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Zheng Lu Jia Languages

2 weeks Mandarin/Grade 9

Lesson: 4 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. Prayer in Chinese.
Showing Objectives
1. Dictation
2. Game: Who is the undercover?
3. Quizlet
Dictation
Developing the Lesson
30 Game: Who is the undercover?
min. In this game, every participant will get one word. But one of the words is similar to
the rest of words. Therefore, the one who gets the word is called the undercover in
this game. The goal of the game is to find the undercover.
Rules:
1. Everyone cannot tell his/her word to other participants.
2. Everyone should describe his/her words with one simple sentence to imply those
who got same words, so that they can find the undercover among them.
3. Undercover cannot purposely describe the personalities which are not related to
his/her word, even though Undercover has known other participants words.
4. After one round done, every participant (still in the game) should vote for the
undercover.
5. If there are only two participant left, the game will be done. And the undercover
will be the winner.
Words:
1. and
2. and
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Zheng Lu Jia Languages
2 weeks Mandarin/Grade 9

3. and
4. and
5. and
6. and
7. and
Punishment card:
1. Sing a song, replace the lyrics to .
2. Copy the words you got 3 times on the white board.
3. Say loudly and clearly to someone who is not in this
game. Do not let him/her know you are playing a game.
Closing the Lesson
Set the homework

5 min. Workbook

Formative Assessment Differentiation

/
Play a game

Dictation

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?