LESSON+PLANS+Group+A

Lesson Plans

Jade Jiang Clayton

K, K-3 || **Subject Focus:** Recognize butterfly, understand the origin of caterpillar is egg, introduce the concept of big and small, Ex: this is a big butterfly, this is a small butterfly. ||  || Teaches students Chinese children’s song “ Butterfly is really beautiful.” ||   || Pictures || Caterpillar, crawl, Big, small, butterfly, egg, chrysalis, || This is a caterpillar. This is not a caterpillar. || Powerpoint slides pictures || Caterpillar, crawl, big, small, butterfly, egg, chrysalis. || Practice identifying the caterpillar by the two students competing who is the first person to hit the caterpillar. || Powerpoint slides Pictures Flyswatter || Caterpillar, crawl, big, small, butterfly, egg, chrysalis ||
 * **Unit Title :**
 * Butterfly Life Cycle** ||  ||
 * **Grade Level:**
 * Life Science** ||  ||
 * **Lesson Focus:**
 * Caterpillar’s characters** || **Time:**
 * 9:00-11:30am** ||  ||
 * **I.** **Standards, Goals & Objectives** || **II.** ||
 * **Standard:**
 * **Goals: The students have a brief idea of butterfly life cycle, from egg->caterpillar->chrysalis->butterfly, differentiate caterpillar and the other insects. Understand caterpillar can crawl.** ||  ||
 * **Content Objectives:**
 * Identify the caterpillar, recognize caterpillar is one of stages in the butterfly life cycle.** || **Language Objectives:**
 * Students can**
 * describe caterpillar in Chinese.**
 * describe caterpillar movement in Chinese**
 * describe caterpillar with big or small size.**
 * describe caterpillar can crawl.** ||  ||
 * **Cultural Connection:**
 * **III.** **Assessments** || **IV.** ||
 * **Formative Assessments:**
 * Use Yes and No questions to assess if the students master the vocabularies .**
 * Watch students’ response when the teacher asks questions during the lecture.** || **Summative Assessment:**
 * Assess the students if they have a basic idea of butterfly life cycle, and the proficiency in learning vocabularies, pronouncing the words** ||  ||
 * **Interpersonal Tasks:**
 * Present the insects pictures on the smartboad, and ask them if it is caterpillar?** ||  ||
 * **Interpretive Tasks:**
 * Students follow the teacher to learn the vocabularies: caterpillar, big, small, crawl, butterfly** ||  ||
 * **Presentational Tasks:**
 * Students present what they have learned by interview video show in the end to the presents.** ||  ||
 * **V.** **Planning for Instruction** || **VI.** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * The teach scaffolds using pictures and text to teach students to learn butterfly life cycle, caterpillar, big, small. || Powerpoint slides
 * Design Yes and No questions to practice differentiating caterpillar from the other insects.
 * Design flyswatter game:
 * Teach students sing Chinese children song “Butterfly is really beautiful.” || Video || Butterfly, beautiful, flower, dance, sweet. ||
 * **Reflections: It was a great opportunity to practice on what I have learned in the training. I valued those feedback from the other teachers. I was able to see what I need to improve in the future teaching. It is worth to mention that the student are able to speak Chinese without any accent, if I close my eyes, I would think they are Chinese children speaking in their mother's tongue. The teachers in our group are excellent.** ||  ||
 * **Reflections: It was a great opportunity to practice on what I have learned in the training. I valued those feedback from the other teachers. I was able to see what I need to improve in the future teaching. It is worth to mention that the student are able to speak Chinese without any accent, if I close my eyes, I would think they are Chinese children speaking in their mother's tongue. The teachers in our group are excellent.** ||  ||

Yongxin Cao

Butterfly Lifecycle ||  || K-3rd || **Subject Focus:** Life Science ||  || Body parts of butterfly || **Time:** 1 hour and 45 minutes ||  || Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment **Standard:** ||  || Students can understand life cycle of butterfly and 6 body parts of butterfly. ||  || Students can identify the general idea about life cycle of butterfly and can know the body parts of butterfly || **Language Objectives:** Students can speak and label the words: antenna, head, thorax, abdomen, leg and wing. Students can speak the sentences with sentence pattern: ……have….. ||  || Learn a Chinese song about butterfly ||   || Activity observation and coaching || **Summative Assessment:** Label the words on the picture of butterfly’s body parts ||  || Students can ask and answer the question about butterfly lifecycle and body parts. ||  || Student can understand the four stages of butterfly lifecycle and body parts. ||  || Students can say the words of butterfly lifecycle and body parts, label the words to the picture. ||  || http://www.youtube.com/watch?v=Nat3LTeYn0A&feature=related || Butterfly || Students learn the words of butterfly life cycle and review the sentence pattern: what is this? This is……. || http://www.youtube.com/watch?v=7AUeM8MbaIk || Egg caterpillar chrysalis Butterfly || Students review the sentence pattern ： Is this …… This is /is not ……. || ppt || Egg caterpillar chrysalis butterfly || Scissors pins || Egg caterpillar chrysalis butterfly || Students say the new words || Ppt paper example of butterfly bodyparts || Head antenna thorax abdomen leg wing || Scissors pictures of butterfly || Head antenna thorax abdomen leg wing || And learn the sentence pattern: Butterflies have…… || body parts of butterfly cut in paper || have || **Next time, if I have such chance, I will be better.** ||  ||
 * **Unit Title**
 * **Grade Level:**
 * **Lesson Focus:**
 * # **Standards, Goals & Objectives**
 * **Standard:**
 * **Standard:**
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * # **Assessments**
 * **Formative Assessments:**
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * # **Planning for Instruction**
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * Sing the song which students learned in the morning to view the words butterfly, || On line MV
 * Sing the song which students learned in the morning to view the words butterfly, || On line MV
 * Students watch the moive: Lifecycle of the Monarch – Educational
 * Teacher present pictures of four stages of butterfly lifecycle
 * Make a lifecycle of butterfly and students review the sentence pattern in small group and in pairs with their lifecycle pattern || Lifecycle cards
 * Teacher present the new words of butter fly body parts.
 * Students cut the word and label on the picture of butterfly the bodyparts || Words paper
 * Students make a whole butterfly by different parts given in each group
 * Teacher imitate butterfly’s fly students follow the teacher to review the sentence pattern: butterfly can…….(fly) ||  || can fly ||
 * **Reflections: It is very frustrated to say that I do not think I give a good instruction today. One thing is I put much emphasis on the speaking words, and do not make more interesting activities to make students learn from meaningful input. the other thing is I want to teach more, but time is limited.**

K-3 || **Subject Focus:** Student will be able to identify butterfly is insect. Through learn the number and color. ||  || Students can do, know, compare, what’s different insect or not insect. || **Language Objectives:** Student can speak “egg, caterpillar, chrysalis, butterfly, number and color” in Chinese ||  || Students learn how to use the number and color through counting butterfly in Chinese ||  || The students ask and answer questions about the numbers, colors and body parts with each other. || **Summative Assessment:** Give the students the handouts and ask them to describe the butterflies of different numbers and colors. ||  ||
 * Sherry Chao**
 * **Unit Title**
 * Life Cycle – Butterfly** ||  ||
 * **Grade Level:**
 * Life Science** ||  ||
 * **Lesson Focus:**
 * Number and Color** || **Time:**
 * 9:00am-11:30am**
 * 12:15pm-2:00pm** ||  ||
 * # **Standards, Goals & Objectives** || # ||
 * **Standard:** Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment ||  ||
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * # **Assessments** || # ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:** students ask and answer questions with each other. ||  ||
 * **Interpretive Tasks:** students understand the features of insects. ||  ||
 * **Presentational Tasks:** students demonstrate their understandings by describing the provided pictures. ||  ||
 * # **Planning for Instruction**
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * (We do)Review the life cycle of the butterfly with the students by asking content questions. || The poster of the life cycle of the butterfly || Egg, caterpillar, chrysalis, butterfly in Chinese ||
 * (You do) quiz on students understanding about the butterfly life cycle || handout || Egg, caterpillar, chrysalis, butterfly in Chinese ||
 * (I do)Teach number 1-10 || Us e the number of the butterflies || 1-10 ||
 * (We do) Practice numbers 1-10 || Students practice within small groups with the teachers. The teachers will practice counting pencils with the students. || 1-10 ||
 * (I do )the colors, red, green, white, black, yellow and blue || Butterfly pictures with different colors || red, green, white, black, yellow and blue in Chinese ||
 * (We do) Practice the colors || Students practice within small groups with the teachers. The teachers will practice the colors by using colored butterflies. || red, green, white, black, yellow and blue in Chinese ||
 * (I do)Teach the features of insects || Pictures of insects || Insect body parts ||
 * (We do) || Compare the insects with non-insects using the 6 pictures || Insect body parts ||
 * (You do) Recognize insects || Pictures of some insects and non-insects. || Insect body parts ||
 * (You do) describing the given pictures || Handouts of butterflies of different numbers and colors || Numbers 1-10 and the colors of red, green, white, black, yellow and blue in Chinese ||
 * **Reflections:** ||  ||
 * **Reflections:** ||  ||

Butterfly Lifecycle || Chunyan Wang Group A Thursday || K-3 || Subject Focus: Life Science ||  || Butterfly lifecycle || Time: 3hours & 45 minutes ||  || Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their enviroment Standard: Explain and illustrate with examples how living systems interact with the biotic and abiotic environment ||  || Students can fully understand life cycle of butterfly ||  || Students will be able to identify butterflies are insects Students understand the four stages of butterfly lifecycle || Language Objectives: Students can: Name the four stages. Listen and repeat important vocabulary from the story read aloud “// Hungry Caterpillar”. // Students can design and complete their movie poster promoting their documentary using short phrases and words in Chinese ||   || Learn a Chinese song about butterfly ||  || Activity observation and coaching: Students can ask and answer the question about butterfly lifecycle ||  || Student can understand the four stages of butterfly lifecycle ||  || Students can say the words of butterfly lifecycle and put them in the right order ||  || v=Nat3LTeYnOA&feature=related || Butterfly ||
 * Unit Title
 * Grade Level:
 * Lesson Focus:
 * # Standards, Goals & Objectives
 * Standard:
 * Standard:
 * Goals:
 * Content Objectives:
 * Cultural Connection:
 * # Assessments
 * Formative Assessments:
 * Formative Assessments:
 * 1) Be able to say the names of 4 stages.
 * 2) Explain the pictures. || Summative Assessment:
 * 3) Lable the 4 stages in the right order.
 * 4) Finish a little book: Butterfly Lifecycle.
 * 5) Design and make Film Poster in groups. ||   ||
 * Interpersonal Tasks:
 * Interpretive Tasks:
 * Presentational Tasks:
 * # Planning for Instruction
 * Activities (I DO, WE DO, YOU DO): || Materials: || Vocabulary: ||
 * Sing the song which students learn in every morning to view the words butterfly, || http://www.youtube.com/watch?
 * Sing the song which students learn in every morning to view the words butterfly, || http://www.youtube.com/watch?
 * Play games to review the 4 stages of butterfly life cycle. || flash cards, pictures || Egg, caterpillar, chrysalis, butterfly, fly, climb, one, two, three, four, five, six, seven, eight, nine ten, red, orange, yellow, blue, green, white ,coffee color. ||
 * Finish personal little book || Pencils, markers and paper || Egg,caterpillar, ,butterfly ,change into, leaf, eat. ||
 * Listen the story of “hungry caterpillar” || Watch video || Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. one, two, three, four ,five ,six and seven ||
 * Designing poster || Poster card, markers ,pencils || All words above ||
 * Reflections: ||  ||

**Unit Title** Life Cycle of Butterfly ||  || K-3 || **Subject Focus:** Life Science/Chinese ||  || Assessment about life cycle of butterfly || **Time:** 9:00-11:30 ||  || Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment ||   || Students can judge whether something is insect or not, recognize the four stages and body parts of butterfly, say numbers from 1 to 10, say some basic colors ||  || Students can judge whether something is insect or not, recognize the four stages and body parts of butterfly, say numbers from 1 to 10, say some basic colors. || **Language Objectives:** Students can use some simple sentences to describe the body parts, life cycle and characteristics of butterflies. ||  || A Chinese song of butterfly, paper cutting ||   || Activity observation & coaching || **Summative Assessment:** A movie shot at the Butterfly Pavilion and a Project about the life cycle of butterfly ||  || Project of life cycle of butterfly in group ||  || Bingo game and TPR activit and TPR activity ||  || Movie, Project of life cycle of butterfly ||  || Today, I taught.got home still a little bit excited,those lovely kid's faces still in my mind,I enjoyed bejing with them,teaching them ,even learning with them. I think we had a great time,we reviewed all we have learned 3 days ago,first day ,they were shy and can only speak some single words,today they can say 2-3 sentences all together and said loud,I am so impressed! One thing I could have done better :I should have given them some hints when I asked them to think what they have known,learned and remebered since we have learned 3 days? Next time I can do better ;-)
 * **Zhang Xiaohong**
 * **Grade Level:**
 * **Lesson Focus:**
 * # **Standards, Goals & Objectives**
 * **Standard:**
 * **Standard:**
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * # **Assessments**
 * **Formative Assessments:**
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * # **Planning for Instruction**
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * (I Do) show the flashcards of butterflies, caterpillars, chrysalis and egg to students and help them review the characters for the four stages of butterfly’s life cycle || Big flashcards || Butterfly, caterpillar, egg, chrysalis, numbers from 1 to10， red, green, blue, yellow, black, white, crawl, fly, eat, antenna, head, chest, abdomen, wings, legs ||
 * (We Do) Bingo || Bingo Template || Butterfly, caterpillar, egg, chrysalis, numbers from 1 to10， red, green, blue, yellow, black, white, crawl, fly, eat, antenna, head, chest, abdomen, wings, legs ||
 * (We Do) students work in group to win flashcards which they can say correctly || Big Flashcards || Butterfly, caterpillar, egg, chrysalis, numbers from 1 to10， red, green, blue, yellow, black, white, crawl, fly, eat, antenna, head, chest, abdomen, wings, legs ||
 * (You Do) students work in group on a project about life cycle of butterfly || Construction paper, marker, cotton ball, glue || Butterfly, caterpillar, egg, chrysalis ||
 * **Reflections:** ||  ||
 * **Reflections:** ||  ||
 * **Reflections:** ||  ||