LESSON+PLANS+Group+B

Lesson Plans

Grade K-6 Novice-low || **Subject Focus:**
 * **Unit Title**
 * Butterfly life cycle** || **Louisa Yu**
 * Group B Monday** ||
 * **Grade Level:**
 * Life science** ||  ||
 * **Lesson Focus:**
 * Butterfly Life Cycle** || **Time:**
 * Monday 9:00AM-2:00AM** ||  ||
 * **I.** **Standards, Goals & Objectives** || **II.** ||
 * **Standard:**
 * National Standards in Foreign Language Education**
 * Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
 * Standard 1.3 Students present information, concepts and idea to an audience of listeners or reads on a variety of topics.
 * Standard 3.1 Students reinforce and further knowledge of other disciplines through the foreign language.
 * Standard 5.1 Students use the language both within and beyond the school settings.

Students understand butterfly life cycle. ||  || Students will be able to illustrate the life cycle of a butterfly with the sample they made || **Language Objectives:** Students will be able to recognize butterfly life cycle vocabulary. Students will be able to read aloud the mini book **//What is it//** ||  || Chinese paper-cutting of butterfly, Chinese song of butterfly ||  || 1.Observation 2. The questions students answer Role play : butterfly life cycle 3. Ask and answer questions using butterfly life cycle wheel || **Summative Assessment:** 1. The mini book //what is it// students complete and read aloud 2. The science Journal students read 3. Presentation for ||  || Students will ask and answer questions using butterfly life cycle wheel ||  || Students will watch the video about butterfly life cycle Students will read the mini book **what is it** ||  || Students will read aloud the mini book **what is it** and match the sentences with the pictures ||  || (We do) Students and teachers will make circle together and greeting to each other using the sentence pattern 你好！ 我叫. || Sentences pattern card. || 你好！ 我叫 _. || (We do)One of the teachers and students will answer the question 这是蛋， 这是毛毛虫，这是蛹，这是蝴蝶. || Toy caterpillar, butterfly, Posters eggs, chrysalis. || 这是什么？这是蛋，这是毛毛虫，这是蛹，这是蝴蝶. || ( We do) Help students to do butterfly life cycle wheel. (You do) Students will ask and answer questions 这是什么？ 这是. || Fastener, scissors, The paper of butterfly life cycle || 这是什么？ 这是 ___. || （ We do） Help students match the pictures and complete the mini book || Scissors, glue, mini book这是什么？ || 这是什么？这是蛋，这是毛毛虫，这是蛹，这是蝴蝶. || (We do) Create the actions for each stage. (You do) Students will do role play of butterfly life cycle. || Video: Computer, SMARTBOARD http://www.youtube.com/watch?v=tPGrmBESSTU&feature=fvwrel || 第一， 蛋变成毛毛虫. 第二， 毛毛虫变成蛹. 第三， 蛹变成蝴蝶. 第四， <span style="font-family: 宋体;">蝴蝶生蛋. || Students will do presentation for their plastic clay butterfly life cycle. || Plastic clay || <span style="font-family: 宋体;">蛋变成毛毛虫. <span style="font-family: 宋体;">毛毛虫变成蛹. <span style="font-family: 宋体;">蛹变成蝴蝶. <span style="font-family: 宋体;">蝴蝶生蛋. || (We do) Play music chair and dance together in Chinese butterfly song || The science Journal
 * Life Science Standard 2**
 * **Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their envi** ||  ||
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * **III.** **Assessments** || **IV.** ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * **V.** **Planning for Instruction** || **VI.** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * (I do) Demo students how to do the game “ Find friends”
 * (I do<span style="font-family: 宋体;">） Take something from magic bag, and ask students <span style="font-family: 宋体;">这是什么？
 * <span style="font-family: 宋体;">（ I do<span style="font-family: 宋体;">） Show students how to do butterfly lifecycle wheel.
 * <span style="font-family: 宋体;">（ I do<span style="font-family: 宋体;">） Tell students how to do matching the pictures with the sentences for the mini book What is it<span style="font-family: 宋体;">.
 * (You do ) students will do share reading to each others, and draw pictures to give comments to each others in 10 minutes . || mini book<span style="font-family: 宋体;">这是什么？ || <span style="font-family: 宋体;">这是什么？这是蛋，这是毛毛虫，这是蛹，这是蝴蝶. ||
 * (I do) Play the video and tell the four stages of butterfly life cycle.
 * <span style="font-family: 宋体;">（ You do<span style="font-family: 宋体;">） Students will make butterfly life cycle using plastic clay.
 * (We do) Teacher will read the science Journal with students together.

The Chinese butterfly song http://v.youku.com/v_show/id_XMjU5MTA2Mjk2.html ||  ||
 * **Reflections:**
 * 今天早上一下子来了31个学生，原定26个学生， 而且学生程度差异很大. 原定的教学计划做了大量的调整. 一边是幼儿园的第一天学汉语的学生，另一边是已在GVA上四年级的学生，怎么能让每个学生都有所获，这是对我教学的一种挑战. 而且下午的时候，学生已经有些疲惫了. 对于初级班的孩子第一天让他们识读，确实难度过大了. 其实今天对初学的学生只要能说出蛋，毛毛虫，蛹和蝴蝶，已经很不容易了. 教学设计的内容过多，难度过大了，这是今天教学的问题. 但对于那些学过的学生，这些内容又太简单了，这又无形中增加了教学难度. 感谢同组老师的帮助，分小组教学，每个老师都积极配合，对于我来说，真是帮助很大. 谢谢各位老师的帮助！** ||   ||

Ying Li ** GVA STARTALK LESSON PLAN **

l Analyze how various organisms grow, develop, and differentiate during their life times based on an interplay between genetics and their environment l Explain and illustrate with examples how living systems interact with the biotic environment || Students will be able to illustrate the life cycle of a butterfly <span style="font-family: 宋体; font-size: 16px;">语言 (<span style="font-family: 宋体; font-size: 16px;">中文 ), <span style="font-family: 宋体; font-size: 16px;">数字 (<span style="font-family: 宋体; font-size: 16px;">数 6<span style="font-family: 宋体; font-size: 16px;">条腿 ), <span style="font-family: 宋体; font-size: 16px;">美术 (<span style="font-family: 宋体; font-size: 16px;">画蝴蝶或毛毛虫 ), <span style="font-family: 宋体; font-size: 16px;">科学 (<span style="font-family: 宋体; font-size: 16px;">蝴蝶的成长过程 ) |||| Language Objectives**:** Students will be able to recognize butterfly life -cycle vocabulary <span style="font-family: 宋体; font-size: 16px;">认识 : <span style="font-family: 宋体; font-size: 16px;">蛋 毛毛虫 蛹 蝴蝶 变成 头 胸 肚子 六条腿 || l Hang the flash cards on the side of white board before class starts l Teach the phrases and words using PowerPoint || l Deliver teaching contents through PowerPoint for students to meet the needs of different learning abilities. l Use flash cards for teacher-centered and student-centered learning, Students will watch the video about butterfly life cycle l Invite students (individual or a few students) to present what they have learned || l Matching Cards – to rotate playing Matching Cards ( to match the words with pictures) l || l Students interact with teacher to show their understanding of what they have learned by questions and answers l Students act out when they receive instructions from teacher l Students work on worksheets and complete some assignments || I do: <span style="font-family: 宋体; font-size: 16px;">老师先介绍自己叫什么名字 We do: <span style="font-family: 宋体; font-size: 16px;">用传递玩具毛毛虫方式 ,<span style="font-family: 宋体; font-size: 16px;">数到第 7<span style="font-family: 宋体; font-size: 16px;">的同学来说自己叫什么名字, <span style="font-family: 宋体; font-size: 16px;">同时复习 1-7<span style="font-family: 宋体; font-size: 16px;">的中文数字. || <span style="font-family: 宋体; font-size: 16px;">彩色纸, <span style="font-family: 宋体; font-size: 16px;">玩具毛毛虫 || <span style="font-family: 宋体; font-size: 16px;">一二三四五六七 你好 我叫 || <span style="font-family: 宋体; font-size: 16px;">将蝴蝶成长的四个过程图片印好, <span style="font-family: 宋体; font-size: 16px;">抽出任意一张问 : <span style="font-family: 宋体; font-size: 16px;">这是什么 ? <span style="font-family: 宋体; font-size: 16px;">什么变什么 ? We do: <span style="font-family: 宋体; font-size: 16px;">同学回答这是蛋毛毛虫蛹蝴蝶以及按顺序说出什么变什么 || <span style="font-family: 宋体; font-size: 16px;">厚些的彩纸 || <span style="font-family: 宋体; font-size: 16px;">这是什么 <span style="font-family: 宋体; font-size: 16px;">蛋毛毛虫蛹 <span style="font-family: 宋体; font-size: 16px;">蝴蝶 变成 || <span style="font-family: 宋体; font-size: 16px;">分别把蝴蝶的头, <span style="font-family: 宋体; font-size: 16px;">胸 , <span style="font-family: 宋体; font-size: 16px;">肚子和腿用卡片剪出来 , <span style="font-family: 宋体; font-size: 16px;">贴在四个同学的相同部位 , <span style="font-family: 宋体; font-size: 16px;">并大声念出来 , <span style="font-family: 宋体; font-size: 16px;">以便增强记忆 We do: <span style="font-family: 宋体; font-size: 16px;">让四个戴卡片的同学打乱顺序站好 ,<span style="font-family: 宋体; font-size: 16px;">任意一人向前一步, <span style="font-family: 宋体; font-size: 16px;">让其他同学说出部位的名称 || <span style="font-family: 宋体; font-size: 16px;">厚些的彩纸 || <span style="font-family: 宋体; font-size: 16px;">头 , <span style="font-family: 宋体; font-size: 16px;">胸 , <span style="font-family: 宋体; font-size: 16px;">肚子腿 <span style="font-family: 宋体; font-size: 16px;">昆虫 || <span style="font-family: 宋体; font-size: 16px;">把 <span style="font-family: 宋体;">蛋、毛毛虫、茧及剪好的 <span style="font-family: 宋体; font-size: 16px;">蝴蝶贴在一张印好的图上 (<span style="font-family: 宋体; font-size: 16px;">蝴蝶要让学生涂色 ), <span style="font-family: 宋体; font-size: 16px;">以验证学生真正掌握有关字词 || <span style="font-family: 宋体; font-size: 16px;">厚些的彩纸 || <span style="font-family: 宋体; font-size: 16px;">蛋毛毛虫蛹 <span style="font-family: 宋体; font-size: 16px;">蝴蝶 变成 ||
 * **__Unit Title:__** <span style="font-family: 宋体; font-size: 16px;">蝴蝶的成长过程 (Butterfly lifecycles) ||
 * **__ Grade Leve __**** l ** : Novice low (K-2, 5-6) |||| **__ Subject Focus __**** : ** Life Science ||
 * **__ Lesson Focus: __**<span style="font-family: 宋体; font-size: 16px;">蝴蝶成长过程及身体部位 |||| **__ Time: __** Day 2 afternoon 12:15-2:00 ||
 * ** 1. Standards, Goals & Objectives ** ||
 * **__ Standards __**** : **
 * **__ Goals __****<span style="font-family: 宋体; font-size: 16px;">： **<span style="font-family: 宋体; font-size: 16px;">能用中文简单地说蝴蝶的成长过程及主要身体部位名称 ||
 * Content Objectives**:**
 * ** Cultural Connection ****<span style="font-family: 宋体; font-size: 16px;">： ** Chinese song of butterfly ||
 * ** 2. Assessments ** ||
 * **__ Formative Assessments __**** : **
 * **__ Interpersonal Tasks: __**
 * **__ Interpretive Tasks: __**
 * **__ Presentational Tasks __**** : **<span style="font-family: 宋体; font-size: 16px;">用图片将蝴蝶成长的四个过程按顺序排好
 * ** 3. Planning for Instruction ** ||
 * ** Activities (I do, We do, You do): ** || ** Materials: ** || ** Vocabulary: ** ||
 * Review:
 * I do:
 * I do:
 * You do:
 * Reflections: ||

GVA Startalk Lesson Plans Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Explain and illustrate with examples how living systems interact with the biotic and abiotic environment || Students will be able to identify the characteristics of an insect and explain (by pointing and naming the body parts) why a butterfly is an insect. || Students will be able to recognize a butterfly is an insect. || **Language Objectives:** Students will able to name the body parts of a butterfly( head, thorax, abdomen, antenna, wings, 6 legs) Students will able to use simple sentence to identify the parts of an insect. (Butterflies have__. This is the­__. Insects have__.) || Students will use Chinese to identify the connections between butterfly and insect. || Activity observation & coaching || **Summative Assessment:** Evaluation of daily journal || 1. Review life cycle vocabulary from day one Flyswatter game: (I do) Show students the rules of the game with another teacher (We do)Ask students to play the game in pair (You do) Ask the student who won the game to be the speaker for next pair 2. Review the sentence frame: This is__,__ changes into__. Sentence game( I/We/You do): complete sentence with words on flash cards or picture. Map game(I/We/You do): complete a circle map of butterfly life cycle || # PPT 1. (I do)show students different body parts of a butterfly by using PPT 2. ( We do) ask question about the names of different parts by using sentence frame: Is this___? This is__ or___? What is this? And, introduce the new sentence frame: Butterflies have___. 3. (You do) work in pair: have students match the words of body parts with pictures by cut and paste and name with their partners by using sentence frames: Butterflies have___. 4. (I/We/You do) TPR: clap your head, thorax… Song: Head, thorax, abdomen, leg, eyes, antennae, wings, mouth || # PPT Chart game: 1. (I do) Show how to play the game 2. (We do) Give students the different body parts of different insect and group students who have the same body part paste on the board to complete the picture of an insect 3. ( You do)Ask students name the same body parts those different insects have to introduce the characteristics of an insect by using the sentence frame: Insects have__. 4. (I/We/You do)Give example of insect and non-insect by using yes/no question and ask students to practice with each other || # Construction Papers 1. ( You do) students cut and paste a butterfly and identify its body parts 2. (You do) making a Double-Bubble to explain why a butterfly is an insect || # paper
 * **Unit Title: Butterfly** ||
 * **Grade Level: k-2, 5-6** || **Subject Focus: Life Science** ||
 * **Lesson Focus: The connections between Butterfly and Insect** || **Time: Tuesday 9pm-12pm** ||
 * # **Standards, Goals & Objectives** ||
 * **Standard:**
 * Standard:**
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * # **Assessments** ||
 * **Formative Assessments:**
 * **Interpersonal Tasks: Question &Answer** ||
 * **Interpretive Tasks: Listening & Comprehension** ||
 * **Presentational Tasks: Show & Tell** ||
 * # **Planning for Instruction** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** ||
 * Review
 * 1) flywatter
 * 2) pictures
 * 3) flash cards
 * 4) strip chart ||
 * The body parts of a butterfly
 * 1) scissors
 * 2) glue sticks
 * 3) paper ||
 * Insect
 * 1) tape ||
 * Daily Journal:
 * 1) scissors
 * 2) markers ||
 * **Reflections:** ||  ||

GVA Startalk Lesson Plans 4 Steps of butterfly life cycle |||| ** Time: ** Thursday: 9:00AM-2:00PM ||
 * Name: Mo Geng (Day 4) **
 * ** Unit Title: ** Butterfly Life Cycle ||
 * ** Grade Level: **** K-2, 5-6 ****<span style="font-family: 宋体; font-size: 16px;">（ ** Novice Low <span style="font-family: 宋体; font-size: 16px;">） |||| ** Subject Focus: ** Life Science ||
 * ** Lesson Focus: **
 * ** Standard: **
 * ** Standard: **

Life Science Standard2: <span style="font-family: 宋体; font-size: 16px;">· Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment <span style="font-family: 宋体; font-size: 16px;">· Explain and illustrate with examples how living systems interact with the biotic and abiotic environment. || 1. 4 Steps of butterfly life cycle 2. Butterflies are insects 3. Camouflage || <span style="font-family: 宋体; font-size: 16px;">· Students will be able to describe 4 steps of butterfly life cycle. <span style="font-family: 宋体; font-size: 16px;">· Students will be able to identify butterflies are insects. <span style="font-family: 宋体; font-size: 16px;">· Students will be able to compare the main characteristics of insect and non-insect. <span style="font-family: 宋体; font-size: 16px;">· Students will be able to explain the functions of camouflage. |||| ** Language Objectives: ** •Students will be able to listen and repeat important vocabulary from //The Hungry Caterpillar// and vocabulary of life cycle of butterfly. •Students will be able to follow the directions to re-enact story of //The Hungry Caterpillar// using key phrases and words. • Students will be able to describe metamorphosis at the class using short sentence frames and vocabulary provide. •Students can design and complete their movie poster promoting their documentary using short phrases and words in Chinese. •Play game: Students will be able to choose cards to determine what happens next in the butterflies’ life (hide from a predator, fly too far, using camouflage to hide). || the Kite Festival & Chinese butterfly kites || ·**Matching Drawing:** Students can use visual directions to answer the questions of butterfly life cycle and insect body parts. ·**Fill in the Blank:** Students can follow the pictures’ directions to describe the basic habit and locomotion of butterfly in 4 steps. ·**Explaining Pictures:** Students can use key words to explain the function of camouflage. |||| ** Summative Assessment: ** In group discuss why butterflies have camouflage**.** || //** Activity 1: **//** Share Reading ** Read //The Hungry Caterpillar// to help students remember the 4 steps of butterfly and identify insect and non-insect (I do, we do, you do). || ** Materials: ** PowerPoint story //The Hungry Caterpillar// || ** Vocabulary: **
 * ** Goals: **
 * ** Content **** Objectives: **
 * ** Cultural Connection: **
 * ** Formative Assessments: **
 * ** Formative Assessments: **
 * 1) Design and make Film Poster in groups
 * 2) Finish Personal Visual Book Page 4: focus on “Camouflage” ||
 * ** Interpersonal Tasks: **
 * ** Interpretive Tasks: **
 * 1) Use PowerPoint and pictures to review butterfly lifecycle and insect body parts.
 * 2) Use PowerPoint to introduce and explain “camouflage”. ||
 * ** Presentational Tasks: **
 * 1) Students can use key words which they learned to read, speak, and practice filming.
 * 2) Students can use key words and short sentences to introduce their Film Poster. ||
 * ** Activities (I DO, WE DO, YOU DO): **
 * ** Activities (I DO, WE DO, YOU DO): **

Egg, caterpillar, chrysalis, butterfly, head, thorax, abdomen, legs, and wings. || With the game, students will find hidden butterflies. The game will help students to understand the term – camouflage (we do). || Markers, paper. || Bird, find, butterfly, color, camouflage. || Students will use their understanding to find pictures and words in their surrounding (we do). || Video: "昆蟲系列動畫 毛毛蟲的成長" Flash cards, pictures, swatter. || Fly, climb, one, two, three, four, five, six, seven, red, orange, yellow, blue, green. || Using matching vocabulary to help Students to review and remember key words, which they learned ( we do). || Pictures, vocabulary || Fly, climb, color, leaf. || Students can apply their understanding both in content and language to solve their problems during the project. || Markers, poster card, paper. || Butterfly, watch, like, lovely, caterpillar, wing, red, orange, yellow, blue, green, fly, climb… || From students personal work to help their comprehension both in content and language (you do). || Markers, paper. || Camouflage, color ||
 * //** Activity 2: **//** Group Game **
 * //** Activity 3: **//** Images & Words Hunting **
 * //** Activity 3: **// **Matching Vocabulary**
 * //** Activity 4: **//** Designing Film Poster ** ( we do)
 * //** Activity 5: **//** Finish Personal Visual Book **
 * ** Reflections: **
 * Today is a busy and productive day. As the third teacher in my group, I need to review the vocabulary which the students already learned before, and also need to teach them new word and finish the posters of film. I am so happy that most students can meet the objectives set in the lesson plan. At end, I want to say thanks to my all group members.** ||||  ||

Day 5 C-3b Shelley Xiao

Butterfly Life Cycle ||  || Novice -low || ** Subject Focus: ** Life Science with Chinese language ||  || Review butterfly life cycle in Chinese language. Enhance and assess students understanding butterfly life cycle, the key words short phrases. || **Time:** 9:00 – 11:30 ||  ||
 * **Unit Title**
 * **Grade Level:**
 * **Lesson Focus:**
 * **I.** **Standards, Goals & Objectives** || **II.** ||
 * **Standard:** Analyze how various organisms grow, develop, and differentiated during their lifetimes based on interplay between genetics and their environment.

Explain and illustrate with examples how living systems interact with the biotic and a biotic environment. ||  || Students understand and able to explain in Chinese about the life cycle of a butterfly. ||  || Students able to recognize, describe the 4 stages of life cycle of butter fly – egg, chrysalis ** / ** pupa caterpillar and butterfly. || **Language Objectives:** Students can recognize, know the meanings of Chinese characters, short sentences that are related to butterfly and life science. Students also are able to pronounce the Chinese language they have learned from and through the week ||  || Students will learn and experience of butterfly life cycle through Chinese kids’ songs, games, stories and dances and other different class activates. ||  || Through classroom Q&As, activates to observe if students have learned and how well and how much they have learned. || **Summative Assessment:** There will be a very simple written assessment on Day 5 to assess the level of each student. ||  || Appraise students to learn when they do a good job (once in a while giving them small price. Encourage students to make corrections if they made mistake. Closely observe students to make sure they are learning. Introduce Chinese kids songs that are help students to learn Chinese. ||   || Using pictures, actual items to visualize the contents and key words to students. Using body language to interpret the 4 life cycle. Role play through the kids song. ||   || Students demonstrate listening, understanding, speaking (pronunciation), reading (Chinese words& basic sentences) and able to write Chinese(very simple Chinese characters). ||   ||
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * **III.** **Assessments** || **IV.** ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * **V.** **Planning for Instruction** || **VI.** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * Review what class has learned from beginning of the week – butterfly life cycle. Explain the assessment package. (I do) || Pictures, flash cards, songs || Butterfly, egg, caterpillar chrysalis. Numbers 1~10 and colors red, yellow, blue, green, orange. ||
 * Student repeats after teachers commend including the songs and games (Bingo) that will help students to memorize the key concept of butterfly and related Chinese words and short sentences. The format includes listening, reading and writing Chinese characters. (You do) || Assessment package || Same as above ||
 * Games with songs (two to three of them depend on time) and art work with paper folding of a flower with a butterfly. (We do) || Colored paper || Flower, butterfly. Red, green etc. ||