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Zheng Lu Jia Languages

2 weeks Mandarin/Grade 9

Lesson: 2 Chinese Breakfast

Unit Overview
Main Idea (Claim) Summative Assessment
Food is a symbol of a culture. Chinese Test
people emphasize the importance of
breakfast.

Guiding Questions Objectives (know/understand/do/value)

1. What does Chinese people usually
eat?
2. What does Western people usually
eat?
3. Why does people choose different
breakfast even in the same area (Guang
Zhou)?
The student will . . .
Students will be able to speak the
difference between Chinese
breakfast and Western breakfast.
Students will be able to list several
foods of Chinese breakfast and
Western breakfast.
Students will be able to
demonstrate the culture behind the
different breakfasts.

Time Instructional Procedures and Strategies

10 Beginning the lesson
min. A little story about Cultural difference Greeting
American way: How are you?/ Whats up, man?
Chinese way: Have you eaten? What did you eat?
Scenario play
Review: According to last class, can you list three foods both from
Chinese breakfast and Western breakfast? The form of answer should be
/(Include).. (Ask students one by one). Okay, repeat
the answer with me aloud:

Developing the Lesson
(New Words): Ask students to group the new words: Ask students
25
to write down the number in same group on the white board. Then read
min.
them aloud.
Ask students to choose three of the new words, and make a new
complete sentence.
Page 36 #1: Match the Chinese with the picture.
(What do you usually eat for breakfast?)
After repeat several times of this sentence, students should be asked to answer the
question and to interview two of classmates, and fill in the form of page 36 #2.
Closing the Lesson
10 Review: One-minute sentence: write down what you have learned
min. from todays lesson or main idea of todays class in one minute. Then,
share to class.
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Zheng Lu Jia Languages
2 weeks Mandarin/Grade 9

Lead students to repeat those two main sentences of todays class.

Set the homework:
1. Review the article and read it aloud, which we have read in the class.
2. Copy the new words in Page 35 three times.
3. Prepare for the coming Dictation.

Next class: Dictation.

Formative Assessment Differentiation

Answer the questions. /

One-minute sentence.

Resources
Chinese Made Easy 3
Evaluation and Reflection
It did not go very well.
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Zheng Lu Jia Languages
2 weeks Mandarin/Grade 9

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
Factual- knowledge or fact-based questions
Conceptual- questions that enable exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas of ambiguity, disagreement, or
tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing creative
Lesson tension. May include review and/or activation of prior knowledge.
Developing the The content learned and the strategies employed towards that end
Lesson
Closing the A conclusion or review of what was learned, providing closure to the
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners
Resources any texts, materials, technology, people, places or other resources that
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the
Reflection following questions:
Did my students come to understand the main idea, essential understandings?
Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
What was most effective? least effective?
What changes will I make for next time?