 story
Article 2 ppt
Article 2 handout

Steps:
Activity 1 (slide 4)

• Have students scan the story 做什么事最快乐, highlight the phrase “让..最快乐”, and count how many times this phrase occurs in the text.
  
• Based on the scanning tasks/highlighted phrases, encourage students to identify the main idea of the story.
  

Use Article 2 handout for Activity 2-5.
Activity 2 (slide 5)
Student work in pairs, skim the text to complete the graphic organizer to find places, activities, and who do the activities

Activity 3 (slide 6)
Students infer the meaning of unknown compounds words 医院、厨师、画家、运动场、音乐厅， using the chart provided.

Activity 4 (slide 7)

• Students figure out the meaning of the new words based on the known characters .
• Raise students’ awareness of the meaning of 家 as an expert.
  

Activity 5 (slide 8-11)
Students work in pairs (or individually) answer the guided questions for text comprehension.

Activity 6 (slide 12)
Reader’s theater: In a group of 10, each student gets a role. Students act out the story while reading it. (This activity can be modified for smaller groups with students taking more than one role.)

Activity 7 (slide 13)

• Students write a short paragraph summarizing the story.
• This can be done either as homework or in class, and can be counted as a formative assessment.
  

(slide 14-24)
We made this story into a picture book. Teachers can print out these slides and use it as a supplementary book for students.

Lesson Objectives:

• I can use “高兴的时候，...。” to talk about the activities people do when they are happy.
  
• I can compare different routes to happiness among different cultures and individuals.
  

Targeted Literacy Skills:
Lower Level

• Write characters regularly and in proper stroke order
  
• Identify character configurations
  
• Infer the meaning of unknown compound words
  
• Use syntactic knowledge to infer unknown words
• Parse a sentence into meaningful chunks

Teaching Materials:
Article 3 ppt
Article 3 worksheet1
Article 3 worksheet2

Steps:
Activity 1 (slide 2-6)

1. Teach the 高兴的时候，...。pattern.
2. Ask students questions that elicit the responses on slides 2 & 3 (小米在做什么？小米高兴吗?), Students repeat after teacher to practice the 高兴的时候, ...。pattern
3. Pair Work: using small white boards, in pairs, students complete the sentences on slides 4-6, whole group check after each sentence (students may come up with different answers for some sentences; this is fine as long as they follow the 高兴的时候， ...。pattern)
4. Students complete the task in Article 3 worksheet1 individually (*This worksheet is slightly different from the slides and designed to be done after the previous step; this can be done in class or as HW), check for accuracy.

Activity 2 (slide 7)
2a Ask students to read use the titles/ illustrations to activate background knowledge

• As students look at 网友回答“高兴时经常做什么？” ask them to look over the overall structure of the text. 
  
• Based on what they notice, have them answer the question on slide 7 ~ 这是什么样的文本？(Point out that this is like China’s Reddit)

(slides 8 - 9)
2b. Students skim and scan text to find key phrases

• Ask students to read out any characters/words/phrases that they recognize.
• Guide students to notice 常，explaining that in this context 经常/通常/常常 are interchangeable.
• Guide students to notice 高兴时，explaining that it is another way to say 高兴的时候
  

(slides 10 - 17)
2c. Students parse a sentence into meaningful chunks

• As a whole class, students will read aloud and clap to indicate where the chunks are in the sentence (some students may chunk at different spots, some may ask about the correct spots ~ this is a good chance for the teacher to point out that there may be more than one correct answer at times)
  

Activity 3
(slide 18) and Article 3 online responses
3a. Students skim and scan text to find key phrases

• In pairs, students find and circle all the “高兴的时候” & “高兴时” phrases
  
• In pairs, students underline all the activities they recognize (they will miss some)
  

(slide 19 - 21) and Article 3 worksheet2
3b. Students write characters regularly and in proper stroke order, students identify characters configurations

Steps:

• Teacher and students look at the first response together.
  
• Student(s) volunteer to come up and point out what they have circled and underlined.
  
• Teacher states that there are 3 more activities in the response and asks if students can figure out which words make up the other 3 activities. (this is a good chance for students to try and use syntactic structure to make educated guesses ~ if unable to, teacher should move on)
  
• Teacher guides students to underline the 3 more activities (爬山、划船、烤串)
• Teacher hands out Article 3 worksheet2
• Teacher asks a student volunteer to read the top of the worksheet “Chinese characters follow specific rules that help us understand and remember them better. Learning the character components, stroke order and structure helps us become better readers in Chinese.”
• Teacher reviews new vocabulary words with students, asking students to repeat along with the teacher 3 times each.
• Teacher points out the components for each character and asks students to color the character in with 2 different colors to identify the character components.
• Teacher directs students to complete the character writing practice paying close attention to the correct stroke order. (This can be finished at home but everyone should do at least 1 character in class to reinforce the need to pay attention to stroke order. If done completely in class, teacher can ask student volunteers to come to the board and write the characters in the correct stroke order)
  

Activity 4 (slides 22 - 25) Article 3 online responses and Article 3 worksheet 2

Students infer the meaning of unknown compound words, Students use syntactic knowledge to infer unknown words

• Teacher directs students attention back to the 1st response on the 网友回答 handout.
  
• Teacher points out the phrase 烤串 and notes that it is an unknown word to the students.
• Teacher reminds students that they can use what they know about radicals to make educated guesses as to the meaning of unknown words.
• Teacher asks all students to choose A,B or C by holding up 1 finger for A, 2 fingers for B and 3 fingers for C.
• Teacher asks for a volunteer to give their evidence as to why they choose C.
• Students work in pairs to complete #2 in worksheet 3
• Teacher reviews the answer as a whole class.
• Teacher directs students attention back to the 4th response on the 网友回答 handout.
• Teacher reminds students that they can also use what they have learned about each individual character to figure out the meaning of unknown words.
  
• Teacher points out the phrase 大餐 noting that students know what each character means individually.
  
• Teacher asks students to give the meaning for 大，then to give the meaning for 餐 (teacher may need to remind students that they know 餐 from 餐厅).
  
• Teacher asks students to give an educated guess as to the meaning of 大餐.
  
• Students work in pairs to complete #7 and #8 in Worksheet 5.
  
• Teacher reviews the answers as a whole class.
  
• Teacher directs students attention back to the 3rd response on the 网友回答 handout.
  
• Teacher reminds students that they can use what they have learned about sentence structure to figure out the meaning of unknown words.
  
• Teacher points out the phrase 打扫 and notes that it is an unknown word to the students.
  
• Teacher asks students to work in pairs and give an educated guess as to the meaning of 打扫.
  
• Teacher reviews the answer as a whole class.
  

Activity 5: (slides 26 - 28 ) Article 3 online responses and Article 3 worksheet 4

Students use graphic organizers to organize information into a coherent understanding of texts; Students answer inferential questions as an active reader

Steps:

• Teacher and students complete the 1st column in Part A in Article 3 worksheet4.
• Students complete rest of worksheet on their own (at teacher discretion, this can be done in pairs, small groups or individually)
• Teacher reviews answers with whole class
• Teacher and students complete the 1st question in Part B in Article 3 worksheet4.
  
• Students complete rest of worksheet on own (at teacher discretion, this can be done in pairs, small groups or individually)
  
• Teacher reviews answers with whole class
  
• Worksheet Part A & B can be counted as a formative assessment

Activity 6 (slide 29)
Students complete the Venn Diagram in Article 3 worksheet5

Activity 7 (slide 30)
Students make a 抖音 TikTok answering 高兴的时候,你做什么？to share with class (This can be done using Flip.com or similar websites. Alternatively, students can record videos on their phones to upload to Google Classroom or similar school platforms)

Lesson Objective:
I can use 让 to describe a particular activity that makes one happy
I can use keywords to identify the main idea from a text or a short video

Targeted Literacy Skills:

Lower Level

• Identify parts of speech based on lexical and syntactic use
  
• Skim and scan to gain the main idea of each paragraph
  
• Build automaticity in sentence comprehension
  

Higher Level

• Use graphic organizer to identify the relationship between information in a text and make inference
• Skim and scan to gain the main idea of each paragraph
• Infer unknown words based on the context
• Use titles/illustrations to activate background knowledge and predict content
  

Teaching Materials:

Steps:
Activity 1a (slide 2): use keywords to identify the main idea

• Review common titles for people: have students read each phrase in table on slide 2; teacher checks for understanding
  
• Play the video without sound and ask students to identify who they see
  
• Emphasize the words “公司老板” and “厨师” by pointing it out in the video
  

Activity 1b (slide 3 and page 1 on Article 3 handout): Use keywords to identify the main idea
Steps:

• Read each word in the chart and have students write down the pinyin on handout
  
• Play the video again with the sound and ask students to check each word when they see or hear it on handout
• Read out loud the words in the chart with students several times to reinforce pronunciation and meaning

Activity 2a (slide 4): Identify character configuration and components

• Use the graphic organizer to guide students to recognize the components of the character “样 ”
• Point out the radical “木” and the meaning of “a mold.”
  
• Lead students to infer the meaning of “the same.”
  

Activity 2b (slide 5): Identify phonetic components

• Use other words that share the same component of “羊” and sounds to recognize its phonetic part.

Activity 2c (slide 6 and Article 3 handout page 2): Infer the meaning of unknown compound words

• Students infer unknown words and fill in chart

Activity 3 (slide 7 and Article 3 handout page 3): Skim and scan to gain the main idea of each paragraph

• Students skim and scan the text to circle the keyword “快乐” and underline common titles for people
  

Activity 4 (slides 8-13): Build automaticity in sentence comprehension

• Watching the short video clip as a whole class, students answer the questions “什么让他/他们快乐？”
  
• Teacher leads students to find the activity in the text by pointing to the word “快乐” and who each refers to
• Students use the information from the video to practice how to describe the activity using 让
  

Activity 5 (slide 14 and Article 3 handout page 4)
use the graphic organizer to summarize the text

Activity 6 (slide 15)
Students work in small groups to discuss the questions on the slide, then share their answers with the whole class.