Yan Wang EDG-602 Course Project April 2013

Creating the Environment for Learning Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning Helping Students Develop Understanding Cues, Questions, and Advance Organizers Nonlinguistic Representations Summarizing and Note Taking Assigning Homework and Providing Practice Helping Students Extend and Apply Knowledge Identifying Similarities and Differences Generating and Testing Hypotheses

CategoryAverage Effect Size Identifying similarities and differences 1.61 Summarizing and note taking 1.00 Reinforcing effort and providing recognition.80 Homework and practice.77 Nonlinguistic representations.75 Cooperative learning.73 Setting objectives and providing feedback.61 Generating and testing hypotheses.61 Questions, cues, and advance organizers.59 Marzano, 1998

 This unit was created to teach the Chinese language and culture about the travel to Beijing for students in fifth grade.  Students will be participating in pair work, group work, whole class activities, and independent work.  Students will be interacting with technology in order to improve the mastery of the content being taught.

1.Communication: Students can exchange information about Beijing; tell the landmarks in Beijing; present a travel plan; 2. Connection: Students can connect the language learning with science content (directions). 3. Comparison: Students can compare Beijing with Lexington, KY. 4. Culture: Students can understand the structure of the Great Wall and locations of Tian'an men Square. 5.Community: Students can share the learning with their family and friends.

Interpretive Listening Interpretive Reading Interpersonal Communication Presentational Speaking Presentational Writing Learner Benchmark IL.L I can understand the main idea and some details on familiar topics expressed in sentences, short conversations, presentations, and messages. Learner Benchmark IL.R I can understand the main idea and some details in texts that contain familiar vocabulary. Learner Benchmark IL. IC I can begin and carry on a conversation on a limited number of familiar topics. I can ask and answer simple questions and exchange information in familiar situations using phrases and a series of sentences. Learner Benchmark IL.PS I can provide information on familiar topics using a series of sentences with some details Learner Benchmark IL. PW I can write on familiar topics and experiences using a series of sentences with some details.

 Through this unit, students will name and identify directions, attractions, transportations in Beijing.  The Students will be viewing Power Points, YouTube video clips, teacher created story, competing a travel plan by using glogster, recording voice by using vocaroo and generating a QR code.

 Photo Story 3  Microsoft PowerPoint 2010   htpp://edu.glogster.com  Online Confucius institute  Video clip: Learning Chinese: Transportation  SMART Notebook software  iPad

Procedure  Students will discuss learning objectives at the start of the unit, as well as on a daily basis.  Students will be given pre-test, and be assessed on a daily basis. They will participate in self-assessment of the learning objectives.

Classroom Culture  Students will be paired to practice read a text by using iPad.  Students will be group in four to make a travel plan for summer. At first, write down the plan, and then make a glogster, finally record voice and generate a QR code to share with the class.  Students will have a role play “Have lunch in a Chinese restaurant” and scored by using rubric.

 The performance-based assessments will be using to assess students’ learning:  After practicing reading, they should read to the teacher;  the project will be graded by using a rubric. At first, students do a self-assessment, and then the teacher will grade and give feedback orally.  the role paly will be assessed by rubric too. The peer feedback will be counted too.

 Students will earn stamps on their Chinese passport toward a final award in the end the semester.  The school has wheel prize to recognize the students who achieve their learning goals. I will refer these students for participating the wheel prize.

Procedure:  The content in this unit is connected with the Common Core Content Standards. Students have learned the directions in science class, the exchange of money in their math class. These knowledge will be reinforced in the Chinese class. And students’ effort will be recognized by awarding wheel prize and stamping. (Reinforcing effort and providing recognition)  The language structure in the story created by teacher is with repetition and patterns, and with a lot of visuals to guide students’ understanding. (Questions, cues, and advance organizers)

 The comparison and contrast of American and Chinese common food are based on students’ background knowledge too. (Identifying similarities and differences)  The authentic martials such train tickets, teacher’s travel pictures and the real Chinese food will make the learning meaningful too. (Nonlinguistic Representation)

Procedure :  Students will be group in four to make a travel plan for summer. At first, write down the plan, and then make a glogster, finally record voice and generate a QR code to share with the class.  A list of essential vocabulary will be given. The students also can explore the new words online.  The teacher will provide guidance and suggestions when needed.  This project will give students the opportunity to practice 21 century skills such ass collaboration, creation and innovation.