Presentation on theme: "Unit “Journey to the West” Chinese HL Teachers’ Project Lin Rao, Jing Luo, Quanying Du NHLRC/STARTALK 2013 Heritage Language Teacher Workshop July 22-26,"— Presentation transcript:
Unit “Journey to the West” Chinese HL Teachers’ Project Lin Rao, Jing Luo, Quanying Du NHLRC/STARTALK 2013 Heritage Language Teacher Workshop July 22-26, 2013 Los Angeles, California
Differentiated Instructional Strategies Addressing Students’ Learning Styles (use of multimedia, pictures, text, characters & Pinyin to present material) Scaffolding to connect to students’ prior knowledge and skills Work in heterogeneous groups (encompass various proficiency levels and cultural backgrounds) Learning Centers (word wall, multimedia center) Assignments (script writing and performing)
Unit Sequence Day 1: Introduction of the Text Day 2: Practice using the vocabulary Day 3: Character analysis Day 4: Script writing Day 5: Rehearsal Day 6: Play night
8 Day 1: Introduction of the Text Students watch a short video clip and discuss the story “Journey to the West”. Teacher summarizes and introduces author and background. Students work in groups and read a section of the story and discuss what they know and don’t know about the text. Each group act out their section and key vocabulary. Whole class reorganize different sections to form the whole story.
Folk novel http://en.wikipedia.org/wiki/Journey_to_the_West
10 Day 2: Practice using the vocabulary Matching of Chinese and English/picture (students will receive a set of key vocabulary flashcards with Chinese, English, or pictures based on their proficiency levels) 成语 Sentence building (students will receive sentence starters from the teacher and complete sentences using the key vocabulary) Comic drawing (students will receive blank comic strips and complete using key vocabulary)
12 Day 3: Character analysis Students work in groups and discuss the following questions and then report to the whole class. What are the conflicts in the story? What caused the conflicts? How the 3 apprentices reacted to the conflict? What would you do in this situation and why? Start to brainstorm their version of the story.
14 Day 4: Script writing Teacher explain and share the rubrics for the final project Possible forms of presentation: puppet show, dramatization Length of performance Number of characters, narrators Key vocabulary bank Group collaboration Time frame
Assessments Combination of Formative and Summative assessment: Pre-unit Assessment (knowledge of content, vocabulary) - KWL chart and brainstorming (classroom) Ongoing Assessment ( exit cards, informal observation ) Holistic Rubric (Project evaluation, peer assessment )
Presentation: Chronology of the story (beginning, middle, end) Use of voice expressions and actions (intonation, stress, tones) Fluency and Accuracy (use of verb) Use of 4 character idioms (1-2) Key vocabulary(at least10 from the vocabulary bank) Holistic Assessment: Project Evaluation