Research on Chinese Literacy Development (References)

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Themes, Can-Do Statements, 
Targeted Students, 
Unit Length, 
Targeted Vocabulary and Structures

Literacy Skills Check List

Reading Materials

Summative Assessment Tasks

交朋友、内/外向、开心、上进、细心、自信、活泼、乐观

Review: 如果...就...

Targeted Literacy Skill(s): 

Please refer to [Literacy Skills Checklist]

Reading Materials: [Text 1征友启事 text]

Activity 1 [15 min] Describe personalities; use compound words strategy 

[Text 1征友启事ppt] [Slides 6-14]

1. Initiate the lesson using questions such as你是什么样的人？你想教什么样的朋友？

2. Show [Slides 6] ask students if they understand what the picture is about; then, guide students to review the character structures of 内 and 外, and encourage students to connect the characters with the two different people in the picture.(hint: “内”是人在内的半包围里，不想让别人注意到她。”外” 是左右结构而图片里的人的手和脚往外张的。）Teach 内向 and 外向。Ask students to imitate the persons’ body positions in the slide.

3. Teach the strategies of inferring the meanings of new words.
   1. [Slides 7-11]
   2. Use the worksheet in [Text 1 Activity1 Worksheet] and guide students to infer the meaning of 开朗 and 活泼.  
4. Divide students in pairs to infer the meanings of  乐观and上进and share the meanings with the class.
5. Group discussion: 外向的人是什么样的人？内向的人是什么样的人? [Slides 12]
6. Complete a Venn Diagram in pairs. [Text 1 Activity 1 Venn Diagram].  
7. Guides students to the strategies to infer the meaning of new words. [Slide 13]. 
   See if they can infer the meaning of 自信、细心、开放
   

Activity 2 [10 min.]   Interpret the meaning of 征友启事 and the format of征友启事  [Slide 15-16]  

1. Teach 启事.  Scan the titles and pictures on the posters of 寻人启事 and 寻狗启事 and see if students can infer the meaning of 启事.
2. Scan and skim the posters of 寻人启事 and 寻狗启事 to identify that 寻人启事 is looking for a person and 寻狗启事 for a dog. Segment the words in the title:  寻 + people/thing+ 启事。
3. Ask students to infer the purpose of 征友启事. Divide students in small groups and discuss what messages are likely to be included in a征友启事, such as谁要征友?征什么样的朋友?怎么联系?)

Activity 3 [8 min.] Focus on new characters [Slides 17-20] 

1. Teach the character 征. Ask students to trace the character using the animation of 征; then, complete the worksheet in [Text 1 Activity 3 character worksheet1].

2. The worksheet leads students to brainstorm the learned characters with the radical 彳; then, ask students to think about the role of the component 正 in the character 征.

3. Teach the component of 正 [Text 1 Activity 3 character worksheet 2]

4. Ask student to circle the shared component of thee characters 证，症，整，政，焉，征 and
   guess the pronunciation of these characters. At last, teacher explains that the component 正 in the character 焉 which means “bird without foot” which explains why 焉 doesn’t have the “eng” sound.

Activity 4 [5 min.] Exit ticket (Formative assessment - mastery of targeted vocabulary) [Slides 21]  [Text1 Activity 4 Exit Slip]:

Write a paragraph in Chinese to answer the following questions:

1. 你是一个内向还是外向的人？为什么？

2. 你的好朋友是内向还是外向的？为什么？

Activity 5 [10 min.] Scan key words in the text 

[Text1 Handout 1] [slide 22-23]

Have students scan words related to personality, appearance and hobbies in 征友启事, and then place each of the words you found in an appropriate category column.  For example:

Activity 6 [10 min.] Apply syntactic knowledge [slide 26-27]

1. Have students highlight the sentence pattern of 如果 in征友启事. Scan the message after如果 and identify the main ideas of the content.

2. Use questions to test their comprehension, such as
   问题: 她想征什么样的朋友？你怎么知道？ 

3. Strengthen their awareness of the syntactic pattern 如果.  Ask them to describe their own 征友条件. Examples: 如果你不喜欢猫，就不用看了。 

Activity 7 [7 min.] Infer meanings of unknown words [slide 28]

1. 猜一猜 Guessing the meanings of unknown words from the context 

Based on the passage, guess the meaning of the following words:

联系(Line 8 ): ___________________

联系人(Line 8 ): __________________

非(Line 1 ): ______________________

Find the word that best expresses the meaning of each of the following English words.

The word meaning “congratulation” appear twice, can you find it (Line_ )?

Which word is similar to PS.: __________________________(Line _ )

Activity 8 [8 min.] Raise morphological awareness and develop lexical compounding skills [Text1 Handout 2] [slide 30-31]

1. Use [Text1 Handout 2]  to practice using lexical compounding skills to infer the meanings of   ___+人 

2. Teacher models as how to recall the learned words to predict the unknown words.  Then, ask them to differentiate the meanings of ___+人 and  ___+员 [slide 30-31]

Activity 9 [8 min.] Organize information in a text
[Text1 Handout 3] [slide 33]

1. Make sure students understand the three main persons 联系人、征友人、想找的人 in  征友启事 in the graphic organizer (Handout 3).
2. Divide students in pair and have them to find the information related to the three persons mentioned in征友启事.  For example:

Formative assessment 1: summarize the main ideas of 《征友启事》
[Text1 Handout 3] [slide 34]

Divide students in small groups and have them use the information gathered in the previous graphic organizers (Activity 5 and 9) to complete the following summary. 

Formative assessment 2: Infer meanings of compound words
Students work on a picture wheel of 内向/外向 [slide 35] 

Students will complete the following tasks:

1. 你喜欢哪个颜色？

2. 你喜欢的颜色里面的性格(xìng gé)跟你的一样吗？

3. Pair work: 找出“温和” 和 “不安”的意思。（hint: 温 + 和 = 温和）

4. Group work：

1)每组选一个颜色，猜一猜你选的颜色里的每个词的意思; 

2)说说看这样性格的人可能有什么爱好？

Have students answer the following three questions related author’s perspectives. 

1. 你觉得这个征友的女生是个外向还是内向的人？你怎么知道？

2. 为什么这个女生要发征友启事？

3. 如果你征友，你会找什么样的朋友？

1. I can infer the meanings of unknown words. 

2. I can infer the author’s point of view. 

3. I can activate background knowledge.

1. I can recognize the components of the character 恋

2. I can hand-write恋in standard stroke order. 

3. I can infer the meanings of unknown compound words.  

1. I can activate background knowledge.

2. I can infer the author’s points of view.

Reading materials:  漫画

Activity 1 [5 min.]  Infer the meaning of unknown compound words
[Text 2漫画 ppt] [Slide 4-6]

1. Introduce the topic: 恋爱. Show students the comic strip on Slide 4 and ask students 你看到什么?那个老师在说什么？你觉得学生们开心不开心？为什么？ 

2. Direct students to the words “ 恋爱”. Explain the meaning of two characters恋 and爱with the gesture, such as  “ 我喜欢你。你喜欢我。我们两个在一起。我们恋爱了。 Then,  ask them the guess the meaning of 恋爱.   

3. Have students observe the differences between traditional and simplified Chinese characters for 恋爱on the Slide 5. 

Activity 2 [2 min.]  Identify the configuration and components of the character 恋 [Slide 7]

1. Introduce the character 恋 , including pinyin, meaning, and usages to prepare students for a later activity.

2. Ask students to observe the character 恋 and circle the correct structure of 恋 on the slide. 

Activity 3. [5 min.]  Identify characters with the radical heart 心 and 忄[Slide 8-9]

1. Decompose恋 into two components: 亦 and 心. Ask students to circle the correct radical on the slide. 

2. Demonstrate two ways to write “heart “radical and have students point out the position each radical appears.

Formative Assessment 1: Identify characters with a radical heart

 [Text 2a 漫画 Handout 1] [Slide 10-11] Students work independently on the worksheet to search all the characters with hear radicals ( 心，忄) .

Activity 4 [5 min.]  Write恋 in standard stroke order 

1. Number the stroke order of 恋 [Slide 12]

2. Ask students to number the sequence of stroke order for 恋

3. Show students the character animation of 恋. Ask students to follow the animation to practice writing the character.

Formative Assessment 2: Write the designated stroke order
[Slide 13-14]
Students follow the teacher’s direction to write the designated stroke on the slide. For example, ask students to write the fifth stroke, and students write only the fifth stroke on the slide. The teacher may do this task repeatedly till students master the writing of this characters. 

Activity 5 [30 min.]  Infer meanings of unknown compound words.
[Slide 15-17]

1. Go back to the first article “征友启事” and introduce the topic 早恋.

2. Show the image of the first article and direct students to the phrase “征友启示”, asking students 征友启示是做什么的？为什么会有这张征友启事？[Slide 15]

3. Show students the image of the original news article, direct students to read the title of the news article and have students infer the meaning of the compound word早恋. [Slide 16]

4. Guide students to infer the meaning of the word formation of 早+ 恋. [Slide 17]

5. Ask students to read the text out loud the sentences on the slide. [Slide 18]

6. Guide students to infer the meaning of unknown compound word  黄昏恋. [Slide 19-22]  

Divide students in pairs and work together the worksheet [Text 2a 漫画 Handout 2].  Have them infer the meanings of the compound words. [Slide 23-24] 

Formative assessment 3: I can infer the meanings of the new words

Have students work on the worksheet in [Text 2a 漫画 assessment 3].
[Slide 25-26]

Activity 6 [ 3 min.]  Infer the author’s points of view. 

Divide students in pairs. Each pair works on comprehending the comic strip on [Slide 27] and write a caption for the comic strip.
[Text 2a 漫画 handout 3]    [Slide 27]

Activity 7 [ 5 min.]  Activate background knowledge  

Use the photos in [Slide 28-29] to activate students' background knowledge and judge if the situation is normal or abnormal, encouraging to guess the meaning of 正常. 

1. Distribute [Text 2a 漫画 assessment 4] and have each students complete the tasks.

2. Show [Slide 30-31] and conclude the assessment.

1. Divide students in small groups.  Distribute [Text 2a 漫画handout 4] and complete the tasks.

2. Select students to present their findings.

3. Show [Slide 32-33] and conclude the discussion.

1. Show [Slide 34]. Wang Dazhong read the comic strip in China and sent a text message to his friend Xiaomei in the US. 

2. Ask students to read the message from Wang Dazhong individually and reply to the message, including responses to the questions: Do you agree with the message the picture is to convey? Why? If you were Xiao Mei, how would you reply to Wang Dazhong’s message?

1. Practice timed repeated reading to develop reading fluency.  

2. Teacher provides two versions of the texts to students: One is the text in characters only [Slide 37], and the other one is the characters with pinyin [Slide 38]. [Text 2a 漫画 Timed Read Aloud]

3. The text with character is for students to read aloud, and the text with pinyin is for the listeners to check the accuracy of his/her partner’s reading. 

4. Divide students in pairs and each pair complete the following tasks:

   • Student A (with the worksheet of characters only) reads aloud to Student B (with the worksheet of characters with pinyin) 
   • Student B listens to his/her partner’s reading aloud .
   • Student B fills out the reading log  in [Text 2a 漫画 Student Reading Log]
   • Student B fills out the fluency form [Text 2a漫画 Reading Fluency Form] for the teacher. 
   • Student A and B switch the role: B reads and A fills out the forms.
   • Instruction for the above timed-reading activity:
   • Reader - Read the article without pinyin in one minute.  Say “ah” for each unknown character and continue reading.
     
     
   • Listener - Set the timer for one minute.  Listen to your partner as he/she reads.  Highlight or circle any mispronounced character(s) on the sheet of characters with pinyin.  Count the number of characters read by your partner. Record the finishing time if your partner finishes the article within one minute.

   
   

    

    

    

Students will be able to 

• Comprehend results of a survey

• Summarize the survey information of the web posting

Lower-Level Literacy Skills:

• Segment sentences into meaningful word chunks

• Infer the meaning of new compound words using learned characters

• Identify radicals of characters to build character recognition automaticity

Higher-Level Literacy Skills:

• Read selectively (tolerate unknown words, select relevant information)

• Identify facts within a text using WH questions

• Infer meanings of unknown words based on contexts

Reading materials: [Text 2b 探探小调查 posting]

Activity 1 [5 min.]  

1. Divide students in pairs. Distribute [Text 2b 探探小调查Handout]  to each pair. 

2. Each pair segment sentences 1-3 into meaningful word chunks, read aloud, and comprehend the meanings. See Exercise 1 in [Text 2b 探探小调查 ppt]  [Slide 4-5]

3. Select students to read aloud and explain the meanings of the sentences.

Activity 2 [5 min.] 

1. This is a whole-class activity. The goal is to activate students’ background knowledge to identify the type of探探app.  See Exercise 2 in [Text 2b 探探小调查Handout] 

2. Teacher introduces the icon for the 探探 app.

3. Students fill in the blanks with the functions of the 探探 app, based on their background knowledge. [Slide 6]

Activity 3 [5 min] Comprehend the title and key sentences in a posting [Slide 7-8], Exercise 1 Sentence 4-5 in [Text 2b 探探小调查Handout] 

1. Show the posting on [Slide 7] and asks the students to identify the title.

2. Divide students in pairs. Each pair finds the title and segments the title into meaningful word chunks and read aloud.

3. Show Paragraph 1 and asks students the function of # before and after the characters in white.  Activate students’ background knowledge to identify that the sentence between # is the posting topic.

4. Lead students to segment the topic into the words and read aloud with their partners.

Activity 4 [7 min] Identify facts using WH questions

1. Ask each student to scan Paragraph 1 in the posting. 

2. Each student identifies the survey question, the survey time and the number of participants, then provides the answers in Exercise 3 in [Text 2b 探探小调查Handout]. [Slide 9-10]

Activity 5 [5 min] Predict the choices for the survey question

1. Divide students in small groups. Activate students’ background knowledge about what kind of choices offered for the survey question 你在大学谈过恋爱吗？

2. Each group comes up with their choices.

3. Teacher leads students to compare their written choices with those in the positing.

Activity 6 [5 min] Infer the meaning of new words in context [Slide 11-13]

1. Divide students in small groups. First, comprehend the meanings of the choices in the posting: 没谈过，谈过一次，谈过超过一次 
2. Use the colors in the pie and other choices to infer the choice of围观Exercise 4.1 and 4.2 in [Text 2b 探探小调查 Handout] [Slide 11-13]

Activity 7 [5 min] Interpret the survey results

1. Ask students to identify the choice which has 53.7% of the voters. 

2. Select several students to share their answers.

3. Show the survey results and hold a class discussion.

4. Ask students to find the percentage of voters who never dated more than once.

5. Students circle the sentences in the posting explaining the results.
   Exercise 4.3-4.5 in [Text 2b 探探小调查Handout] [Slide 14-15]

Activity 8 [5 min] Infer the meaning of new words 

Exercise 5 in [Text 2b 探探小调查Handout] [Slide 16]

1. Students scan the posting and circle the word 超过。

2. Students read the sentences including 超过 to infer the meaning. If they cannot, remind of them the words they have learned with 超and 过, such as 超人、超市、去过、过年、过生日.

3. Students scan the posting and underline the word 投票.

4. Students read the sentences including 投票 to infer the meaning. If they cannot, remind of them the words they have learned with 投and 票, such as投手、投篮、车票、电影票.

Formative Assessment [15 min]

Exercise 6 in [Text 2b 探探小调查Handout] [Slide 17]

1. At the end of the posting, the conclusion is如果你在大学四年, 恋爱超过一次,可能就超过了快 90%的同学。How is this conclusion made? 

2. Exercise 6 provides the explanation for the conclusion.  Have each student to fill out the blanks in the statement based on the information they learn from the posting. 

Homework [15 min] identify radicals to develop character recognition automaticity

1. Students review the characters with “口” radical by using the graphic organizer provided in 

   [Text 2b 探探小调查Homework] [Slide 18-19]

I can identify the main ideas in short informational texts  

Targeted Literacy Skills: 

Lower-Level: 

• Hand-write the character 熟 in standard stroke order.

• Identify the configuration, components and the radical “灬”.

• of the character 熟 

• Form words using lexical compounding strategies   

Higher-Level: 

• Skim and scan to gain main ideas of a text   

• Identify facts within a text 

• Use graphic organizers to present key information of texts

• Answer inferential questions as an active reader 

• Answer evaluative questions

Reading materials: Text 2c 孩子要多大才能谈恋爱

Activity 1 [5 min.] Learning the character熟
[Text 2c ppt slides] [Slide 4-11].

• Provide each student the handout [Text 2c Handout].

• Teach the meaning and pronunciation of the character熟 (熟 can be pronounced either “Shú” or “Shóu”). 

• Presents the animated stroke order of the character 熟 

• Ask students to write the character.

• Have Students identify the configuration, components, and radical of the character. 

• Teacher activates students’ prior knowledge about the radical “ 灬”. 

• Complete the questions in Activity 1 in [Text 2c Handout].

Activity 2 [10 min.]  Form words using lexical compounding strategies   

[Slide 12-18], Activity 2 in [Text 2c Handout]

1. Guide students to use the compounding strategy, 成+ 熟 to comprehend the meaning of “成熟”,  which describes either plants or people are mature. 

2. In pairs, students read 8 short statements about teenagers’ behaviors and identify if the behaviors mature or immature. 

3. In pairs, students form compound words using the character 熟, then match the compound words with their meanings in Chinese.

Activity 3 [10 min.]  Identify the main ideas; Use graphic organizers

[Slide 19-24]; Activity 3 in [Text 2c Handout]

1. Have students scan the article “孩子要多大才能谈恋爱” and circle the key words “父母“， ”孩子“， ”青少年“, “恋爱.”

2. Also, circle the words indicating opinions, such as “认为“ and “看法.”

3. To identify the main idea of the paragraph, ask students to color code the reading materials by highlighting parents’ opinions with yellow and kids’ opinions with blue. 

4. Students then complete the following graphic organizer in Activity 3.2 in [Text 2c Handout].

5. Based on the completed graphic organizer, have students draw a double bar graph with drawing tools such as excel, Google sheets, or Notability. Activity 3.3 in [Text 2c Handout]. 

Activity 4 [10 min] Answer inferential question as an active reader 

[Slide 25]; Activity 4 in [Text 2c Handout]

1. Lead students to observe the bar graph and call on students to describe the bar graph. 

2. Divide students into groups of four and ask them to answer the following inference questions.

• 在这个图表中, 美国的家长和青少年的看法有什么相同和不同？ 你是怎么知道的？ 

• 为什么16岁很重要？你是怎么知道的？ 

Formative Assessment: [10 min] Answer evaluative questions [Slide 26]

Divide students in small groups and discuss the following questions.

1. Divide students in small groups and discuss the following questions.
   • 你的父母认为孩子多大可以谈恋爱？
   • 你的父母的看法和图表中美国父母的看法一样吗？
   • 你认为你父母的看法对吗？ 为什么？ 
   • 你认为青少年多大可以谈恋爱？
   • 你的看法和图表中美国青少年的看法一样吗？
   • 为什么你觉得青少年可以在这个年龄谈恋爱?
2. Select several  students to present their opinions.

I can apply lower-level and higher-level skills to interpret a text.  

Lower-Level: 

• I can identify the configuration and components of the character “初”.

• I can infer the meanings of the compound words with 初. 

• I can segment words in sentences.

• I can use syntactic knowledge to infer meanings of unknown words.
  
  

Higher-Level: 

• I can predict the content based on the title and illustrations.

• I can Identify signal words that indicate textual relations and supporting ideas (i.e., time references, connectives)

• I can identify facts within texts (using WH questions)

• I can ask and answer inferential and evaluative questions as active readers.

[Text 3《初恋》story]

1. Show students the poster “我的初恋是暗恋” [Text 3 初恋ppt slides] [Slides 3-4].

2. Point the character “恋” and ask “你们认识这个字吗？你们可以找到有“恋”的词吗？请你们圈出来。

3. Give students 1 minute to circle the words and answer two questions about the words “初恋” and “暗恋” [Slides 4].

Distribute the story [Text 3《初恋》story] and ask them to read the title of the story.

1. Guide students to notice the components and configuration of 初, and to understand how the components are related to the character’s meaning. 

2. Have students guess the meaning of the compound word of初恋 by combining the meaning of 初+恋.

3. Have students work on the compound words with初 in the worksheet [Text 3初恋Handout1].

1. Show character 让. Have students to identify the components and configuration of  让. [Slide 12]

2. Call students to read the 3 sentences with correct segmentation, guide them to infer the meaning (first usage) of 让 -to make someone feel certain way. [Slide 13-14]

3. Divide students in pairs and have them practice 让-sentence pattern with the visuals. Student A reads the question; Student B answers based on the visual. [Slide 15]

4. Students in pairs. They interview each other using the four questions with让provided. They also need to come up with 1 question on their own. [Slide 16] [Text 3初恋Handout2]

5. Teacher introduces the second usage of 让 -to allow someone to do something. Check if students understand the meanings of the example sentences. [Slide 17] 

6. Complete the fill-in-the-blank worksheet. Circle the other 让 as they appear in the paragraph and explain its meaning.  [Slide 18] [Text 3初恋Handout2]

1. Present the sign “no phone while driving” and ask students to describe the sign.

2. Guide them to use the pattern …的时候:  “开车的时候，不可以用手机。” and ask them “什么时候不可以用手机？”

3. Students work in small groups to discuss when they not allowed to use cell phones.

4. Teacher calls on groups to report what they discuss. 

Step 2  Practice …的时候 and 让 

1. Have students to read the example sentence “小的时候，我住在中国” and guess what “小的时候” means. [Slide 20]

2. Divide students in pairs. Distribute [Text 3初恋Handout3]. Have students complete the sentences. (Students can write in Pinyin if they don’t know how to write the characters). 

3. Have the pairs work on “Sentence challenge” [Slide 21] [Text 3初恋Handout3].

4. Call on students to read the sentences they create.

1. Demonstrate how to segment the words and phrases in the sentence. [Slide 22]

2. Students work in pairs to segment words for the 4 sentences in [Slide 23].

3. Students practice reading the sentences on their own for 1 minute

4. Call on students to read the sentences before disappearing.

1. Present the picture of Yao Ming and O’Neal, and demonstrate how to use A 没有 B + （那么）+ adj. [Slide 25]

2. Ask students to use the pattern to describe the visuals in [Slide 26-29].  

3. Based on the comparing sentences in [Slide 30], ask students to make inferences about A & B. 

4. Formative assessment. Ask students read four sentences on [Slide 31] about two brothers and to draw their faces. [Text 3初恋Handout 4].

1. Divide students in pairs. Have them predict the content of 《初恋》based on the title and the illustration. Then, complete Task 2, agreeing or disagreeing the statements. Pre-reading tasks #1-2 in [Text 3初恋Handout5] [Slide 32].

2. Students read the time phrases provided and then scan the story to locate other time phrases. Identifying the time phrases help comprehending the story development. [Slide 33]

1. Dispute the graphic organizer in [Text 3初恋Handout5] [Slide 34].

2. Have the students fill in the key time phases identified in Activity 6. 

3. Demonstrate how to fill in the graphic organizer by guiding students to read the first paragraph together.

4. Students in pairs complete the remaining part of the graphic organizer while reading the second and third paragraph.

5. Select students to share the information they fill in the graphic organizer.

6. The narrator’s mood changes in the story.  Ask each pair to use the mood-chart of the narrator to check their understanding of the changes. [Slide 35]

1. Guide students to comprehend the first 3 sentences in Paragraph 2 of the story. First,  have students highlight the key phrases in the guided questions, such as “坐同桌的时候，开始的时候.”  Then, have students answer the guided questions based on their comprehension of Sentence 1-3.  [slide 36-37], activity 8 in [Text 3初恋Handout5]. Lastly, share/check their answers to the questions with their table mates.

2. For Sentence 4-5 in Paragraph 2, students read the sentences independently and complete the chart regarding each character’s personalities. Select some students to share their answers with the whole class. [slide 38-39].  

3. Divide students in pairs. Give each pair the paragraph with red/blue color as shown in [slide 40]. 

4. Demonstrate the reading activity with a student. Students work with three different partners to read the paragraph coded in blue and red. Time the read-aloud with each partner.

1. Divide students in pairs and answer the inferential questions in [slide 41]; activity 9 in [Text 3初恋Handout5]

2. Have students to infer the meaning of 结束 based on the context. [slide 42]

3. In pairs, students express their views for the five evaluative questions. [slide 43]

4. Select pairs to share the answers.

[Text 3初恋Homework]

1. Students work individually to complete the task in [slide 44]: use arrows to indicate what each character might say to each other or to him/herself based on their understanding of the main characters and the storyline.  Answers may vary.  

2. Students fill in their answers in appropriate locations in the graphic organizer in [Slide 45-46]. [Text 3初恋Homework].

[Text 3初恋 Summative assessment]

1. Students retell the story of 《初恋》with 4-5 pictures and present it to the whole class. [slides 47]

2. Ask students to extend the story by writing a follow-up scene using one of situations described in the RAFT chart [slides 48]. For example, “我”write a “电子邮件”to“男生“ to “表白”.

3. Students can use Story Jumper or Book Creator to show their own version of the story including their self-created follow up scene.