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Zheng Lu Jia Languages

2 weeks Mandarin/Grade 9

Lesson: 5 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 breakfast The student will . . .
include? Students should identify the
2. What does Western breakfast difference between Chinese
include? breakfast and Western breakfast.
Students will be able to explain the
3. What do you usually eat for culture behind the different
breakfast? breakfast.

Students will be able to make a

complete sentence by certain form.

Time Instructional Procedures and Strategies

10 Beginning the lesson
min. Showing Objectives
1. Lesson Plan
2. Dictation
3. Review sentences
4. Game: Robbing Number
Dictation
Developing the Lesson
30 Review sentences:
min. 1. : ..
2. :
3. :
4. :
Turn to Page 38, #6. Students will answer these questions in the coming game.
Game: Robbing Number (20-25 minutes)
Everyone should sit on their own seats. And they should choose a fake name from
Chinese breakfast or Western breakfast.
Rules:
1. Everyone speaks a number in order (start from 1). The number should be less than
the number of participants. For example, if there are 5 participants, it should have 3
numbers only (1,2,3).
2. If two or more people speak same number, they should immediately stand and
speak each others name. Then, the faster one will be the winner.
3. If there do not have same numbers, the left two participants should immediately
stand and speak each others name. Then, the faster one will be the winner.
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Zheng Lu Jia Languages
2 weeks Mandarin/Grade 9

4. The loser has a punishment. Acting as an elephant does circles. And then answer
the questions from Page 38, #6.
5. The loser can start the next round of the game, and decide how many circles the
next loser will do. (minimum is 1, and maximum is 10).
Closing the Lesson
Set the homework
5 min.
Describe Xiao Fangs schedule (it will be show up in the coming quiz)

Formative Assessment Differentiation

/
Play a game

Answer questions

Resources
Chinese Made Easy 3
Evaluation and Reflection
It was getting better.
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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?