Language Level

Mandarin Chinese 3

Grade

10/11

Day in
Unit

Date

2

Minutes

Unit Theme and Question

Family responsibility; youth and age in society.

Daily topic:

What responsibilities do children have to their parents? What responsibilities do parents have to their children?
我们对我们的父母有哪些责任?我们的父母对我们有哪些责任?

STANDARDS
What are the communicative
and cultural objectives for the
lesson?

If applicable, indicate how
Connections  Comparisons

Communities  Common
Core will be part of your
lesson.

Lesson Sequence

Communication
and

Which modes of
communication will be
addressed?

65

LESSON OBJECTIVES
I can analyze China’s new 24 filial exemplars and why they were
implemented.
I can analyze the role of governments in promoting family
behavior and private interaction.

 Interpersonal
 Interpretive
Cultures
 Presentational
Students are asked to connect the “new 24 filial exemplars” with their own families and
Connections
behaviors. Students repeatedly link these exemplars with their own experience.
Comparisons between government initiatives and students’ own lived experiences, as well as
Comparisons
students’ own ideas about how government initiatives may differ from reality.
Students examine and analyze proper behavior between children and parents as advocated by
Communities
the state and as practiced in reality.
Common Core
CCSS.ELA-LITERACY.CCRA.R.9-10.1-2, 8
Materials  Resources 
Time*
Activity/Activities
Technology
How many
What will learners do?
Be
specific.
What materials will you
minutes will this
develop?
What
materials will you
What does the teacher do?
segment take?
bring in from other sources?

Gain Attention / Activate
Prior Knowledge
Provide Input

If you were president, what would you tell children to do for their
parents? What would you tell parents to do for their children?
Why?
Challenge: Should governments tell parents/children how to treat
each other? Why or why not?
Introduce “New 24 Filial Exemplars” from Chinese government
- Show short propaganda video
- Students read intro/context
- Students translate words in word box as needed

Keys to Planning for Learning, 2013

10

Weekly WU paper

15

PPT
New Filial Exemplars
worksheet

Elicit Performance / Provide
Feedback

-

Elicit Performance / Provide
Feedback

Closure
Enhance Retention &
Transfer
Reflection – Notes to Self
 What worked well? Why?
 What didn’t work? Why?
 What changes would you
make if you taught this
lesson again?
 ????

-

(dictionary)
Students read, act out exemplars
Students work in heterogeneous groups to complete
questions on worksheet.
Students complete chart: which do you do? Which don’t
you do? Which do you want to do? Why?
Students work together to identify 5 filial practices they
believe are important
Students make poster (in Chinese of course! Of filial
practices.
Gallery walk of posters with post-it notes. Students put
post-it notes with commentary on at least 3 different
items.

Why do you think the government put out these rules?

15

20

5

HW: Google Form exercise
This exercise relies on previous vocabulary lessons related to Chinese formal written language, especially as used
in propaganda. The ideas involved are initially simple but gain complexity as students are forced to examine the
reasons why the government might be pushing these agendas. Students adopt the role of rulemaker twice during the
lesson to help them take on the perspective of the government (and/or a person with real power). The real essential
question is something like: how should governments engage in social engineering? This would be developed in
subsequent lessons and interwoven with students’ own presentations.

Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.
*

Keys to Planning for Learning, 2013