Today we had a fun Friday. For Chinese Level I students we work the story on pages 60 & 61 - students worked as pairs. Student A read the 1st sentence and ask a question to Student B based on the sentence he just read. For example, Student A read -一隻猴子很瘦 to Student B and asked: 誰很瘦?/一隻猴子很瘦還是很胖?....After Student B answered the question, Student B read the 2nd sentence and ask a question to Student A based on the sentence she just read. Continue the steps: read and ask; answer, read, and ask until to the last sentence of the story. Rest of time we watched a move starred by Jet Li which is based on the Chinese traditional legend - 白蛇傳 the Legend of Lady White Snake. For Chinese Level II & III students, instead, worked the story on page 140 as pairs; translate the story, ask the questions about the story. And then watch the video.
白蛇傳 the Legend of Lady White Snake, a love story that encourages the women to be brave and to fight for their love. In ancient China women had no right; they were asked to be obedient to their parents when they were single; to obey their husband when they were married; if their husband passed away, they were asked to obey their husband's father or older brother (if their sons were young. If their son were adults, then they had to obey their sons. ) Women in ancient China were like goods and trades; they didn't have voice at all. The Legend of Mulan and the Legend of Lady White Snake were the stories to explain the position that women had in ancient China and encouraged to fight for themselves.
Friday, May 17, 2013
Thursday, May 16, 2013
五月十六日星期四 May 16, Thursday - B Day
I have a re-write curriculum map workshop at the district to go so I had Mrs. SalaZar as my sub.
Here is the sub plan...
Here is the sub plan...
1) Please pass the test package and two lined-papers to each student and tell the students it’s an open book test that they are allowed to use their notes BUT THEY ARE NOT ALLOWED TO TALK OR DISCUSS THE QUESTIONS/ANSWERS.
2) Students are asked to
a) translate the story into English sentence by sentence
b) answer the questions on Exercise 1,2,3, and on Exercise 5 instead of “orally” tell the story students have to “write” the story.
c) Please ask them to tuck the lined-paper in the test package and make sure their name are on the front of the package.
For 8thperiod, they are going to read the article about Japan on their own and answer the questions on the pre-knowledge test paper.
1) Please pass the pre-knowledge test paper with 60 questions, the article package, and a lined-paper to students
2) Please tell students they are going to read the article first 3 pages and answer the pre-knowledge test with 60 questions. From the page 4-9 of the package, they are going to write at least 20 facts. (the more facts than 20, the more extra will be given.)
3) Please also tell the students, those students who talk will be taken out 5 points each time and 15 points at most. Over 15 pts, they will be sent to ISS with a referral and/or have a PTA with me.
4) I’m hoping this assignment will keep them busy learning.
Advisory- students may use the laptops for their assignments but they are not allowed to use the laptops other than that.
Wednesday, May 15, 2013
五月十五日星期三 May 15, Wednesday - A Day
For Chinese Level I students we learned the following words -
對...說duì ...shuō = say to ...
邊biān = side
在馬路邊上zài mǎ lù biān shàng = on the side of the road
有一點yǒu yī diǎn = has a little bit
沒關係méi guān xì = that's okay. It doesn't matter.
After introducing these words with PQA; we discussed and corrected the story on the test paper and the questions. I have to say it seems a tough day today for both students and I; some students didn't pay attention. For example, I read the story sentence by sentence word by word, students translate what I say into English. I randomly asked students what we just read; some of these students either couldn't find where we were or what we were. It was frustrating. I asked one student why I slowed down my pace to make sure everyone understands each sentence? Because I want to bore you? A student who didn't pay attention answered, because I was mad at them for their lack of attention. I replied, "NO, IT'S BECAUSE I WOULD LIKE YOU TO LEARN AS YOU'RE IMPORTANT AND A PART OF US. " Of course, I feel frustrated sometimes when students are able to learn but lack of attention and effort.
For Chinese Level II & III students we still worked on the words about sickness. First, we used the flashcards to practice these words. Students spread the flashcards on the table; the side with Chinese characters face up. I said a word in Chinese and students raise up the flashcard I said. The fastest one received 1 extra points.
After 15-20 minutes on recognizing Chinese characters, students worked as pairs to generate questions and answers in each flashcard. For example, Student A says a statement- Cody生病了and then asks - Cody怎麼了? Student B answers - Cody生病了. And then Student B generate a statement - Cody去看醫生, and asks - Cody做什麼? Student A says- Cody去看醫生, etc. Next students continue to ask one another questions but this time they were asked to ask a question with each flashcard.
At the end students were given out a work sheet and worked as pairs to comprehend the story.
After introducing these words with PQA; we discussed and corrected the story on the test paper and the questions. I have to say it seems a tough day today for both students and I; some students didn't pay attention. For example, I read the story sentence by sentence word by word, students translate what I say into English. I randomly asked students what we just read; some of these students either couldn't find where we were or what we were. It was frustrating. I asked one student why I slowed down my pace to make sure everyone understands each sentence? Because I want to bore you? A student who didn't pay attention answered, because I was mad at them for their lack of attention. I replied, "NO, IT'S BECAUSE I WOULD LIKE YOU TO LEARN AS YOU'RE IMPORTANT AND A PART OF US. " Of course, I feel frustrated sometimes when students are able to learn but lack of attention and effort.
For Chinese Level II & III students we still worked on the words about sickness. First, we used the flashcards to practice these words. Students spread the flashcards on the table; the side with Chinese characters face up. I said a word in Chinese and students raise up the flashcard I said. The fastest one received 1 extra points.
After 15-20 minutes on recognizing Chinese characters, students worked as pairs to generate questions and answers in each flashcard. For example, Student A says a statement- Cody生病了and then asks - Cody怎麼了? Student B answers - Cody生病了. And then Student B generate a statement - Cody去看醫生, and asks - Cody做什麼? Student A says- Cody去看醫生, etc. Next students continue to ask one another questions but this time they were asked to ask a question with each flashcard.
At the end students were given out a work sheet and worked as pairs to comprehend the story.
Tuesday, May 14, 2013
五月十四日星期二 May 14, Tuesday- B Day
For Chinese Level I students we learned the following words -
對...說duì ...shuō = say to ...
邊biān = side
在馬路邊上zài mǎ lù biān shàng = on the side of the road
有一點yǒu yī diǎn = has a little bit
沒關係méi guān xì = that's okay. It doesn't matter.
After introducing these words with PQA we went to Syracuse Elementary 1st and 2nd graders' classrooms and played games with them. 5th period students went to 2nd graders, Lan laoshi's class, and we played bingo game.
6th period students went to 1st graders, Liu laoshi's class, and we played "asking game".
五月十三日星期一 May 13, Monday - A Day
For Chinese Level I students we learned the following words -
對...說duì ...shuō = say to ...
邊biān = side
在馬路邊上zài mǎ lù biān shàng = on the side of the road
有一點yǒu yī diǎn = has a little bit
沒關係méi guān xì = that's okay. It doesn't matter.
After that students work on the package; (please click the package to access the story and the questions).
For Chinese Level II and III students we reviewed the words about sickness and we played games with these words.
1) we played bingo game with these flashcards.
2) students worked as groups of 6 and they spent 15 minutes to study these flashcards first, and then the teacher showed a flashcard, students who know the word in Chinese and in English raise their hand and answer the questions. Whoever answer correctly will receive an extra point for him/herself and earn a point for their group. The group with highest point will have a pizza party.
3) we continued the flashcard game, instead of answering the word in Chinese and in English, they have to make a sentence with the word.
4) students were asked to make sentences with each word on the flashcard in a written form.
After that students work on the package; (please click the package to access the story and the questions).
For Chinese Level II and III students we reviewed the words about sickness and we played games with these words.
1) we played bingo game with these flashcards.
2) students worked as groups of 6 and they spent 15 minutes to study these flashcards first, and then the teacher showed a flashcard, students who know the word in Chinese and in English raise their hand and answer the questions. Whoever answer correctly will receive an extra point for him/herself and earn a point for their group. The group with highest point will have a pizza party.
3) we continued the flashcard game, instead of answering the word in Chinese and in English, they have to make a sentence with the word.
4) students were asked to make sentences with each word on the flashcard in a written form.
Friday, May 10, 2013
五月十日星期五 - May 10, Friday - B Day
For Chinese Level I absent students - 1) copy down the new words onto your notebook and show the teacher your notes.
For Chinese Level I students we introduced new words 窮, 富有, 馬路, 給你買, 買給你. After reviewing these the old words and the previous story we taught, we learned the new words with PQA. We acted out the following story with TPR circling questions. Next we used small whiteboards to practice the words. Later the teacher read aloud the story word by word and students translated into English and then students did the time-reading.
窮qióng = poor
富有fù yǒu = rich
馬路mǎ lù = road
給你買gěi nǐ mǎi = buy you....
買給你mǎi gěi nǐ = buy ... for you
Thursday, May 9, 2013
五月九日星期四 May 9, Thursday - A Day
For Chinese Level II & III absent students - 1) copy down the new words onto your notebook and show the teacher your notes.
Today first we learned the new words -從...拿出來 (take ... out of/from....), 病人(patient); we practiced these with PQA. Later students asked questions in Chinese to a visitor named Mindy Kang who is a graduate student from University of Utah. Next we pulled out the textbook and used TPRStorytelling circling questions to know what the story about. We read aloud together and then students did the time-reading.
For Chinese Level I absent students - 1) copy down the new words onto your notebook and show the teacher your notes.
For Chinese Level I students we introduced new words 窮, 富有, 馬路, 給你買, 買給你. After reviewing these the old words and the previous story we taught, we learned the new words with PQA. We acted out the following story with TPR circling questions. Next we used small whiteboards to practice the words. Later the teacher read aloud the story word by word and students translated into English and then students did the time-reading.
窮qióng = poor
富有fù yǒu = rich
馬路mǎ lù = road
給你買gěi nǐ mǎi = buy you....
買給你mǎi gěi nǐ = buy ... for you
Today first we learned the new words -從...拿出來 (take ... out of/from....), 病人(patient); we practiced these with PQA. Later students asked questions in Chinese to a visitor named Mindy Kang who is a graduate student from University of Utah. Next we pulled out the textbook and used TPRStorytelling circling questions to know what the story about. We read aloud together and then students did the time-reading.
For Chinese Level I absent students - 1) copy down the new words onto your notebook and show the teacher your notes.
For Chinese Level I students we introduced new words 窮, 富有, 馬路, 給你買, 買給你. After reviewing these the old words and the previous story we taught, we learned the new words with PQA. We acted out the following story with TPR circling questions. Next we used small whiteboards to practice the words. Later the teacher read aloud the story word by word and students translated into English and then students did the time-reading.
窮qióng = poor
富有fù yǒu = rich
馬路mǎ lù = road
給你買gěi nǐ mǎi = buy you....
買給你mǎi gěi nǐ = buy ... for you
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