Objectives:

• I can explain why I like my favorite video games.

• I can use the new words learned to create sentences.

• I can apply the usage of passive preposition 被 to describe situations.

Teaching materials: day1_PPT

Warm-up activity

• Divide students into 2 groups, standing in two circles.  Each student in the inner circles faces to a student in the outside circle.

• Students asks each other two questions: 你喜欢什么电子游戏？你为什么喜欢这个电子游戏？

• Once they ask/respond the questions, switch and share with new partners.

• Teacher selects several students to report to the class what they find out.

Activity 1:  Focusing on the  title of the article “我的世界”   

• “Minecraft” is a popular video game among elementary students.  In the reading of “我的世界”, the author describes the game of “Minecraft” and translates the name of game as “我的世界.”

• Give each student the reading “我的世界” with the illustration (day1_article_my world).  

• Have students read the title “我的世界” and view the illustration on the top of the reading.

• Divide students in pairs.  Use the following questions to guide students to predict the content of the article (day1_PPT Slide 3)

• Provide each pair legos and have them to design something in five minutes.  The purpose of this activity is to lead them to think the concepts of “creativity” (创造力，想象力).  The advantage of good video games can develop kids creativity and imagination.

Objectives:

• I can apply new words to express my opinions.

• I can identify who tells the story: first or third person.
  
  

Warm-up activity:
Review the verbs learned on Day 1.

Activity 1:   Learn three nouns 想象力，奇迹，资源

Material: day2_PPT

任务1: “想象力” (xiǎngxiànglì)  (Slide 3-4)

Divide students in pairs to discuss the following questions.

Objectives:

• I can apply the reading strategies (skimming, scanning, using graphic organizers) to comprehend the main ideas and support details of an article.

• I can explain the author’s viewpoints by identifying the evidences in the text.
  
  

1）______________________________

2）______________________________

3）______________________________

• Turn and Talk:

  • What can you do in “Minecraft”?  
  • How to build their world in Minecraft?

Activity 3: reading 3rd paragraph

• Read and use blue highlighter to mark all the “我” and write it down what “I” did here.

• Sort the words using different shapes: circle the good things and draw a rectangle for the negative things.

• Turn and Talk:

  • Why I need to protect my world in “Minecraft”?
  • Use your own words to describe how to protect your world.

Activity 4: Using a graphic organizer  

• Read the 4th paragraph.

• The graphic organizer in the worksheet is designed to help students to identify the main ideas and supporting details.

• Divide students in pairs.  First, find the main idea for each paragraph and fill it in the graphic organizer.

• Then, find the supporting details to answer the questions in the graphic organizer.

Activity 5: Author’s views

• Read the 4th paragraph again.

• Turn and Talk

• Does the author like the game or not?

• Where do you find the author’s opinion?

• What does the author hope us to do? Why do you think in that way?

Closing Activity: Self Evaluation

Poll Everywhere & QR code

For young learners, scan QR code on ipads to access Poll Everywhere is much more easier than typing Poll Everywhere website address. Please see the steps in below.

Purpose of using Poll Everywhere:            

https://www.polleverywhere.com/

• Assessing students’ understanding regarding the learning objectives

• Collecting instant feedback

• Providing supports and adjusting lessons for next day

Objectives:

• I can make inferences based on what I read.  

• I can apply reading strategies to comprehend authentic advertising posters on computer games, and express my views about the ads.

Teaching materials: day4_PPT

Opening activity: Bingo Game (day4_bingo game)(Slide 2)

• Review new words through play Bingo game:

Verb: 冒险、探索、发挥、破坏、杀害、吸引         

Noun: 想象力、奇迹、资源

Adj.: 神秘的

• Each student has a set of key vocabulary flashcards and a game board paper.

• Students cut the flashcards off. The teacher calls out the new words one by one, and students should raise the cards correspondingly and place them in the game board.  The one to make a line first in the board wins the game.

Activity 1: Inference-making Practices (day4_worksheet) (Slide 3-4)

• Explain the meaning of “inference”: An inference is not explicitly stated in the text, but can be made based on the evidences stated in the text.  

• Use the first story “我的小白狗” to guide students to infer the answers for the questions from the text.

• Divide students in pairs.  Have them to read the second text “摩尔庄园” and answer the questions by finding the evidences from the text, even though the answers are note explicitly stated.
  
  

Activity 2: Reading Advertisements (day4_worksheet) (Slide 5-7 )

• Students work in pairs and the activity 2 in the worksheet.

• Have them read the two ads and circle the words they have learned, as many as possible.

• Students in each pair discuss the following questions based on the two ads.
  1) 你在哪里会看到这些图片？
  2) 你觉得这个图片想告诉我们什么？
  3) 你喜欢哪一个？为什么？

• Teacher selects several students to present their answers.

Activity 3: Starting final project (Slide 8-10)

• Students work in pairs and start the initial discussion about the kind of  video game they want to design (假设你是一个游戏设计师，你会为小学生设计一款什么样的游戏？为什么？)

• Introduce the final project. (day4_game requirement)

• Introduce the final project rubrics. (day4_game evaluation rubric)

Closing Activity:

• Use swatter game to review the core vocabulary (Slide 11).

Homework:

Objectives:

• I can apply reading strategies to comprehend the text.

• I can identify the relationships of cause and effect in texts.
  
  

Teaching materials: day5_PPT, day5_worksheet, day5_letter from Mom

Activity 1:  Scanning the key word in the letter 《妈妈的信》

Give each student the letter (day5_letter from Mom).  Have students to circle every occurrence of  “游戏”  in the letter.  

Activity 2: Skimming the main information in the letter

• Divide students in pairs and students in each pair work together to find the information for the three questions in Activity 2 (see day5_worksheet).  

• They need to find the information: 1) the type of this text; 2) identify who is the narrator; 3)  what “神奇宝贝” is

Activity 3: learn and use the new words (Slide 4-10)

• Divide students in pairs and have them work on the following tasks in the worksheet for Day 5.  

• Task 1: 看图猜词, 带学生读过新词语，然后让他们看图片猜一猜和图片配对的是哪个词语。

• Task 2: 新词练习, 两人一组，练习写拼音、汉字，用新词造句，最后画出句子的意思。

• Task 3: 词汇韵律操， 使用 a-b-a-b-a-a-b-b（eg. 交-流-交-流-交-交-流-流）模式练习朗读下面的每个词语。

• Task 4: 运用“交流， 继续，专注， 暴力”四个词汇， 补充完整句子

Activity 4: cause and effect

• Use the first item in Activity 4 (worksheet) to guide students to notice the relationship between cause and effect.

• Students in pairs complete the rest three items in the worksheet.

• Select several students to present their answers.

• Show the answers in Slide 14.

Activity 5: cause and effect in 《妈妈的信》

• Each pair read the second and third paragraph in the letter and fill in the cause/effect in the graphic organizer.

• Show the answers in Slide 17.

Homework:

Students will ask parents the following question when they get back home and write down the answers in Chinese to share in class next day.

Questions: Do you think video games are good for kids? Why?

Objectives:

• I can make inferences based on what is stated in a text.

• I can identify the main ideas and supporting details via using graphic organizers.

Teaching materials: day6_PPT, day6_worksheet

Opening Activity: share the interview results from Day 5 homework

• Share in a group of 3: your parents’ opinions about video games.

• Guiding questions: 你常常玩电脑游戏吗？你爸妈让你玩游戏吗？为什么？

• Teacher selects several students to present what they found out.  

Activity 1: past and present

• Guide students to compare 小宝’s behaviors in the past (before he started playing video games) with his  current behaviors.

• Have students to circle the word “以前” in paragraph 2 and 3.

• Students work in pairs to find the evidence in paragraph 2 and 3 to fill in the graphic organizer in day6_worksheet.

• Teacher selects some students to present their graphic organizers.

Activity 2: Make inferences

• Guide students to make inferences based on the content paragraph 2 and 3.

• Each pair works on the inferential questions in the worksheet.

• Teacher selects some students to present their answers.

1. 妈妈带小宝去朋友家玩，可是他说， “我不想去。”
   问题：你觉得他想去做什么?

2. 老师在你的作业本上写着：请按时交作业。
   问题：小宝做了什么？是什么让他有这样的变化?

Activity 3: Author’s view

• Have each pair read the 4th paragraph.

• Each pair uses the graphic organizer in the worksheet: first pinpoint the Mother’s viewpoint and find four reasons that she used in the letter to support her viewpoint.

• Teacher selects students to present their graphic organizers.

Activity 4: Review: summarizing the letter

• Use the cloze exercise in the worksheet to guide students to summarize the letter.

• Divide students in pairs to complete the task.

• Teacher selects several students to read aloud their summaries.

Objectives:

• I can state the pros and cons via a role play.

• I can demonstrate how a video game can help or cannot help learning.

Teaching Materials: day7_worksheet

Activity 1: Role play

• Divide students in pairs, one student playing the role of 小宝 and one 小宝’s mother.  

• Read the last two sentences in the letter, and make sure students understand the meaning.  

• Each pair writes a dialogue starting with the mother saying妈妈想知道，这个游戏对你有什么帮助？你是怎么想的？.

• The dialogue should include at least 8 lines, 4 lines said by小宝, 4 by小宝’s mother.   

• Have each pair perform their dialogues.

Activity 2: State your opinions

• Divide students in groups of four.  

• Each group selects two video games to discuss whether it helps them to learn or if they have other advantages.

• Teacher selects a student from each group to present their discussions.

Objectives:

• I can design a video game with team mates.

• I can present the team’s proposal draft to another group in order to receive feedbacks.

Task 1: 游戏设计提案

• Divide students in pairs or small groups of three to create the video games and write proposals to participate in a schoolwide video game competition.

• Teacher retell the requirements of the video game (day4_game requirement) and rubric (day4_game evaluation rubric).

• Students work in group to design the game and write the proposal draft. We suggest to provide 2 classes for students to work on the project.  

• In Day 9, each group shares their ideas with another group.  The purpose is to receive feedback, so they can finalize the proposal.
  
  

参加校内游戏比赛，提案报告

1. 详细介绍这个新游戏，并且说服他们投票支持你们的提案。

2. 以口语表达和文字描述的方式说明作品来说服别人投票。
   
   

报告包括：

1. 游戏名称

2. 目标对象

3. 游戏玩法、规则

4. 游戏特色

5. 这个游戏跟其他游戏有什么不同？

6. 游戏对学习有什么帮助？

Objectives:

• I can present the proposal of video game designed by our team in Chinese.

• I can read the proposals and decide which one to vote.

• I can explain the reasons for my vote in writing.

Assessment:

• Each group presents the proposal with posters or PPTs.  Every student in each group should have the opportunity to present.

• After the presentations, the posters/proposals will be placed on the wall.  

• Each student reads the posters/proposals and vote for one proposal.

• In addition to voting, each student writes a short paragraph to explain their vote.