Artcle 0

Objective:

Activate background knowledge on the topic of service and helping others in this unit

Teaching materials:

Article 0 Intro.ppt (Article 0 Intro.pdf, to show pinyin)

Slide 3. Using target language, teacher asks students to call out the color of each vocabulary word on slide #3. Teacher asks students to create short phrases by combining words, such as: 热情的人、重要的人、有爱心的人、开心的人、帮助好友、重要学校， etc. Then, teacher asks students to create simple sentences, such as: 有爱心的人分享开心、独来独往的人喜欢独自开心、先生帮助重要的人, etc. Some more unfamiliar words such as 冷漠、独来独往、帮助 will be shown to pave way for use in Article 1.

Slide 4. Using authentic text and guiding focus on 爱心、热心、温暖. Asking students 怎么分享爱心？怎么把你的热心给出去？怎么温暖一个人？This is hoping to elicit some type of volunteerism.

Slide 5. Share the concept of taking care of one’s family or for the future. Not for self, but for the whole. Using prior known words: 前 vs 后 as opposite directions.

Slide 6. Have students guess the meaning of 众 in simplified Chinese.

Slide 7. Optional expansion of guessing the meaning of 三叠字. Refer to website for examples: https://zhidao.baidu.com/question/28524097.html

Slide 8. Uses school’s initiatives to talk about ways to help others:

• 下大雪的时候学校校长要求学生们出去帮助老弱邻居铲雪、
  
• 学生在学校能助教或辅导同学、
  
• 学校的社团把旧的电脑修好，然后给低收入家庭使用…

Slide 9-10. This is used for students to recap ways to show love and volunteerism to help make our neighborhood a better place.

This will then lead into to the film of 冷漠先生 and Article 1.

Article 1

Objectives:

Students can

• Use the knowledge of compound word structures.
• Use character components to infer the meaning of unknown characters.
  
• Locate key sentences for each paragraph and main idea.
  
• Identify the author's point of view with supporting details.
  

Teaching materials
Article 1 ppt
Article 1 text (分享和助人)
Activity 0 Introduction: Activate student’s prior knowledge and raise students’ interest. (slide 3-7)

冷漠先生 is a short clip:
https://www.youtube.com/watch?v=tDJo7Z0HAuA

• Before showing the video, teacher first guide students to answer what is 先生. Teacher will help students to guess 冷漠先生talks about a person.
  
• Teacher will use the “character configurations” skills to help student to identify the meaning of 冷漠.
  
• Show student the difference between 氵and 冫radicals and let students to find out the meaning of 冷漠 is related to water.
  
• Use picture and the guided question to help student understand that 冷漠 is “cold and alone.”
  
• Teacher will play the video on slide Slide 4. Teacher will ask students to answer questions about the short clip. eg. 你看到了什么？有没有帮助小女孩？Teacher will need to help students to use 冷漠 to describe the male character in the video.
• Play the video on slide 5. Repeat the previous step.
• Play the video on slide 6 and ask students to answer questions about the short clip. eg. 那个男生做了什么？他为什么和以前不一样了？Teacher will need to help students use 不冷漠to describe the changes of the male character.
• Guide the students to guess how the male character changes and why he changes.
• Teacher will play the video on slide page 7. Teacher will ask students to answer questions about the clip. Eg. 你看到了什么？他帮助了老人吗？
• Teacher will help students to identify 助人=帮助人=帮别人

Activity 1: Pre-reading activity. Use learned characters to predict the meaning of new words. (Slide 10-11)

• Guide students to guess and use the words, 分享，帮助，
  助人
  
• Teacher ask students questions about 分享 to answer related questions on slide 10 (T1)
  
• Teacher narrates a short story and asks students to pay attention to details such as people, what happened without taking notes. Slide 10 (T2).
  • Sample Story 1: 小黄和小白早上在家吃早饭。小黄喝了一杯牛奶，特别好喝。小白看到了也想喝。小黄跟小白分享了那杯牛奶。
    
  • Sample Story 2: 小美和小林是最好的朋友。她们晚上要跟朋友出去玩。小林不知道要穿什么好。小美觉得小林穿她的一套裙子会非常好看，所以小美跟小林分享了她的衣服。
  • Sample Story 3: 今天早上我的弟弟和我在家里吃早饭。我们都想要吃煎鸡蛋，但是家里只剩一颗鸡蛋了！因为我爱我的弟弟所以我跟他分享了一颗鸡蛋 - 这颗煎鸡蛋特别好吃。
• Ask students to answer questions about who and what the people of the sample stories share in common. Answer - 他们都跟朋友或家人分享了东西。
• Ask students to interview two or three classmates about things people like to share, what has been shared and why one would like to share it. (Slide 11)
• Students work as a pair to fill out the blank on Handout 1 sheet.
• Guide students to understand “帮助” and “助人“ and demonstrate using 帮助 to describe one pic from 冷漠先生 (Slide 12).
• Have students describe the rest of pictures using 帮助/不帮助.

Activity 2: Scan and skim paragraph to locate main idea in the first paragraph (Slide 13-17)
Task 1

• Guide students to infer meaning of unknown compound words重要、喜悦
• Ask students to read the first paragraph of the passage.
• Teacher will show “重” and “要“ to students to trigger their prior knowledge. Teacher will ask related questions to help students to understand 重 and 要 separately.
• Teacher will show 喜悦 to students.
• Teacher will use the radical 忄to guide students to understand that 悦 is related to mood.
• Teacher will use questions and unfinished sentences to help students to practice 重要 .

Task 2

• Have students read the first paragraph again and focus on the first sentence and ask students to answer three questions to understand the meaning.
• Have students read the first paragraph again and focus on the second sentence and ask students to answer two questions to understand the meaning.
• Teacher will ask students to use the answers to Q1-Q5 to summarize the paragraph. (handout)

Activity 3: Scan for information (slide 18-24)

• Ask students to scan the paragraph and fill the information in the form on slide 18.
• Guide students to notice the radical 食 (slide 20) and guess 饼干 is related to food.
• Teacher will ask students to scan the paragraph in slide 21 and fill the information in the form.
• Teacher will ask students to scan the paragraph in slide 23 and fill the information in the form.
• Focus on the emotions of 冷漠先生 and 女孩
  

Activity 4: Scan for grammar pattern 越来越多 Slide 25-27

• Ask students to find the phrase 越来越多 in the passage in Slide 25.
• Explain the pattern (越来越 + adjective) and ask students to use following phrase to make sentences.
  • 越来越大, 越来越少, 越来越老, 越来越胖
• Ask students when will 喜悦 become more and more
  • 什么时候喜悦会越来越多？
    • 冷漠先生每天做好事，他的喜悦会越来越多。
    • 我每天跟我的妈妈聊天，我们的喜悦会越来越多。etc.
• Show slide 26 and have students to describe the pictures using 越来越+adjective
• Divide students in pairs to complete the sentences on slide 27.

Activity 5: slide 28
Divide students in pairs and to describe pics (related to the text), using the new words and patterns learned.

Activity 6: slide 29
Have students to fill out the graphic organizer based on the comprehension of the 4 paragraphs in the text 分享和助人

Activity 7: Guide students to summarize each paragraph and the whole text by filling out the cloze exercise in Slide 30.

Homework (slide 30-32)

• Have students watch the short clip 冷漠先生 again.
• Guide students to narrate the story: have them fill in the blanks in the paragraph in Slide 32.
  

Article 2 Part 1

Learning objectives

Lower-level reading skills

• Students can use morphological cues.
• Students can use orthographic cues.
• Students can infer the meaning of compound words based on known characters.

Higher-level reading skills

• Students can skim and scan to gain the main idea of the passage.
• Summarize short passages

Teaching materials
Article 2 text
Article 2 worksheet
Article 2 ppt

Activity 1 (slide 3-6)

• Review what students have learned in the previous lesson, “...的时候“ and “越..越”
• Ask students to complete the sentences in Activity 1 (two tasks) in Article 2 worksheet.
• Have students read aloud each other’s sentences.
• Check the sentences they produced for the homework assigned for Article 1.

Activity 2 Pre-reading activity to activate students’ previous knowledge

• Have students look at the picture on slide 7 and answer the questions and write their answers in Activity 2 in Article 2 worksheet.
• Divide students in pairs to share their answers with each other.
• Select some students to present their answers in class.
• Guide students to talk about the picture: the nursing home, who are they, are they happy?, why?

Activity 3 Use scanning and skimming skills to comprehend passages. Scan passage #1 for keywords (Slide 8-9)

• Divide students in pairs. Each pair completes two tasks for Passage #1 in Activity 3, Article 2 worksheet.
• Task 1: circle Who, Where and When in passage #1. Write their answers on Activity 3 worksheet.
• Task 2 Answer the questions to find out the main idea of the passage and write down their answers on the worksheet.

Activity 4 This activity focuses on unknown compound words and uses lexical compounding strategies to form new words (slide 10-11)

• Show the sentence “我在老人院的义工工作” and ask students two questions to activate their prior knowledge.
• Q1: Use the picture to help students to guess the meaning of “老人”.
• Q2: Use students’ prior knowledge of “院” to guide them to understand the meaning of “院” which is a place.
• Q3: Lead students to guess “老人院” is a place where senior people live.

Activity 5 Infer meaning of unknown words (slide 12-14)

• Show “义工“ to the students in the passage.
• Use snip shots from the video of 冷漠先生 and encourage student to guess the meaning of “义工”
• Show ”结束“ in the passage and tell students there are two indicators that can help them to figure out the meaning of the 结束
• Direct students’ attention to “就” in the sentence and ask students to use the prior knowledge of “就” to guess the meaning of “结束”.
• Remind the students that “就“ indicates “early”. The first part of the sentence means that an action which has happened earlier than expected.
• Then, lead students’ attention to the second part of the sentence, “希望还可以再多做一周”
• Ask students: what does 高山 wish? Does her wish come true?
• Based on the context above, encourage them to figure out the meaning of 结束。

Activity 6 Summarize, evaluate, identify the author’s viewpoint (slide 15-16)

• Ask students to re-read the passage #1 and to pay attention to the last two sentences in the passage.
• Lead the students to answer the question “高山在做义工以后觉得怎么样？”
• Post the four guiding questions on slide 16 to help students to summarize the passage.
• Ask students to use three sentences to summarize the passage.

Article 2, part 2

Activity 7 Use scanning and skimming skills to comprehend passages (slide 17-18)

• Divide students in pairs to work on passage #2. Each pair needs to complete the following tasks:
• Task 1: Each pair circles Who, Where, Where in passage #2.
• Task 2 Answer the questions to find out the main idea of the passage. Students need to write down their answers for Activity 7 on the worksheet.

Activity 8 Use syntactic awareness to guess unknown words (slide 19-26)

• Show the word 问候 to the students and activate their prior knowledge of the two learned characters: 问 and 候.
• Teacher will practice how to use 问候 in sentences by using a few questions (slide 23).
• Show the word 住院 and use the word 老人院 as an example and ask students to list all the words with 院.
• Ask students to find out what kind of place with 院 that 住院 refers to (asking students to go back to the text).
• Highlight the word 病人 which appears twice in the sentences and help students to find out 住院’s 院 is 医院。
• Practice 住院 in sentences by using some questions.
• Lead students to apply what they have learned to guess the meaning of 住校 and 住店.

Activity 9 pattern of 让 (slide 27-33)

• Review and use the pattern …的时候 and match the descriptions with correct pics.
• Ask students to read Passage #2 again and circle the character 让 appearing in the passage.
• Ask students to underline the person after the character 让.
• Ask students to finish the sentences, which summarizes the passage.
  ________让我（明恩）不觉得累。
  ________让病人们快乐。
  ________让我（明恩）明恩非常快乐
• Guide students to finish the sentences by using …的时候 sentences to describe the pics
  “我星期五的时候快乐。” will transform into “星期五让我快乐。”
  
• Show more pictures and ask them to create their own sentences. (use this task as a formative assessment.)

Activity 10 Summarize the passage (slide 34-35)

• Ask students to re-read the passage and draw their attention to the last two sentences in the passage.
• Teacher will lead the students to answer the question “明恩在做义工以后觉得怎么样？”
• Ask the students to use three sentences to summarize the passage.

Activity 11 literal comprehension skills (formative assignment) (slide 36)

Lead students to recall the volunteer experiences of 高山 and 明恩。

Assign the Venn Diagram, as a homework assignment, which presents the similarities and differences of the experiences between 高山 and 明恩.

Formative Assessment 5-day Kindness Journal & Gallery Walk

Objective

Students demonstrate their interpersonal skills in conversing about the acts of kindness that one has done.

Teaching materials
Formative ppt
Formative form
Formative journal
Formative rubric

Toward the end of the unit (Day 5) 

• Gallery Walk: Interpersonal speaking  

• At the end of Day 5, arrange a Gallery Walk to present and discuss with their classmates about their 5-day kindness challenge. 

• Divide the class into two groups: group A and group B

• Group A will talk about the acts in their kindness journal; Group B  will ask follow up questions. 

• Provide some sample presentations and follow-up questions (slides 4). 

• Students will use the form in “Formative form” to take note during each station.

• Students rotate from station to station.

• Use the rubric in “Formative Rubric” to assess students’ interpersonal skills.
  

Objective
Students demonstrate learning outcomes of this unit in interpretive reading, presentational writing, and presentational speaking.

Teaching Materials:
Summative article
Summative poster 1
Summative poster 2
Summative presentational speaking rubric
Summative presentational writing rubric

• Steps:
  Interpretive Reading Task (it takes 15-20 minutes):
  • Have students read the article《不一样的咖啡店》in “Summative article”.

• Respond to 10 multiple-choice and 5 open-ended questions.
• The questions assessed the following reading skills

1. I can use radical knowledge to infer the meaning of unknown words.
2. I can infer the meaning of compound words based on known characters or context.
3. I can use syntactic knowledge to infer unknown words.
4. I can analyze the main idea with supporting facts.
5. I can answer inferential questions as an active reader.

• Presentational writing Task
  Students write a short essay on ways and effects of spreading kindness throughout the school and beyond. Students will share how these acts of kindness benefit the community and themselves.
• Presentational Speaking
  Students will design and present a promotional poster encouraging peers to spread kindness throughout the school and beyond (show poster samples)