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Kong Rong and the S mallest P ear

Kong Rong and the S mallest P ear. 2010 Startalk Chinese Project Team Elementary School By Tommy Lu Man Tam Joyce Hsin. Project Introduction. Theme – Culture (Family Value) Target students – HL (by narrow definition) Language proficiency level – intermediate

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Kong Rong and the S mallest P ear

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  1. Kong Rong andthe Smallest Pear 2010 Startalk Chinese Project Team Elementary School By Tommy Lu Man Tam Joyce Hsin

  2. Project Introduction • Theme – Culture (Family Value) • Target students – HL (by narrow definition) • Language proficiency level – intermediate • Instructional time – two class periods (45 minutes each period)

  3. Learning Objectives • Elementary • Knowledge – be able to comprehend the moral lesson behind the story • Skills – be able to use appropriatemeasurewords and comparisons • Communication – be able to retell the story

  4. Exploratory Activities • Do you have any siblings? • Are they older or younger than you? • Do you have a favorite toy? • Are you willing to share your favorite toy with your siblings? • How would you feel if your siblings are willing to share their things with you?

  5. Man Tam

  6. Scaffolding Activities • Students are provided with review exercises on previously introduced vocabulary such as fruits, kinship terms, and sizes • Students are provided with verbs used in the story but new to students • Show students the animated cartoon without the audio (ask students to predict what the story is about)

  7. Content • Kong Rong Rang Li

  8. Materials Used • Realia (fruits) and family tree

  9. Tasks • Listening+viewing • They view the animated cartoon of the story with the audio

  10. Tasks • Differentiated Instruction • lower proficiency students re-sequence the six panels of the cartoon • high proficiency students re-order the sentences of the story

  11. Tasks

  12. Tasks • Self check – ask students to do a self check on whether they understand the moral lesson behind the story

  13. Joyce Hsin

  14. Standards • Communication • 1.1 interpersonal communication • 1.2 interpretive communication • 1.3 presentational communication • Culture • 2.1 culture practices

  15. Standards • Connection • 3.1 making connections • 3.2 acquiring new information

  16. Standards • Comparison • 4.1 language comparisons • 4.2 culture comparisons • Community • 5.2 life-long learning

  17. Assessment • Listening – be able to rearrange the cartoon panels based on the audio (formative and holistic) • Speaking – be able to retell the story thru inner circle outer circle without viewing the cartoon (formative and holistic) • For higher level proficiency students – rearrange and read aloud the sentences of the story

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