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Zheng Lu Jia Languages

2 weeks Mandarin/Grade 7

Lesson: 3 How many family members are there in the family?

Unit Overview
Main Idea (Claim) Summative Assessment
Family is important to everyone. Knowing Test
family members, and calling them in right
way is also important in Chinese culture.

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

1. Do you know how to call your The student will . . .
family members in Mandarin? Students will be able to speak
confidently with good pronunciation
2. Can you introduce your family to and intonation.
your partner in Mandarin? Students will be able to ask and
answer the questions of family in a

Students will be able to

demonstrate adequate control of
vocabulary, syntax and grammar,
punctuation and spelling.

Time Instructional Procedures and Strategies

3 min. Beginning the lesson
Spread the students into three groups. Teacher will spend 15 minutes on teaching
new knowledge with a group of students. Meanwhile, the next group should review
what they have learned from last lesson. And another group should practice the
Review: page 35
Ask and answer questions with partners by showing familys picture
(make a conversation with two questions and two answers).
Developing the Lesson
9 min.
Ask questions in another way. Each student should answer at least two of the
questions, #7, page 39.
For example:

Read the dialogues in page 40. And students need to make their own, and write
down on the paper.
3 min. Closing the Lesson
Review whole lesson 8.
Set the homework:
1. Review the conversation, which we practice in the class.
2. Prepare for the coming quiz.

Next class: quiz.

Zheng Lu Jia Languages
2 weeks Mandarin/Grade 7

Formative Assessment Differentiation

Answer the questions. /

Make own dialogues, according to

what they have learned.

Chinese Made Easy: Book 1
Evaluation and Reflection
It went well.
Zheng Lu Jia Languages
2 weeks Mandarin/Grade 7


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
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
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
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
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?