Advanced Individual Project--Li-Ying Huang

Advanced(Individual(Project(in(Multilingual(and(Multicultural(Studies(
Li7Ying(Huang(
(
Introduction*
(
This(project(is(a(unit(plan(for(Chinese(language(learning(in(secondary(school(
setting.(The(concept(of(the(unit(is(“Cultural(Product(and(its(Interdependence(with(
Cultural(Value”,(aligning(with(the(unit(theme(“The(Cultural(Values(and(Cultural(
Products(of(Chinese(Festivals”.( (
The(web(for(the(connection(with(other(subject(areas(is(provided(in(the(unit(
planning(form.(For(lesson(planning,(based(on(the(web,(one(topic(will(be(chosen(from(
each(subject(area.(All(of(the(six(lesson(plans(will(be(reviewed(and(evaluated(with(the(
SIOP(and(the(CALLA(Model.(The(blue(texts(on(the(lesson(plan(represent(the(
adjustment(after(the(evaluation(based(on(the(SIOP(rubric.(On(each(SIOP(rubric,(the(
red(check(means(the(first(review(of(the(lesson(plan;(the(blue(check(means(the(
second(review.(

Unit%Planning%Form% % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Subject%Area:%Chinese%3% % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Li;Ying%Huang%
Concept( Grade(Level( Unit(Theme( Essential(Understandings( Guiding(Questions(
Cultural(Product(and(its(
Interdependence(with(Cultural(
Value(
Intermediate(Low( The(Cultural(Values(and(
Cultural(Products(of(Chinese(
Festivals(
(
Cultural(products(express(
cultural(values(and(beliefs.(
Different(geographical(
locations(shape(different(
cultural(values(and(products.(
Cultural(products(possess(
scientific(believes.(
People(celebrate(festivals(via(
music,(art,(and(dance.(
Cultural(products(create(the(
historical(continuity(of(cultural(
values(
What(are(the(cultural(values(
shown(on(the(products(of(
Chinese(festivals?(
How(do(different(geographical(
locations(influence(different(
cultural(products(and(values?(
Are(some(cultural(products(
and(believes(scientifically(
proved?(
How(do(Chinese(people(
celebrate(festivals?(
How(do(cultural(products(pass(
down(people’s(cultural(values?(
(

! !
Cultural!Values!and! ! ! ! !
Cultural!Products!of!
Chinese!Festivals!
! Art!:!
Calligraphy!
Shadow!Play!
Chinese!ink!and!wash!painting!
!
Music:!
Chinese!national!music!
Peking!opera!
Physical!Education:!
Chinese!ribbon!dance!
Lion!dance!
Dragon!boat!racing!
!
Science:!
Egg!balancing!
Moon!cycle!
!
Literature/Media:!
Legend/Mythology!
Chang’e’s)ascent)to)the)Moon)
Nian)
The)Story)of)the)cowherd)and)the)weaver)girl)
!
Social!Studies:!
Geographical!diversity!of!food!
Tradition!clothing!
!

Foreign(Language(Lesson(Plan(Template(
1
Author: Li-Ying Huang School: CT:
Class: Chinese 3
Context: This lesson will be combined with Chinese literature and media; it will focus on
both language learning as well as acquiring the cultural values based on Chinese
folktales
Unit (Theme/
Central Focus):
The Cultural Values and Cultural Products of Chinese Festivals
Lesson (Aim): How do folktales about Chinese festivals produce and reveal cultural products
and values
Duration: 60 mins Date:
Standards: ACTFL 5Cs— Cultures, Connections, Communication
Objectives: Content
Objective(s)
!Students will be able to identify the cultural products for
celebrating Chinese New Year
!Stdents will be able to understand how have cultural values been
passed down through cultural products and folktales
Language
Objective(s):
!Students will be able to explain the historical background of the
cultural products as well as their cultural values.
!Vocabulary: (Nian), (firecrackers), (bamboo),
(cross over), (scare)
(Reviewed) Vocabulary: (new year), (big), (fast),
(red),
!Sentence Structures:
…. ….(…represent…)
…(in the past…)
… (now….)
Expected
Evidence of
Learning
(Assessment)
Presentational—
Students will present their idea about their understanding about the story of Nian
and the cultural products as well as cultural values passed down by it. Students
will also show their understanding about the vocabulary and the target sentence
structures by composing and speaking out the script
Procedures: !Teacher will show students a video about the story of Nian and explain the
vocabulary in the story (10mins)
https://www.youtube.com/watch?v=rb_P9W6VjEU
!Teacher will review the vocabulary and connect it to the story (5mins)
!Teacher will give a small lecture for target sentence strctures (5mins)
!Students will group up into group of five to six and make a short video about
“Nian” by creating their own lines; students will produce the script for the play;
in addition to vocabulary, the lines should include target grammar structure as
well as the explanation of the cultural products as well as cultural values of
Chinese New Year (40mins)
Homework: Finish the self-made video
Resources: paper, pen
video—

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https://www.youtube.com/watch?v=rb_P9W6VjEU
Differentiation
strategies:
Teacher will assign students into groups; students with lower lanaguge level will
be paired up with students with higher language level in order to offer some help
to students with lower levels
Anticipated
Issues:
Problems: Solutions:
Students may not have the
technological devices for making
video at home
Students can work in school’s computer lab
Reflection:

RUBRIC Adapted from SIOP for Individual Lesson Plan Demo for EED 577
Highly
Evident
Somewhat
Evident
Not
Evident
I. Preparation 4 3 2 1 0 NA
1. Clearly defined Content objectives for students.
2.Clearly defined Language Objectives for students.
3.Content Concepts approp. For age and educational background level of students.
4.Supplementary materials used to a high degree, lesson clear and meaningful.
(Graphs, models, visuals)
5.Adaptation of content (text assignment) to all levels of student proficiency.
6.Meaningful activities that integrate lesson concepts (surveys, letter writing,
simulations, constructing models) with language practice opportunities for reading,
writing, listening and/or speaking.
II.Instruction
Building Background 4 3 2 1 0 NA
7.concepts explicitly linked to students’ background experiences.
8.Links explicitly made between past learning and new concepts
9.Key vocabulary emphasized (introduced, written, repeated and highlighted for
students to use)
Comprehensible Input 4 3 2 1 0 NA
10.Speech approp. For student’s proficiency level (slower rate and enunciation,
simple sentence structure for beginners
11.Explanation of academic tasks clear
12. Uses a variety of techniques to make content concepts clear (modeling, visuals,
hands-on activities, demonstrations, gestures, bodylanguage)
Strategies
13. Provides ample opportunities for students to use strategies
14.Consistent use of scaffolding techniques throughout lesson, assisting &
supporting student understanding (think-alouds)
15.Teacher uses a variety of question types, including those that promote higher-
order thinking skills (literal, analytical, & interpretive questions)
Interaction 4 3 2 1 0 NA
16.Frequent opportunities for interaction & discussion between teacher/student and
among students, which encourage elaborated responses about lesson concepts
17.Grouping configurations support language & content objectives of the lesson
18. Consistently provides sufficient wait time for students responses
19.Ample opportunities for students to clarify key concepts in L1 as needed with
aide, peer or L1 text
Practice/Application 4 3 2 1 0 NA
20.Provides hands-on materials and/or manipulative for students to practice using
new content knowledge
21.Provides activities for students to apply content and language knowledge in the
classroom
22.Uses activities that integrate all language skills (reading, writing, listening,
speaking)
Lesson Delivery 4 3 2 1 0 NA
23.Content objectives clearly supported by lesson delivery
24.Language objectives clearly supported by lesson delivery
25.Students engaged approx. 90% to 100% of the period
26.Pacing of the lesson approp. To the students’ ability level.
III Review/Assessment 4 3 2 1 0 NA
27.Comprehensive review of key vocabulary
28.Comprehensive review of key content concepts
29.Regularly provides feedback to students on their output (language, content,
work)
30.Conducts assessment of student comprehension and learning of all lesson
objectives (spot checking, group response) throughout the lesson.
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CALLA$INSTRUCTIONAL$SEQUENCE$GUIDELINES$
Theme/Topic:+The$Cultural$Values$and$Cultural$Products$of$Chinese$Festivals$
Grade/Language+Level:$Chinese$3$
Standards:$ACTFL$5Cs—$Cultures,$Communication,$Connections$
$
1. Content+Objectives:$ $
!Students$will$be$able$to$identify$the$cultural$products$for$celebrating$Chinese$New$
Year$
!Stdents$will$be$able$to$understand$how$have$cultural$values$been$passed$down$
through$cultural$products$and$folktales$
How$assessed?$ $
!Students$will$make$a$short$video$clip$about$the$story$of$Nian;$by$doing$so,$students’$
understanding$about$the$cultural$values$and$cultural$products$produced$by$the$
folktale$will$be$assessed.$
2. Language+Objectives:+ +
!Students$will$be$able$to$explain$the$historical$background$of$the$cultural$products$
as$well$as$their$cultural$values.$
How$assessed?$ $
!During$the$video$making,$students$will$be$asked$to$include$the$sentence$
structures”$…. ….(…represent…),$ …(in$the$past…), …$(now….)”$to$
present$their$understanding$about$the$cultural$products$and$values$of$the$story.$
PROCEDURES+
Preparation:+
!Students$have$already$learned$some$vocabulary$related$to$Chinese$New$Year;$the$
teacher$will$review$the$vocabulary$during$the$lesson.$
Presentation:+ +
!Teacher$will$show$students$a$video$clip$about$the$story$of$Nian.$
!Teacher$will$scaffold$up$students’$understanding$by$reviewing$the$vocabulary$then$
add$on$new$vocabulary$and$sentence$structures.$
Practice:+ +

!Students$will$make$a$short$video$about$the$story$of$Nian,$during$the$composing$of$
lines;$students$will$apply$their$knowledge$of$new$information$as$well$as$target$
sentence$structures$in$the$lines.$
SelfEevaluation:.+
!During$the$composing$of$lines,$students$will$discussed$with$group$members$and$
clarify$or$check$their$understanding$about$the$content$and$language$objectives.$
!While$speaking$out$the$lines$during$the$shooting,$students$will$check$whether$they$
can$pronounce$the$words$and$sentences$correctly.+
Expansion:+
!By$understanding$Chinese$cultural$values,$students$can$compare$them$to$their$own$
cultures.$
!By$making$their$own$video$about$the$story$of$Nian,$the$lesson$will$be$connected$to$
literature$and$media.$
$

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Class: Chinese 3
Context: The lesson will be cooperated with Art class, students will get a chance to
appreciate the art of Chinese calligraphy as well as learning the traditional
blessing of Chinese New Year
Unit (Theme/
Central Focus):
Lesson (Aim): How do Chinese people use calligraphy to celebrate Chinese New Year?
Standards: ACTFL 5Cs— Cultures, Communication, Connections
Objectives: Content
Objective(s)
!Students will be able to understand Chinese cultural values from
the meaning of Chinese traditional blessings
Language
Objective(s):
!Students will be able to identify and produce Chinese traditional
blessings
!Vocabulary:
Chinese traditional blessings—
(spring festival couplets), (Wishing you
prosperity and wealth), (Great fortune and great
favor), (May everything go as you hope,
(May all your wishes come true) , (May there be
bounty every year)
Expected
Evidence of
Learning
(Assessment)
Presentational—
Students will pick a Chinese New Year blessing and write it on the red couplet in
calligraphy. Students will be asked to produce correct Chinese characters as well
as relevant self interpretation of the blessing
Procedures: !Teacher will show some common Chinese New Year blessings written in
calligraphy to students (5mins)
!Teacher will explain the meaning of blessings and the cultural values behind
them (10mins)
!Teacher will give an instruction about how to write in calligraphy (5mins)
!The teacher will model writing a blessing on the couplet in calligraphy (5mins)
!Students will each get a couplet, they will choose one blessing and write it down
on the couplet in calligraphy (15mins)
!After finishing the calligraphy work, students will write down their
interpretation about the blessing and explain why they like it in English on an
index card (5mins)
Students will put their work on the wall and set up a gallery walk; during the
gallery walk, students and the teacher will write their comments on sticky notes
for classmates’ works(10mins)
After the gallery walk, each student will give stickers to the couplets they like the
most; the whole class will gather and share their ideas and thoughts about the
activity(5mins)
Homework: Teacher will ask students to prepare for another calligraphy work— A Chinese
character that represents the upcoming new year. The word can be a self-

(
2
encouragement, a future expactation, a wish, etc. Students will make their
decision and share it to the class.
Resources: red paper, ink, Chinese writing brushes, index cards, sticky notes
Differentiation
strategies:
Students with lower Chinese writing proficeincy will receive individual
instruction from the teacher during the lesson
Anticipated
Issues:
Students may encounter
difficulties while writing
characters in calligraphy on the
couplet
Teacher can permit drafting on the couplet
beforehand
Reflection:

Highly
Evident
Somewhat
Evident
Not
Evident
II.Instruction
students to use)
Strategies
classroom
speaking)
work)
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$
!Students$will$be$able$to$understand$Chinese$cultural$values$from$the$meaning$of$
Chinese$traditional$blessings$
How$assessed?$ $
!Students$will$write$a$Spring$festival$couplet,$they$will$be$asked$to$produce$a$
proper$blessing$on$the$couplet$as$well$as$make$proper$interpretation$from$the$
blessing$
!Students$will$be$able$to$identify$and$produce$Chinese$traditional$blessings$
How$assessed?$ $
!Students$will$write$a$Spring$festival$couplet,$they$will$be$asked$to$identify$and$
produce$correct$characters$of$the$blessings$
$
PROCEDURES+
Preparation:+
!Students$have$already$learned$some$vocabulary$related$to$Chinese$New$Yer.$
Presentation:+
!The$teacher$will$show$pictures$of$some$common$Chinese$New$Year$blessings$to$
students.$The$students$will$read$from$the$blessings$and$understand$the$cultural$
values$of$Chinese$people.$
!The$teacher$will$model$writing$blessings$in$calligraphy$on$the$couplet.$
Practice:+
!After$reading$some$Chinese$New$Year$blessings,$students$will$choose$from$the$
blessings$they$have$learned$and$write$it$down$in$calligraphy$on$the$couplet;$with$
this$activity,$students$will$practice$their$reading$skills$as$well$as$writing$skills.$

SelfCevaluation:+
!During$the$activity$of$writing$in$calligraphy,$students$will$check$their$own$
understanding$about$the$blessings,$the$characters$that$are$involved,$and$their$
understanding$of$the$meanings.$ $
Expansion:+
cultures.$
!By$appreciating$calligraphy$works$and$writing$in$calligraphy,$the$lesson$will$be$
connected$to$art$lessons.$ $
$

1
Class: Chinese 3
Context: The lesson will be cooperated with Social Studies; with students’ former
knowledge about Chines New Year cuisine, this lesson will focus on how
geographical differences can impact on the food
Unit (Theme/
Central Focus):
Lesson (Aim): How do different geographical locations influence different cultural products?
Standards: ACTFL 5Cs— Cultures, Connections, Communication, Communities
Objectives: Content
Objective(s)
!Students will be able to identify different cultural products of
Chinese New Year affected by geographical differences
Language
Objective(s):
!Students will be able to explain how different geographical
locations affect cultural products
!Vocabulary—
(dumpling), (rice cake), (tangyuan),
( northern). (southern), (rice), (wheat) (produce),
(grow)
!Sentence structures—
…. (because…)
…. (so…)
….(but…)
Expected
Evidence of
Learning
(Assessment)
Interpersonal—
During the role-play, students’ output will be spontaneous; each student should
apply target vocabulary and sentence structures in their conversation during the
role-play
Procedures: !Teacher will give a short review about the traditional food for Chinese New
Year (5mins)
!Student will watch some parts of the documentarye lea “ (A Bite
of China: Celebrating Chinese New Year)” (20mins)
!Students will turn and talk about what they’ve seen in the movie, and which part
do they like the most (5mins)
!Teacher will reveal the idea of different Chinese New Year cuisine in different
geographical locations as well as introduce the vocabulary (5mins)
!Teacher will give a brief lecture of target sentence structures (10mins)
!Activity— (15mins)
Students will pair up and choose a role from “wife” and “mother-in-law”. They
will role-play the scenario about Chinese New Year’s dinner preparation. The
“wife” will draw lots to decide the location of the setting (e.g. northern/southern),
then, they will create a conversation by discussing which kinds of food should be
prepared for Chinese New Year in that specific area. Teacher will monitor each
pair and provide feedback.
Homework: Students will go to China town, try out one of the cuisine that has been
introduced in class, take a picture of it, bring and share it to the class. During the

2
sharing, students have to include the sentence structure “ …(because…)
… (so…)” to explain why they like or dislike the food
Resources: Movie—
(A Bite of China: Celebrating Chinese New Year)
https://www.youtube.com/watch?v=hUQFhwLo2NM
Differentiation
strategies:
Students with lower language proficiency can be paired up with students with
higher lanaguge proficiency; the students with higher level can help out another
students as well as keep the conversation flowing
Anticipated
Issues:
!Some students may not be able to
complete the homework in the
expected time
!Students may not have enough
information to talk about during
the role play
!If the students do not have time to visit
China town, s/he can find a picture of a
cuisine online and print it down. If there are
too many students that encounter difficulties
completing the homework, the teacher can
spare some time and schedule a field trip for
the students
!Teacher will provide picture cards of
different kinds of Chinese cuisine for
students to refer to during the conversation
Reflection:

Highly
Evident
Somewhat
Evident
Not
Evident
II.Instruction
students to use)
Strategies
classroom
speaking)
work)
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Standards:$ACTFL$5Cs—$Cultures,$Communication,$Connections,$Communities$ $
$
!$Students$will$be$able$to$identify$different$cultural$products$of$Chinese$New$Year$
affected$by$geographical$differences$
How$assessed?$ $
!Students$will$have$a$roleOplay$activity,$through$the$conversation$between$students,$
their$understanding$about$the$influence$caused$by$geographical$differences$will$be$
assessed.$
Language+Objectives:+ +
!$Students$will$be$able$to$explain$how$different$geographical$locations$affect$cultural$
products$
How$assessed?$ $
!Students$will$be$asked$to$include$vocabulary$and$target$sentence$structures$in$their$
conversation$during$the$roleOplay$activity.$
PROCEDURES+
Preparation:+
!Students$have$already$had$some$information$about$Chinese$cuisine$for$festivals.$
Presentation:+ +
!Teacher$will$present$the$awardOwinning$documentary$about$the$cuisine$of$Chinese$
New$Year$to$students.$After$watching$the$documentary,$the$teacher$will$build$on$the$
information$from$the$film$and$explain$the$content$objective$of$the$lesson.$
Practice:+ +
!During$the$pair$sharing$and$roleOplay$activity,$students$can$practice$their$speaking$
skill$as$well$as$applying$the$knowledge$the$have$learned$from$the$documentary$and$
the$lecture$in$their$conversations.$
SelfCevaluation:.+

!During$the$pair$sharing$and$roleOplay$activity,$students$will$check$their$
understanding$about$the$content$and$language$objectives.$ $
Expansion:+
!By$analyzing$the$impact$on$Chinese$festival’s$cuisine$based$on$geographical$
differences,$the$lesson$will$be$connected$to$Social$Studies$lessons.$
!For$the$task$of$homework,$parents$can$take$students$to$Chinese$restaurant$and$
enjoy$the$food$together.$

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Class: Chinese 3
Context: The lesson will be cooperated with Science, focusing on the scientific credibility
of the cultural product connecting to Chinese festival
Unit (Theme/
Central Focus):
Lesson (Aim): Are cultural products and believes scientifically proved?
Objectives: Content
Objective(s)
!Students will be able to investigate the credibility of one of the
traditions of “Dragon Boat Festival”— “egg balancing” based on
their understanding of Equinox
Language
Objective(s):
!Students will be able to identify and apply sentence structures
into their statements about the credibility of egg balancing
!Vocabulary: (stand), (egg), (gravity),
(Equinox)
!(Review) Sentence structures: …(I think…), …( I
thought…) …(but…), …(Actually…),
…(According to…)
Expected
Evidence of
Learning
(Assessment)
Presentational—
Students will present their research on a poster as groups; the poster will include
information, pictures, drawing, and their conclusion about the credibility of egg
standing; the conclusion should include some of the target sentence structures
Procedures: !The teacher will explain the tradition “egg balancing” of Dragon Boat Festival
(5mins)
!Students will each get an egg and try to balance it (5mins)
!Students will go to the school library to do research, students will group up into
groups of 4-5, they will research on the scientific information about egg
balancing and make a poster; teacher will provide a list of questions that students
can work on (e.g.) What are the cultural values that have been passed down by
egg balancing (40mins)
!Each group will present their poster to the class; after each presentation, the
teacher and the class can ask questions or give advice (10mins)
Homework: Exit slip—
Students will write down two to three sentences about the thing they’ve learned
in this lesson using the target sentence structures
Resources: boiled eggs, paper, markers, glue, printers, computer
Differentiation
strategies:
The teacher will assign students into groups, every group will include students
with all language levels. Students will help each other during the project; the
teacher will also monitor the work and provide help if needed
Anticipated Problems: Solutions:

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Issues: Students may have limited
vocabulary to complete a research
poster
The teacher will provide frequency words
lists for students to refer to
Reflection:

$
!$Students$will$be$able$to$investigate$the$credibility$of$one$of$the$traditions$of$
“Dragon$Boat$Festival”—$“egg$balancing”$based$on$their$understanding$of$Equinox$
How$assessed?$ $
!Students$will$make$a$poster$about$the$relationship$between$egg$balancing$and$
Equinox$and$present$it$to$the$class.$
!$Students$will$be$able$to$identify$and$apply$sentence$structures$into$their$
statements$about$the$credibility$of$egg$balancing$
How$assessed?$ $
!Students$will$apply$the$sentence$structures$and$vocabulary$into$the$poster$they$are$
going$to$present.$
PROCEDURES+
Preparation:+
!Students$have$already$learned$some$sentence$structures$that$can$help$conveying$
their$research$ideas.$
Presentation:+ +
!Students$will$try$to$balance$the$egg$by$themselves$in$in$order$to$have$a$better$
understanding$of$the$content$objective.$
Practice:+ +
!While$students$are$doing$research$and$making$poster$in$the$library,$they$will$apply$
reading$and$writing$skills$to$complete$the$task.$
SelfEevaluation:.+
!During$the$poster$making,$students$will$selfVcheck$or$discuss$with$group$members$
to$make$sure$they$are$producing$the$right$sentence$structures$and$Chinese$

characters.$
Expansion:+
!By$doing$research$about$egg$balancing$and$Equinox,$the$lesson$will$be$connected$to$
science$lessons.$
Students$will$acquired$the$notion$that$not$all$of$the$traditions$are$scientifically$
proofed;$they$can$always$question$the$credibility$of$them.$

1
Class: Chinese 3
Context: The lesson will be cooperated with P.E. class, focusing on the movement and the
cultural values of Lion dance.
Unit (Theme/
Central Focus):
Lesson (Aim): What are the cultural values shown on the products of Chinese festivals?
Objectives: Content
Objective(s)
Students will be able to interpret the cultural values shown on
Lion dance
Language
Objective(s):
!Students will be able to identify and understand the movement
of Lion dance by listening to the instructor
!Students will be able to express their idea about the movements
they’ve created
Vocabulary: (lion), (fierce), (divine), (mimic),
(pray), (good luck), (left), (right), (skip),
(roll), (jump), (move), (attack)
Expected
Evidence of
Learning
(Assessment)
Presentational—
During the performance, students will present their interpretation about the
cultural value of Lion dance in Chinese festivals by movements and narration.
Procedures: !Teacher will show students two video clips about Lion dance (5mins)
Lion Dance in San Francisco Chinatown
https://www.youtube.com/watch?v=YivYcBRZHHQ
Lion dance shows Chinese siprit
https://www.youtube.com/watch?v=6ue7IjwIbrE
!Teacher will introduce the vocbulary as well as model the basic movements of
Lion dance (10mins)
!Students will split into groups of three, each group will combine the basic
movement they’ve learned with their own moves to create their own version of
Lion dance (20mins)
!Each group will present the dance to the class; while performing, one of the
students in the group will narrate for the performance, explaining their idea of the
moves and the meaning of their presentation of the lion(10mins)
!After the performances, the teacher will give feedback for each group base on
their understanding of movements and the clarity of the narration; students will
share their ideas and vote for their favorite performance (5mins)
Homework: Exit Slip—
Before leaving the classroom, each student will take turns and listen to teacher’s
direction for one of the basic movesof Lion dance; students who react to the
direction correctly can leave the classroom
Resources: Video—
Lion Dance in San Francisco Chinatown
https://www.youtube.com/watch?v=YivYcBRZHHQ
Lion dance shows Chinese siprit

2
https://www.youtube.com/watch?v=6ue7IjwIbrE
Differentiation
strategies:
Students with lower language proficiency can be grouped up with students with
higher lanaguge proficiency in order to get help from creating the narration
Anticipated
Issues:
!Students may encounter
difficulties expressing their own
ideas in the narration
!Students may easily forget the
name of the moves
!Teacher will monitor and provide
additional instruction for groups that need
extra help
!Teacher will provide pictures of the moves
with Chinese characters on the screen for
students to refer back
Reflection:

$
!Students$will$be$able$to$interpret$the$cultural$values$shown$on$Lion$dance.$
How$assessed?$ $
!Students$will$create$their$own$lion$dance$and$the$narration$related$to$the$dance$
based$on$their$understanding$about$lion$dance$and$its$cultural$values.$
2.+ + Language+Objectives:+
!Students$will$be$able$to$identify$and$understand$the$movement$of$Lion$dance$by$
listening$to$the$instructor.$
!Students$will$be$able$to$express$their$idea$about$the$movements$they’ve$created.$
How$assessed?$ $
!Students$will$listen$to$the$instructor$for$the$direction$of$the$movements.$
!Students$will$create$and$present$their$own$version$of$lion$dance$with$narration,$
expressing$their$interpretation$and$ideas$about$lion$dance.$
PROCEDURES+
Preparation:+
!Students$have$already$learned$some$vocabulary$related$to$Chinese$festivlas.$
Presentation:+
!Teacher$will$show$video$clips$about$lion$dance$to$students$
!Teacher$will$scaffold$up$the$lesson$staring$from$the$introduction$of$vocabulary$
about$the$movements$and$follow$up$with$teacher’s$model$of$the$movements.$
Practice:+ +
!Students$will$listen$to$the$teacher$for$the$introduction$of$movements;$students$can$
practice$listening$skill$through$this.$
SelfEevaluation:.+
!Students$can$check$their$understanding$of$the$content$and$language$objectives$by$

working$in$groups$with$other$classmates$while$creating$a$lion$dance.$
Expansion:+
cultures.$
!By$creating$lion$dance,$which$includes$lots$of$body$movements,$the$class$will$be$
connected$to$P.E.$lessons.$
$

1
Class: Chinese 3
Context: The lesson will be combined with music class, focusing on both music
apprecition and Chinese learning. Before this lesson, students have already read
and learned about Moon Festivals and the story of “Cheng’e’s ascent to the
Moon” in previous classes.
Unit (Theme/
Central Focus):
Lesson (Aim): How do cultural products pass down people’s cultural values?
Standards: ACTFL 5Cs— Cultures, Connections, Comparisons, Communication
Objectives: Content
Objective(s)
!Students will be able to interpret the cultural values from the
scene of Peking Opera about Moon Festival
!Students will be able to compare the Western style opera to
Peking Opera based on the cultural values behind them
Language
Objective(s):
!Students will be able to express their interpretation and feeling
about the scenes of Peking Opera
!Vocabulary: (moon), (clothing), (movement)
(makeup)
!Descriptive words: (beautiful), / (soft),
(feminine), (elegant), (weak), (tough),
(brave), (smart)
Expected
Evidence of
Learning
(Assessment)
Interpretive—
Students will complete a worksheet about the video clip focusing on how the
actress performed as Cheng’e using descriptive words. Students are expected to
interpret the scene based on the actress’s clothing, singing, and movement.
Procedures: !Students turn and talk about what they’ve known about Opera (3mins)
!Teacher will show a video clip of Western style opera (2mins)
“Carmen-Habanera”
(https://www.youtube.com/watch?v=KJ_HHRJf0xg)
!Teacher will show two short clips of Peking Opera—
“The Unicorn Purse” (1min)
(https://www.youtube.com/watch?v=xO6JrbAlPq4)
“She Sai Hua” (9mins)
(https://www.youtube.com/watch?v=UropN9mfERc)
!Teacher will give a short instruction of descriptive words (10mins)
!Students will work in groups of three to four to create a Venn Diagram,
presenting the differences and similarities between Peking Opera and Western
style opera by using descriptive words; teacher will circulate each group, provide
feedback and information (10mins)
!Each group will have a brief sharing of their Venn diagram; the teacher and
other classmates will provide feedback and comments (5mins)
!Student will watch a short video clip of Peking Opera about Cheng’e’s ascent to
the Moon (5mins) (https://www.youtube.com/watch?v=E5bxdEGgZx8)
!Student will complete a worksheet about how the actress presenting Chang’e’

2
and the cultural values behind it with the use of descriptive words (15mins)
Homework: Research on your favorite opera (either from Peking Opera or Western style
opera) and prepare to share to the class
Resources: Video—
“Carmen-Habanera”
(https://www.youtube.com/watch?v=KJ_HHRJf0xg)
“The Unicorn Purse”
(https://www.youtube.com/watch?v=xO6JrbAlPq4)
“She Sai Hua”
(https://www.youtube.com/watch?v=UropN9mfERc)
“Cheng’e’s ascent to the Moon”
(https://www.youtube.com/watch?v=E5bxdEGgZx8)
Differentiation
strategies:
The word list of descriptive words will be provided to students with lower
language proficiency
Anticipated
Issues:
Students may not be able to
understand the lines in Peking
Opera
The video will be provided with English
subtitle. If it is still confusing, the teacher
will provide additional translation
Reflection:

Highly
Evident
Somewhat
Evident
Not
Evident
II.Instruction
students to use)
Strategies
classroom
speaking)
work)
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v

Standards:$ACTFL$5Cs—$Cultures,$Communication,$Connections,$Comparison$
$
!$Students$will$be$able$to$interpret$the$cultural$values$from$the$scene$of$Peking$
Opera$about$Moon$Festival$
!Students$will$be$able$to$compare$the$Western$style$opera$to$Peking$Opera$based$on$
the$cultural$values$behind$them$
How$assessed?$ $
!Students$will$watch$some$scenes$about$Peking$Opera$and$write$down$their$
understanding$as$well$as$interpretation$of$the$scenes.$ $
!Students$will$watch$some$scenes$of$famous$Peking$Opera$and$Western$style$opera$
and$analyze$the$differences$and$similarities$between$them.$
!$Students$will$be$able$to$express$their$interpretation$and$feeling$about$the$scenes$of$
Peking$Opera$
How$assessed?$ $
!Students$will$complete$a$worksheet$about$their$interpretation$of$the$scene$about$
Cheng’e’s$ascent$to$the$Moon;$the$students$will$be$asked$to$apply$descriptive$words$
in$the$interpretations.$
PROCEDURES+
Preparation:+ +
!Students$have$already$had$some$background$knowledge$about$opera.$
!Students$have$already$learned$about$Moon$Festival$and$the$story$of$“Cheng’e’s$
ascent$to$the$Moon”$in$previous$classes.$
Presentation:+ +
!Teacher$will$show$students$some$scenes$about$Peking$Opera$as$well$as$Western$
style$opera$from$Youtube.$

!Teacher$will$scaffold$up$students’$understanding$about$the$content$and$language$
objectives$by$first$comparing$Peking$Opera$to$Western$style$opera,$then$ask$
students$to$focus$on$how$Peking$Opera$presents$its$cultural$values$through$the$
actors$and$actresses.$
Practice:+ +
!Students$will$watch$some$famous$scenes$of$Peking$Opera$and$Western$style$opera,$
try$to$compare$and$analyze$them.$
SelfEevaluation:.+
!While$students$are$completing$the$worksheet$and$the$Venn$diagram,$they$will$
check$their$understanding$by$themselves$or$with$group$members$about$the$cultural$
values$behind$the$cultural$product,$Peking$Opera,$about$Chinese$festivals.$
Expansion:+
cultures.$
!By$appreciating$Peking$Opera,$the$lesson$will$be$connected$to$music$lessons.$
!If$there$is$a$Peking$Opera$show$performs$in$the$city,$the$teacher$can$schedule$a$
fieldtrip$or$share$out$the$information$to$the$parents.$

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