LESSON OVERVIEW

LESSON TITLE: Family member

SUBJECT: Language: Mandarin Level: 1 Grade levels: 9th grade

TIME FRAME: Traditional Block 55 Minutes

*CALIFORNIA WORLD LANGUAGE CONTENT STANDARDS:

WL.CM1.I Demonstrate understanding of the main idea and some details on some informal topics
related to self and the immediate environment. Demonstrate understanding of sentences and strings
of sentences in authentic texts that are spoken, written, or signed.

WL.CM2.I Participate in real-world, spoken, written, or signed conversations related to self and the
immediate environment

WL.CM3.I Use sentences and strings of sentences through spoken, written, or signed language using
the most suitable media and technologies to present and publish.

LEARNING GOALS: (Objectives: Students will be able to…)

Students will review terms 弟弟，妹妹， 哥哥 ， 姊姊 （siblings） and state the specific vocabulary
through Picture Talk and Nearpod activities which require character/pinyin recognition and listening
comprehension.

Students will be able to use “有” and “没有” （have and not have）to describe their family
members by PQA activity.

Students will be able to distinguish the meanings of “有” and “沒有” （have and not have）with
Nearpod activity talking about their family members.

Students will compare the “二” and “两” (two) and summary a rule of different using of these two
ways of saying “two”.

Students will be able to understand the meaning of a passage in Chinese and answer corresponding
questions about family members.

Students will be able to have a conversation to talk about their family in group works

LESSON CONTENT: ACQUISITION

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 What to you expect the students to deeply
understand about the lesson? What do you expect
students to retain after the lesson and use in future
learning?
I expect students to understand the usage of
kinship terms and the structures of introducing
family members, which may be used in daily
conversations.
After this lesson, I encourage students to retain
the vocabulary as a foundation stone to learn
new content such as home, furniture, hobbies
etc in the future.
What problems might students encounter as you
teach this lesson?
Students may forget some vocabulary they’ve
learned before, such as numbers and colors.
They may also struggle in making connections
with the Chinese character and the Pinyin
(Romanization of the Chinese characters based
on their pronunciation). Because this class is a
totally online class, students may encounter
some technical issues and network issues when
they log in to Nearpod or open the online video.
ASSESSMENT/CHECKING FOR UNDERSTANDING
What checks for understanding (essential questions)
will you use to determine if students are not meeting,
or exceeding the learning goals?
I will check for their understanding by asking
students yes/no and either/or questions. They
can type in the chat-box, show me thumb up or
down, and turn on their microphone to show me
if they understand the vocabulary “有”and“没
有”.
I also ask “what’s the meaning of what I just
said?“ to ask for translation to check their
understanding.
I will do PQA and name-wheel game to check
for understanding by asking the essential
question: “你有哥哥, 姐姐，弟弟，妹妹吗？”
How will you know students understand the content?
(formative assessment)
My frequent comprehension checks will let me
know if students understand the content.
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What assets do your students already possess that
will support their success in this lesson?
Many students in the class are interested in
Japanese Anime. To blend their prior
knowledge into this lesson, I introduce two
families from famous Japanese Anime(Goku
and Maruko) to increase student engagement. I
chose these two characters because they
represent boys’ and girls’ interest. Furthermore,
students already know these characters’ name
and family members that build up their
confidence and ease their tension to learn this
unit.
What knowledge and skills do you expect students to
have after engaging in the lesson (language task)?
I expect students to be able to describe their
family members, using the target vocabulary
and sentence structures. I also expect them to
be able to make conversation with each other
talking about their families.
What will students do to demonstrate achievement of
content during the lesson? (task)
They can read and recognize kinship terms by
doing Nearpod matching games.
They will read and listen to a short paragraph
about family then answer the questions to
demonstrate their achievement of content.
They can describe their family members by a
wheel game. (randomly answer question by a
wheel)
They can describe their family members by
answering PQA questions and independent
activity using Flipgrid.
What is one question you will ask that will require
higher order thinking skills?
I will show them a few sentences including
“二” and “两”, and they will compare these
 two words by reading and listening. Then I will
I will also conduct a check by asking them to ask “Can you come up with a rule of when do
show me gestures or answers in chat-box. we use “二” and when do we use “两” in
Chinese?” This question requires their higher
The Nearpod games and name-wheel games order thinking because I didn’t teach the
both help to check for their understanding. The grammar and the rules, they have to find out the
reading and listening comprehension task will rule by comparing and analyzing, and then
allow me to see who understands the language summarize by themselves in an open-end way.
and how much they learn from this class. I think this way is more inspiring than teaching
Nearpod will generate a live-time report to show them the grammar directly. Because in the
me how they are working. These guided following reading activity they’ll see “两”
practice and independent practice both give me instead of “二”, so even though the number is
data of their understanding status. not the key topic of this class, I have to let
students recognize these two characters before
reading. They’ll also store the vocabulary and
be ready for the next lesson. 
STRUCTURED STUDENT LEARNING ACTIVITIES
What activities will the student be involved in during the lesson to support their
achievement of the learning goals?
1. Opening Activities. Warm-up and/or Anticipatory Set: Quick activity to engage students
during teacher housekeeping and/or Setting the Stage activity

In the beginning of class, I’ll give them a short video of family members for them to review the
kinship terms as check-in activity.

As a daily routine, I’ll introduce the date and ask how they are feeling in Chinese to build up
positive a relationship with my students. In the beginning of the semester, I let every student create
a slide with emoji to show different kinds of feelings such as “happy, sad, excited, nervous etc.”.
Each week, I use one student’s work. The student who finds his or her work showing in the
Powerpoint will feel really happy and be proud of it because the emoji is created by him or her.

Afterwards, I’ll double confirm their prior knowledge to wake up their previous vocabulary and then
explain the objectives of the day. In such a way, they will have an idea of what they’ve already
know and what they’re going to learn.

2.Comprehensible Input: Teacher-centered instruction of new material

I create a virtual vocab bank that I put the list on the left side of my screen occupying 20% of my
screen, so that I use 80% to show my presentation. As a result, when they listen to my question or
answer by themselves, they can use it as their reference. Moreover, I create a “changeable today’s
vocab bank” which only shows the words I use in a particular lesson. Students can not only learn
new words from my presentation, they also have a chance to review them from the virtual vocab
bank.
It is not only useful for them, but I also can move my cursor on the vocab bank to give them a hint
when they are in trouble answering questions.

I put several cartoon characters in my presentation and they are familiar with them. In this way,
they can easily connect their prior knowledge to a new word in target language. For example, I
introduce the Simpsons, the Gokus, and the Marukos. Because they already know who they are
and the family relationship, I just convert their prior knowledge into my new lesson that makes the
target language comprehensible. I also use the picture talk and TPR to create questions such as
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 “你有没有……”to check their understanding.

Show slides of the given families and demonstrate kinship terms using TPR of each family.
Students follow my TPR. I call out one term and point to it and they show me the TPR
I show TPR and they tell me the term. I have one slide per term so they know which term I am
referring to. I also draw student’s attention to the terms on my Virtual Vocab Bank.

Academic language development: What target structures will you teach?

Review vocabulary: 哥哥，姐姐，弟弟，妹妹 （older brother, older sister, younger brother,

younger sister）
Review sentence structure: 这是哥哥。这是妹妹。(This is older brother. This is younger sister.)
New vocabulary： 有， 没有 (have, not have)
New sentence structure: 我有哥哥. 我没有妹妹。(I have older brother. I do not have younger sister.
)

3. Guided Practice: Practice activities that allow students to use, recombine and manipulate
new target words/structures

I will use Scavenger hunt activity as guided practice:

Scavenger hunt- Family picture
Go to find one picture of you and your family member.
It doesn’t have to include all your family members.
It could be a paper photo or a photo in your smartphone.
Introduce him/her in class with this sentence:
這是我的 Zhè shì wǒ de_____。
This activity not only involves the knowledge into students’ lives, but also gives students
opportunities for moving a little bit. Long-time sitting in front of the computer, they will be distracted,
and such a move will help refocus. I will consider their family backgrounds into this activity to
achieve personalized teaching. Every student will feel valued and understood in class. They like to
share and talk about their personal lives.

Then I will show them a few sentences including “二” and “两”, and they will compare these two
words by reading and listening. Then I will ask “Can you come up with a rule of when do we use
“二” and when do we use “两” in Chinese?” This question requires their higher order thinking
because I didn’t teach the grammar and the rules, they have to find out the rule by comparing and
analyzing, and then summarize by themselves in an open-end way. I think this way is more
inspiring than teaching them the grammar directly. Because in the following reading activity they’ll
see “两” instead of “二”, so even though the number is not the key topic of this class, I have to
let students recognize these two characters before reading. They’ll also store the vocabulary and
be ready for the next lesson. 

Then I will give them a siblings survey in Nearpod to ask them “你有没有哥哥姐姐弟弟妹妹？”
（Do you have brothers and sisters?） Then I will use a name-wheel game to check their
understanding. The wheel will randomly pick one student and then I ask this question “你有没有哥
哥姐姐弟弟妹妹？”and he or she will answer the question according to his or her real situation.
Then this student asks another student the same question, but he or she may get a different
answer.

Students will use Nearpod to do a match up game to review the vocabulary. Then they will read a
short paragraph and also listen to an audio of it. At the same time they are given 3 different
pictures showing different family members. Students have to distinguish the differences of the
pictures and compare them, then choose which picture is the correct one matching the reading and
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 audio.

The reading content as following:

我  家  有  六  个  人，

There are 6 people in my family,

爸 爸 ， 妈 妈 ，

Dad,Mom,

我 还 有 两 个 哥 哥 ，

I have two older brothers too,

一 个 姐 姐 ， 和 一 个 妹 妹 ，

an older sister,and a younger sister,

我 没 有 弟 弟 。

I don't have a younger brother.

They will answer the questions “他有没有哥哥？”“他有没有妹妹？””他有没有姐姐？” “他有

没有弟弟？”(Does he have an older brother? Does he have a younger sister? Does he have an
older sister? Does he have a younger brother?)

4. Independent Practice: Student-centered reinforcement activities that allow students to use

what they have learned to generate their own language. It may not be appropriate or timely to do
this on the same day. When would you plan to do it?

Then they will be assigned to groups to discuss the sibling situations one by one. They will listen to
other teammates’ speaking and strengthen the impression of the vocabulary and sentence. Also,
they have a chance to make conversation with each other and know each other better. This is a
personalized activity that every student has a chance to describe his or her family.

5. Closing Activities: How will you close the lesson and how will students demonstrate
learning?

I will wrap up the class by reviewing the kinship terms, the “have” and “not have” words, and the
target sentence structure: “我有____” and “我没有_____”(I have, I do not have)
Then I will tell them next class we’re going to review numbers and learn how to introduce how
many members in the family. In the end I’ll give them an exit ticket to check understanding by
asking “ 你有没有姐姐？” (Do you have older sisters?) In the end, I’ll say goodbye to everyone.

GROUPING: How will you group students and manage group work to support student learning?

The anticipatory set, comprehensible input and guided practice will be conducted as a whole class.

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 Students will respond to the questions and other comprehension-check questions in the chat-box
or verbally. They can use the chat-box to ask questions too.

For the independent practice, they will be assigned in break-out rooms to talk about their sibling
situation after the comprehensible input and guided practice. They have a chance to make
conversation with each other and know each other better. This is a personalized activity that every
student has a chance to describe his or her family. I will jump into different groups to check if they
need help or if they are on track.

INSTRUCTION TO SUPPORT LEARNING

What instructional strategies will support student What resources, materials, and/or educational
learning through multiple modalities? technology will you or your students use during
the lesson?
The reading content with audio will benefit
auditory learners, and my pictures in PowerPoint Google classroom
will benefit visual learners. All the images are Google meet
colorful and most of the students know the anime Powerpoint
characters already. PQA and TPR activity will Nearpod (match-up game, reading
benefit kinesthetic learners. In the end the group comprehension with audio)
work benefits the interpersonal learners. Online wheel-of-names game

I create a virtual vocab bank that I put the list on

the left side of my screen occupying 20% of my
screen, so that I use 80% to show my
presentation. As a result, when they listen to my
question or answer by themselves, they can use it
as their reference.
What adaptations and accommodations, including, as appropriate, assistive technologies, will support
individual student learning needs beyond the UDL supports built into the lesson?

For FS1 , I’ll give him more chances to share his experience in China since he is a heritage speaker.
For example he will introduce his family members first and then I will give him some feedback. Also, I
encourage him to use complete formal sentence because what he learned from his family is always
informal expression. In such way I can help him speak from colloquial way to formal way, which
promotes his language to a higher level.

For FS2, I will do chunking work to make the assignment clear and double check with him to see if he
understands what to do. Assignment is broken down into mini assignments and he is
asked to complete each portion one at a time. He likes drawing instead of writing on paper. I will give
him a graphic note template that may help him with his understanding. What’s more, I’ll try to make
the class more visual for him by using PowerPoint, movie talk and other new media contents. For
group work, I specifically put him with his friends together and assign a student who studied well in his
group too. He can get enough help in group activities and feel comfortable.

For FS3, if she cannot log in Nearpod because of the network issue, I’ll allow her to type the answer in
chat-box instead of in Nearpod to participate. Then I will create a student-paced version for her to
make-up the activity after class.

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