LESSON+PLANS+Group+D

Lesson Plans

Tracy Peng (Day One)

Butterfly || 1-4 (Novice-mid high) |||||| **__Subject Focus__:** Life Cycle || Monday 9am-11:30am; 12:15pm-2pm; || **National Standards in Foreign Language Education** **Standard:** **Life Science** Students will identify the four stages of butterfly’s life cycle and can describe physical characteristics || Students will be able to demonstrate their understanding of a butterfly’s life cycle |||| **Language Objectives:** Students will be able to recognize butterfly life cycle vocabulary; name beginning, middle and end in short phrases and sentences; describe metamorphosis to classmates and describe physical characteristics || Children will learn and practice a song describing the life cycle of a butterfly || Activity observation; Presentation and short-answer questions || Students use Pair-Share to produce sentence frames that describe metamorhosis || Students will play the “Fly Swatter” game to show whether they can identify the correspondent Chinese characters; students can answer questions relating to the physical characteristics of a butterfly || Students will have a role play to present their understanding of the four stages of a butterfly’s life cycle || Using comprehensible input (visuals, gestures, TPR) to have the students understand the meaning of the key words related to a butterfly’s life cycle (I do) Students read the words together with the teacher; students are able to recognize o and write the words under the teacher’s instruction (We do) Play the game: Students swat the correspondent pictures/Chinese characters according to what they hear (You do) |||||| Flash cards, pictures, fly swatters, PPT || 蛋，毛毛虫，蛹，蝴蝶 树叶，颜色词汇 || Play a video showing a butterfly’s life cycle and its physical characteristics. Then repeat the sentence pattern to describe each stage and the physical characteristic. (I do) Students follow the teacher to read and repeat the sentences and make sentences by using the sentence pattern. (We do) Each student put a word card into the pocket chart to form a sentence (You do) |||||| Word cards, pocket chart || 蛋，毛毛虫，蛹，蝴蝶 树叶，颜色词汇 会，飞，生，爬，睡觉，变成 __变成__ __. __ _会 __. __ __这是 ___. || Play the video showing a butterfly’s life cycle. Repeat the four stages slowly and clearly. Create a song to make the students further understand the life cycle.(I do) Teacher and students sing the song together. (We do) Students draw lots to determine their roles in the role play. Students sort themselves into 4 groups to play the 4 stages of a butterfly’s life cycle while one student sings the song. (You do) |||||| [] A box, lots, markers || 两只小蝴蝶呀，飞到树叶上呀，生了两个蛋呀，变成毛毛虫呀，虫儿变成蛹呀，一天睡到晚呀，醒来变蝴蝶呀，飞呀飞呀飞呀. || It's the first time I teach students from primary school. They are so lovely and eager to learn. With the help from other teachers in our group, I fulfilled my job successfully. Students can name the 4 stages of a butterfly's life cycle. They can also tell the 4 stages and the physical characteristics in short sentences. It's amazing to see they speak and act out! Thanks for the advice from our group members about classroom management, which will definitely help me improve my teaching in the future. It's a tiring day, but it's a productive day! ||
 * **__Unit Title__**
 * **__Grade Level__:**
 * **__Lesson Focus__:**
 * Students will identify the four stages of the life cycle;
 * students will have a primary concept of life cycle |||||| **__Time__:**
 * **I. __Standards, Goals & Objectives__** ||
 * **Standard:**
 * 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.
 * Standard 2. 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:**
 * **II. __Assessments__** ||
 * **Formative Assessments:**
 * **__Interpersonal Tasks__:**
 * **__Interpretive Tasks__:**
 * **__Presentational Tasks__:**
 * **III. __Planning for Instruction__** ||
 * **Activities (I DO, WE DO, YOU DO):** |||||| **Materials:** || **Vocabulary:** ||
 * **//Activity 1: Fly Swatter (Vocabulary)//**
 * **//Activity 2: Looking for your Friends(Sentence Pattern)//**
 * **//Activity 3: Role Play (Science Content)//**
 * **Reflections:**

Day 2, Lesson Plan ---Yinsan Isabel Hsu REFLECTION: Most of the activities went according to the lesson plan. Throughout different activities (game, song, worksheet) student were able to name the six parts of the butterfly. However, in the afternoon we altered the camouflage lesson with the rehearsal practice (for the fieldtrip); therefore, not much time were designated for the camouflage lesson. I believe that most student were able to understand why butterfly camouflage thru engaging in the "bird eating butterfly"game.

Day 4-Day5 Lesson PlanRuihong Wu

Day 4 Lesson Plan - Jubie Ahn

Life cycle of butterfly ||  || 2 grade || ** Subject Focus: ** Meet the standard of State of Colorado of life science for 2nd grade- 1. Organisms depend on their habitat's nonliving parts to satisfy their needs. 2. Each plant or animal has different structures or behaviors that serve different functions. ||  || Students can understand and identify key words, sentences and life cycle of butterfly in Chinese. ||  || **1. Students know the definition of insect.** 2. Students understand butterfly is insect. 3. Students can identify the four stages of life cycle of butterfly. 4. students can recognize the body part of butterfly. || ** Language Objectives: ** **1. Students can name, label and match the body part of butterfly in Chinese.** **2. Students can identify the four stages of life cycle of butterfly in Chinese** **3. Students can express simple sentence related to butterfly in Chinese.** ||  || Group students for face to face discussion about life cycle of butterfly ||  || Have the students follow the command to assign the task what they hear or read from the teacher... such as name the body parts of butterfly or color the butterfly to certain color.... ||  || Have students to create a share writing piece or present a poster ||   || - leaves, cotton ball - color papers, scissor - tree branch, paper towels, glue - eyeball - butterfly template ||  ||
 * ** Unit Title **
 * ** Grade Level: **
 * Life lesson ** ||  ||
 * ** Lesson Focus: **
 * Four life stages of butterfly ** || ** Time: **
 * 2&1/2 hours ** ||  ||
 * # ** I. ** ** Standards, Goals & Objectives **
 * 1) ** II. ** ||   ||
 * ** Standard: **
 * ** Goals: **
 * ** Content Objectives: **
 * ** Cultural Connection: ** ||  ||
 * # ** III. ** ** Assessments **
 * 1) ** IV. ** ||   ||
 * ** Formative Assessments: **
 * Check students how well they understand by evaluating their assignments or tasks. ** || ** Summative Assessment: ** ||  ||
 * ** Interpersonal Tasks: **
 * ** Interpretive Tasks: **
 * ** Presentational Tasks: **
 * # ** V. ** ** Planning for Instruction **
 * 1) ** VI. ** ||   ||
 * ** Activities (I DO, WE DO, YOU DO): ** || ** Materials: ** || ** Vocabulary: ** ||
 * I DO - Demonstrate the movie poster of butterfly for body parts & life cycle along with key simple sentences. || - poster, color marks
 * YOU DO - Divide four group of students and assign team work to complete the movie posters ||  ||   ||
 * WE DO- Review with the students and have each group present their movie poster in front of whole class. ||  ||   ||
 * ** Reflections: ** ||  ||
 * ** Reflections: ** ||  ||
 * ** Reflections: ** ||  ||