Introducing Yourself Template by idy87864

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									                                                                              Student Curriculum Template




                      2009 STUDENT PROGRAM CURRICULUM

Host Institution:                                          WSWHE BOCES

Program Name:                                              StarTalk Summer Language Immersion and
                                                           Culture Program (SSLIC)

Language(s):                                               Chinese

Target Proficiency Level: Novice Low                       Age of Students: Grades 1-6 and Grades 6-
                                                           12

Number of Contact Hours: 20 hours/week                     Duration (weeks): 4 independent weeks

Setting (classroom, camp, residential): school/campus

Designed by:
A.    Brief Description of Program (no more than 150 words)
Provide an overview of your program. What will students experience during the program and
what do you hope that your students will remember and be able to do after the program ends?
You may find it easier to respond to this question after completing the sections on Program Theme, Unit
Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.

       The WSWHE BOCES StarTalk Summer Language Immersion and Culture (SSLIC)
       Program is open to students in our 31 component districts and peer tutors from the
       Albany Chinese Community Center. Consequently, our program is designed to meet
       the needs of students at various proficiency levels. Our primary objective is to
       increase the students' interest and confidence in learning Chinese. The SSLIC
       Program consists of four one-week sessions, two offered at an elementary school
       (grades 1-6) and two offered on a college campus (grades 6-12). The classes are
       team-taught by a homeroom language teacher and various culture teachers.
       Highlights of the SSLIC Program include a trip to Chinatown, an e-mail exchange
       with classrooms in China, online tutors from Shaanxi Teacher's College, a service
       learning project to support students in Sichuan, and professional cultural
       performances/workshops. Technology is integrated into the program via the use of
       SmartBoards and computer labs.




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                                                                    Student Curriculum Template

B.     Program Theme
This is the umbrella theme that frames the curriculum and provides context for language and
culture learning.


                                 Making Chinese Friends



C. Unit Subthemes
What are the subthemes that will address different aspects of the umbrella theme? These
subthemes will facilitate student learning and enable students to demonstrate what they have
learned.

        Unit 1                Unit 2                Unit 3                   Unit 4
   Showing Respect         Introducing          Making Plans and        Getting to Know
 through Basic Social    Yourself and Your       Going Places             Each Other
     Interactions            Friends

  Appreciating Your      Appreciating Your      Appreciating Your      Appreciating Your
   Friends' Culture       Friends' Culture       Friends' Culture       Friends' Culture




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D.     Standards and Expected Outcomes
What will students know and be able to do in the target language and culture? Identify what
students will do in terms of the standards. Ideally, all standards will be addressed, but there may
be exceptions depending on the type of program that is being offered.

        Standards Targeted                                     Students Can
                                      Find familiar characters in authentic reading materials
                                      such as forms, advertising, menus, and children's stories.
                                      Understand lyrics from children's songs. (At this level,
                                      students will focus on comprehension more than
 Communication - Interpretive         interpretation. They will learn to feel comfortable with
                                      spoken and written language forms that are new to them,
                                      overcoming the desire to reject "strange" types of
                                      communication. This is the first step in interpretation.)
                                      See following chart for specific knowledge and skills.
                                      Students will interact with teachers, each other, peer
                                      tutors, online tutors, and exchange classes in China. This
 Communication - Interpersonal        will be done in person, via e-mail, and via Skype.
                                      Students will interact with vendors in Chinatown. See
                                      following chart for specific knowledge and skills.
                                      Introduce self using a memorized script. Perform
                                      rehearsed conversations, including a final performance for
 Communication - Presentational       parents using traditional puppets. Create visual material
                                      such as brochures, posters, and PowerPoints.
                                      See following chart for specific knowledge and skills.
                                       Standard 2.1 – Practices and Perspectives: Explain
                                       perspectives that are demonstrated in cultural norms
                                       related to daily routines, school practices, food culture,
                                       and traditional art forms.
 Cultural
 Practices/Products/Perspectives       Standard 2.2 – Products and Perspectives: Explain
                                       perspectives that are demonstrated in cultural
                                       representations such as children's artwork (40 pieces)
                                       from Mandarin-speaking countries.
                                       Standard 3.1 – Knowledge of Other Disciplines: Peer
                                       tutors (heritage speakers) will work on a content-based
                                       project. The theme is "Word Play" and subthemes are
 Connections                           "Names, Songs, and Poems."
                                       Standard 3.2 – Distinctive Viewpoints: Peer tutors
                                       (heritage speakers) will compare and contrast viewpoints
                                       in the cultural content found in their "Word Play"

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                                            Student Curriculum Template

              activities.



              Standard 4.1 – Nature of Language: Identify aspects of
              Mandarin that make it unique. Identify aspects of
              Mandarin that are similar to English.
Comparisons   Standard 4.2 – Culture: Identify similarities and
              differences related to daily routines, school practices,
              food culture, and traditional art forms.

              Standard 5.1 – Beyond the School Setting:
              Interact with peer tutors (heritage speakers from the
              Albany Chinese Community Center), online tutors
              (college students from Shaanxi University, primary and
              secondary students from China (classroom exchanges).
              Become involved in a service learning project--donating
              children's books and CD-roms to support English
Community     language classes at a temporary school for students
              affected by the earthquake in Sichuan, students with
              whom we will share an e-mail exchange.
              Standard 5.2 – Life-long Learners: Use CD-rom to
              practice independently at home, Learn about useful
              websites and other materials the students can use to learn
              more about Chinese language and culture. Encourage
              students to take afterschool and online courses next year.




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E.      Specific Knowledge and Skills
What specific linguistic, cultural, and other subject matter knowledge and skills will students be
learning as they work with this theme? (e.g., language functions, cultural knowledge/ practices/
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the
Standards for Foreign Language Learning in the 21st Century.

                                    Thematic Knowledge and Skills
                            Showing Respect through Basic Social Interactions
                                 (More details can be found on page 10.)
                              Students Can                                    Students Use
 INTERPRETIVE                                                               Numbers 1-100
 Listening                                                                             一, 二...十, 百, 两, 个
 I can understand words, phrases, and expressions related to familiar topics
 in live or recorded materials.                                                   (Telephone Numbers)
 I can understand short and simple conversations on familiar topics in live or
                                                                                      Usage of "二" and "两"
 recorded materials.
                                                                                       二十, 两百, 一千二百
 I can understand spoken language when I have previously seen or heard
                                                                                       Measure word "个"
 the content.
 Reading
                                                                                        一个太阳, 两个音符
 I can understand familiar words, phrases, and simple sentences in
 authentic written materials, re-reading as required.
 I can understand short simple written messages on familiar topics.                       Greetings
 I can distinguish between questions, statements and exclamations.
                                                                                       你, 我, 他, 你们, 大家,
 INTERPERSONAL
 Person-to-Person Communication                                                        好, 吗, 很, 早, 再见...
 I can thank someone.
 I can apologize.                                                                        Personal pronouns
 I can introduce myself and others and use basic culturally appropriate                       你, 我, 他
 greetings.                                                                      Plural form of personal pronouns
 I can handle numbers in simple situations.                                              我们, 你们, 他们
 I can make myself understood in a simple way, and understand the other
                                                                                 Interrogative sentence with "吗"
 person provided he talks slowly and clearly and is prepared to help.
 I can in simple fashion ask somebody to repeat what he or she says or ask                  你好吗?
 him or her to speak more slowly.
 I can ask how to say something in Chinese.
 I can say that I don't understand.
 PRESENTATIONAL                                                                   Thanks and Apologies
 Spoken Production                                                                     谢谢, 不客气, 对不起,
 I can give personal information (telephone number) using words and
                                                                                        没关系, 请, 不用...
 phrases.
 Written Production
 I can fill in a standardized form with my personal details (telephone             Usage of "谢谢" and "不客气"
 number).
                                                                                      谢谢大家, 请不用客气
 I can write lists based on familiar material.
 CHINESE LANGUAGE KNOWLEDGE                                                       Adverb "不" and negative form
 I know how to use pinyin to spell familiar words.                                      不好, 不对, 不用谢
 I know how to input pinyin on the computer to create Chinese characters.
 I know how tones are used to create words.
 I know how to write the basic strokes needed to create characters.
 I know basic stroke order.
 I know how to write familiar words in Chinese characters by hand.
 CHINESE CULTURE KNOWLEDGE
 I know how to show respect to my teacher and classmates.

 OTHER
 I can participate in classroom routines (greetings and leave-takings,
 attendance, commands)


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                                    Thematic Knowledge and Skills
                                   Introducing Yourself and Friends
                                 (More details can be found on page 10.)
                              Students Can                                          Students Use
INTERPRETIVE                                                                         Exchanging
Listening
I can understand words, phrases, and expressions related to familiar topics     Names/Nationalities/Age
in live or recorded materials.
I can understand short and simple conversations on familiar topics in live or         Exchanging Names
recorded materials.                                                                 请问, 贵姓, 叫, 什么, 的,
I can understand spoken language when I have previously seen or heard                     名字, 都...
the content.                                                                         Difference between
Reading                                                                             "姓", "名", and "名字"
I can understand familiar words, phrases, and simple sentences in               你叫什么名字?我姓谢,叫小明。
authentic written materials, re-reading as required.
                                                                                  Possessive form "的"
I can understand basic questions on standardized forms well enough to
                                                                                      我的名字。
give the most important information about myself (name, date of birth,
nationality).                                                                     Interrogative pronoun "什么"
I can understand short simple written messages on familiar topics.                        你姓什么?
I can distinguish between questions, statements and exclamations.                       你叫什么名字?
INTERPERSONAL
Person-to-Person Communication                                                      Polite form "请问" when
I can thank someone.                                                                   asking questions
I can apologize.                                                                         请问你贵姓?
I can introduce myself and others and use basic culturally appropriate
greetings.
I can ask memorized questions and answer simple questions, on very               Dates, Months, Weeks,
familiar topics such as family.                                                          Years
I can handle numbers and dates in simple situations.                             (Birthdays, Calendar)
I can make myself understood in a simple way, and understand the other
person provided he talks slowly and clearly and is prepared to help.
I can in simple fashion ask somebody to repeat what he or she says or ask            星期, 日, 月, 天, 今年,
him or her to speak more slowly.                                                     明年, 去年, 今天, 明天,
I can ask how to say something in Chinese.                                           昨天, 有, 没有, 到, 是,
I can say that I don't understand.                                                        几, 这个...
PRESENTATIONAL
Spoken Production                                                                  How to express dates
I can give personal information (telephone number, nationality, age, family)      今天是二〇〇九年七月十六日
using words and phrases.                                                                 星期四。
Written Production                                                                    "是" Sentence
I can fill in a standardized form with my personal details (name, age,              请问今天是几月几日?
telephone number).
                                                                                       Usage of "到"
I can write about myself using learned phrases and memorized
                                                                                四月一日到四月二十日有二十天。
expressions.
                                                                                 Sentence pattern "有 / 没有"
I can write lists based on familiar material.
                                                                                      一个星期有七天。
CHINESE LANGUAGE KNOWLEDGE
                                                                                      二月没有三十日。
I know how to use pinyin to spell familiar words.
I know how to input pinyin on the computer to create Chinese characters.               Usage of "这个"
I know how tones are used to create words.                                            这个月有几个星期?
I know how to write the basic strokes needed to create characters.
I know basic stroke order.                                                             The Family
I know how to write familiar words in Chinese characters by hand.
CHINESE CULTURE KNOWLEDGE                                                            爸爸, 妈妈, 哥哥, 弟弟,
I know how to show respect to my teacher and classmates.
                                                                                     姐姐, 妹妹, 还有, 一共,
I know how to find China on a map and globe.
I know why China is important to the U.S.                                               人, 口, 家...
I know how to find the regions where our exchange partners live.
I know some similarities and differences in the lives of exchange partners.           Measure word "口"
I can sing a popular Chinese children's song.                                          请问你家几口人?
I know more about Chinese culture.                                               Sentence patterns "有 / 没有 /
OTHER
                                                                                    有......吗?/ 有没有......?"
I can participate in classroom routines (greetings and leave-takings,
attendance, commands)
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                                                                                Student Curriculum Template

                                                                                 你有妹妹吗?我有(没有)妹妹。
                                                                                  Sentence patterns "有......还有"
                                                                                      我有姐姐,还有妹妹。
                                                                                       Yes/No questions
                                                                                 你没有哥哥吗?对,我没有哥哥。


                                    Thematic Knowledge and Skills
                                    Making Plans and Going Places
                              Students Can                                              Students Use
INTERPRETIVE                                                                             Shopping
Listening
I can understand words, phrases, and expressions related to familiar topics
in live or recorded materials.                                                      钱, 块, 要, 买, 那个, 太, 贵,
I can understand short and simple conversations on familiar topics in live or       便宜, 算, 一点儿, 多少...
recorded materials.
I can understand spoken language when I have previously seen or heard
                                                                                      Usage of "这个 / 那个"
the content.
Reading                                                                                   那个十块钱。
I can understand familiar words, phrases, and simple sentences in                   Opposites "便宜 / 贵" and
authentic written materials, re-reading as required.                                        "少 / 多"
I can understand basic questions on standardized forms well enough to
                                                                                 27块太贵了,便宜一点儿好不好?
give the most important information about myself (name, date of birth,
nationality).                                                                       Adverb of degree "很"
I can understand short simple written messages on familiar topics.                       很大, 很小
I can distinguish between questions, statements and exclamations.               Sentence patterns "要 / 要......吗?"
I can read common signs in public places.                                        你要买裙子吗?我不买裙子,我要
INTERPERSONAL
Person-to-Person Communication                                                              买鞋子。
I can thank someone.                                                                   Usage of "多少 / 几"
I can apologize.                                                                        请问这个多少钱?
I can introduce myself and others and use basic culturally appropriate                      你几岁?
greetings.




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I can ask memorized questions and answer simple questions, on very                 Time Expressions
familiar topics such as leisure activities, family, food, school, and weather
using memorized phrases.
I can handle numbers, quantities, cost, time and dates in simple situations.        点, 分, 半, 钟, 上午, 中午,
I can make myself understood in a simple way, and understand the other             下午, 晚上, 现在, 时, 走...
person provided he talks slowly and clearly and is prepared to help.
I can in simple fashion ask somebody to repeat what he or she says or ask
                                                                                       How to tell time
him or her to speak more slowly.
I can ask how to say something in Chinese.                                       请问现在几点(钟)?现在中午
I can say that I don't understand.                                                     十二点三十五分。
I can ask and answer in simple terms questions about likes and dislikes.         Sentence patterns "在 / 不在 /
I can buy something.                                                                 在......吗?/ 在不在?"
I can ask where something is located, including the bathroom.                         明天你在不在家?
PRESENTATIONAL
Spoken Production
I can give personal information (address, telephone number, nationality,
age, family) using words and phrases.
I can talk about things I like and dislike using words and phrases.
I can describe myself using words and phrases.
Written Production
I can fill in a standardized form with my personal details (name, age,
address, telephone number).
I can write about myself using learned phrases and memorized
expressions.
I can write lists based on familiar material.
CHINESE LANGUAGE KNOWLEDGE
I know how to use pinyin to spell familiar words.
I know how to input pinyin on the computer to create Chinese characters.
I know how tones are used to create words.
I know how to write the basic strokes needed to create characters.
I know basic stroke order.
I know how to write familiar words in Chinese characters by hand.
CHINESE CULTURE KNOWLEDGE
I know how to show respect to my teacher and classmates.
OTHER
I can participate in classroom routines (greetings and leave-takings,
attendance, commands)
                                    Thematic Knowledge and Skills
                                      Getting to Know Each Other
                              Students Can                                           Students Use
INTERPRETIVE                                                                      Phone Conversation
Listening
I can understand words, phrases, and expressions related to familiar topics
in live or recorded materials.                                                     打电话, 号, 找, 哪一位, 等,
I can understand short and simple conversations on familiar topics in live or             谁, 来...
recorded materials.
I can understand spoken language when I have previously seen or heard
the content.                                                                            Usage of "谁"
Reading                                                                                 请问你找谁?
I can understand familiar words, phrases, and simple sentences in                Sentence patterns "是 / 不是 /
authentic written materials, re-reading as required.
                                                                                         是......吗?"
I can understand basic questions on standardized forms well enough to
give the most important information about myself (name, date of birth,          他是谢小明吗?不是,他是小明的
nationality).                                                                               哥哥。
I can understand short simple written messages on familiar topics.              Usage of " 等 / 等一下 / 等一等"
I can distinguish between questions, statements and exclamations.                   请你等一等(等一下)。
I can read common signs in public places.
INTERPERSONAL                                                                           请你等十分钟。
Person-to-Person Communication                                                   Difference between "那" and
I can thank someone.                                                                         "哪"
I can apologize.                                                                哪一位是小明的爸爸?那位是小明
I can introduce myself and others and use basic culturally appropriate                     的爸爸。
greetings.
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I can ask memorized questions and answer simple questions, on very                       Abilities
familiar topics such as leisure activities, family, food, school, and weather
using memorized phrases.
I can handle numbers, quantities, cost, time and dates in simple situations.         老师, 同学, 教, 学, 中文,
I can make myself understood in a simple way, and understand the other               会, 可以, 和, 学生, 有用,
person provided he talks slowly and clearly and is prepared to help.                      一起...
I can in simple fashion ask somebody to repeat what he or she says or ask
him or her to speak more slowly.                                                 Sentence patterns "会 / 不会 /
I can ask how to say something in Chinese.
                                                                                         会......吗?"
I can say that I don't understand.
I can ask and answer in simple terms questions about likes and dislikes.             你会中文吗?我会中文。
I can buy something.                                                            Sentence patterns "可以 / 不可以 /
I can ask where something is located, including the bathroom.                            可以......吗?"
PRESENTATIONAL
                                                                                  我可以打电话吗?你不可以打电
Spoken Production
I can give personal information (address, telephone number, nationality,                    话。
age, family) using words and phrases.
I can talk about things I like and dislike using words and phrases.
I can describe myself using words and phrases.
Written Production
I can fill in a standardized form with my personal details (name, age,
address, telephone number).
I can write about myself using learned phrases and memorized
expressions.
I can write lists based on familiar material.
CHINESE LANGUAGE KNOWLEDGE
I know how to use pinyin to spell familiar words.
I know how to input pinyin on the computer to create Chinese characters.
I know how tones are used to create words.
I know how to write the basic strokes needed to create characters.
I know basic stroke order.
I know how to write familiar words in Chinese characters by hand.
CHINESE CULTURE KNOWLEDGE
I know how to show respect to my teacher and classmates.
OTHER
I can participate in classroom routines (greetings and leave-takings,
attendance, commands)




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                                                                       Student Curriculum Template

                           THEME: MAKING CHINESE FRIENDS
                                     Elementary Language
Greeting routine-teacher / student interaction.
  目標                                                   Objective
1 上課 / 下課                                              Class starts / Class ends
2 起立                                                   Stand up (student leader-taker turn, pick different
                                                       student each day)
3 同學們好 / 同學們再見                                         Hello students / Good by students
4 老師好                                                  Hello teacher
5 請坐                                                   Sit down please


One and two in Chinese in different situation

1 一 (Yi1) / 1 (Yao1),                                  Regular usage / telephone # (when there might be
                                                       one and seven used in the same sentence.)
2 二 (Er4) / 兩 (Liang3)                                 Counting / regular adjective usage of numbers


Day 1

    目標                                                   Objective
1 我能參與課堂日常問候語                                            I can participate in classroom greetings
2 我能數一到十                                                 I can count one to ten in Chinese
3 我能分辨一到十的手語                                             I can recognize the hand motions (1-10)


    教學内容                                                 Contents
1 上課 / 下課                                                Class starts / Class ends
2 起立                                                     Stand up (student leader-taker turn, pick
                                                         different student each day)
3 同學們好 / 同學們再見                                           Hello students / Good by students
4 老師好                                                    Hello teacher
5 請坐                                                     Sit down please




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                                                         Student Curriculum Template

Day 2

    目標                                       Objective
1   我能分辨五個不同的聲調                              I can recognize the 5 different tones of the
                                             Chinese language
2   我能用身體語言示範五個不同的聲調                         I can demonstrate the 5 different motions to
                                             the tones
3   我能用電腦讀寫漢語拼音                              I can listen, read and type-in Pinyin
4   我能使用不同音的一和二. 我能数零                        I can count the variable numbers (one, two)
                                             and zero
5   復習上一堂課的内容.                               Review the materials from previous day
    教學内容                                     Contents




Day 3

    目標                                           Objective
1 我能用"我", "你", “他", 復數 "我們", "你們", "他們". I can say the personal pronouns (also the
                                         plural form) and use them in greetings
2 我能造中文的 問句, 普通句.                                I can distinguish between questions and
                                                 statements

3 復習上一堂課的内容.                                     Review materials from the previous days

    教學内容                                         Contents
4 多少                                             How many / how much




Day 4

1 我能用"謝謝", 我能        道歉的話                        I can thank and apologize to someone
2 我能使用"不"和"沒有"                                   I can express my feelings using the
                                                 negative from to words and sentence
3 復習上一堂課的内容.                                     Review materials from previous days
    教學内容                                         Contents




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                                                        Student Curriculum Template

Day 5

    目標                                           Objective
1   在不同的情境下我能使用已經學到的詞語                           I can use targeted language in different
                                                 scenario
2   復習上一堂課的内容. 示範已經學到的東西                         Review and demonstrate all materials
                                                 learned in this week


Day 6

    目標                                                       Objective
1   我能在簡單情景中使用數目和日子                                          I can handle members and say
                                                             the days of the week
2   我能用基本問候語介紹自己和其他人.                                        I can introduce myself and others
                                                             and use basic culturally
                                                             appropriate greetings
3   復習上一堂課的内容.                                               Review


Day 7

    目標                                                       Objective
1   我知道怎麼用年,月,日. 我知道怎麼把他們用在簡單情景中 I know how to say years,
                                 months, dates and use them in
                                 simple situation
2   復習上一堂課的内容.                                               Review


Day 8

    目標                                              Objective
1   我知道怎麼用"今天", "明天", "昨天", "今年", "明年", " I know how to say today, , tomorrow,
    去年".                                  yesterday, this year, next year, and last
                                          year.
2   復習上一堂課的内容.                                      Review.




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                                        Student Curriculum Template

Day 9

    目標                               Objective
1   我知道怎麼用中文講我的家人.                   I know how to describe my family
                                     members
2   我知道怎麼問別人的家人                      I know how to ask questions regarding
                                     other peoples' family
3   復習上一堂課的内容.                       Reviews


Day 10

    目標                                    Objective
1   復習上一堂課的内容.                            Reviews




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                                                                  Student Curriculum Template

F.     End of Program Performance Tasks

       What culminating performance tasks will provide evidence that students have achieved
       the program learning objectives? Indicate how students will be assessed for each mode
       of communication through interpretive, interpersonal and presentational performance
       tasks.
       •   Interpretive tasks involve students in receptive communication of oral or written
           messages, in mediated communication via print and non-print material, or with
           listener, viewer, reader works with visual or recorded materials whose creator is
           absent.
       •   Interpersonal tasks require direct oral communication between individuals who are
           in personal contact or direct written communication between individuals who come
           into personal contact.
       •   Presentational tasks require students to engage in productive communication using
           oral or written language, produce spoken or written communication for people with
           whom there is no immediate personal contact or which takes place in a one-to-many
           mode, or author or create visual or recorded material for listeners or readers not
           personally known.

Interpretive tasks:
Reading and listening to authentic children's stories and songs

Interpersonal tasks:
Written and oral communication with exchange partners culminating in a final task that matches
language level (for example, information gap for beginning students and project-based task for
intermediate students)

Presentational tasks:
Weekly writing sample and speaking sample for each student
Culminating presentation: Puppet show for parents




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                                                                    Student Curriculum Template

G.     Other Types of Assessment and Evidence of Learning
Other types of assessment and evidence of learning may include a wide range of activities and
products that provide meaningful evidence of learning, such as dialogue journals, reflective
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some
assessment or reflection about students’ attitudes and perspectives toward the target language
and culture.


                   Assessments                                     Brief description
Lingua-folio Style Self-assessment                   Weekly self-assessment based on can-do
                                                     statements with age-appropriate design
IQ Chinese Assessment                                Computer-based unit quizzes based on type-
                                                     to-learn technology
                                                     Observations based on students'
Teacher-generated Assessments
                                                     involvement in classroom activities such as
                                                     singing, role plays, and games

H.     Instructional Strategies
How will your program ensure that the following best practices are incorporated into your
program?

Strategies                                       Examples

Use target language for instruction              Each teacher will have a physical sign to
                                                 indicate switch between English/Chinese
                                                 persona. Lesson plans will indicate
                                                 approximate number of minutes targeted for
                                                 each language. Overall, the target is 80%
                                                 immersion (except when conveying in depth
                                                 cultural information). The lesson plans will
                                                 reflect our decision to organize activities in one
                                                 of two patterns: 1 and 4 (1 minute of English
                                                 and 4 minutes of Chinese) or 2 and 8 (2 minutes
                                                 of English and 8 minutes of Chinese). Teachers
                                                 will prepare lessons that incorporate visual and
                                                 contextual cues to demonstrate meaning. Peer
                                                 tutors will participate in the lessons, offering
                                                 authentic reinforcement.
Facilitate student-centered learning             Activity-oriented and project-directed lessons
                                                 will be encouraged.
Ensure meaningful interaction in the target      Incorporate use of classroom routines and
language                                         activities (such as games, songs, stories, and
                                                 information gap situations) that are purposeful
                                                 and communicative. Meaningful
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                                                                     Student Curriculum Template

                                                   communication is enhanced by social
                                                   interaction with peer tutors in the classroom and
                                                   online exchanges (e-mail and Skype) with
                                                   students in China.
Integrate language, culture and content            Program is based on team-teaching. Language
                                                   and culture teachers meet one week prior to
                                                   program to agree on goals and design activities.
                                                   During the program, teachers meet daily before
                                                   camp to reinforce shared goals and revise as
                                                   necessary.
Differentiate instruction based on student need    Teacher-to-student ratio allows for
                                                   individualization. Different modes of
                                                   instruction will be used to engage different
                                                   parts of the brain. Students will be grouped
                                                   based on previous experience. Teachers will
                                                   assess progress continually and differentiate
                                                   lessons accordingly.

I.     Materials & Other Resources
Describe the primary resources that you plan to use for the program.

                Resources                              Description
       Title of textbook, if        IQ Chinese Go 100, Go 200
       applicable
       Realia / Authentic           For students: calligraphy supplies (ink stone, ink
       materials                    stick, brush and holder, rice paper notebook, and
                                    bag), chopsticks
                                    For activities: Internet resources such as forms,
                                    advertising, and menus
                                    For classrooms: posters, lanterns, student artwork
                                    from Mandarin-speaking countries
                                    During fieldtrip: Museum of Chinese in America
                                    will present an activity using trunks filled with
                                    authentic materials from immigrants.
       Multimedia                   Excerpts that show cultural setting from videos such
                                    as After School Chinese, Families of China, and
                                    Follow Jade!
                                    Vocabulary practice material from Muzzy
                                    Smartboard activities




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                                                                   Student Curriculum Template

J.     Technology
If technology is part of your budget, how will that technology support instruction and enhance
learning?

          Technological tools                           Explanation
       Computer Lab                 Individualized practice using CD-rom and learning
                                    to type Chinese

       Smartboard                   Communicative practice activities

       Internet                     E-mail and Skype exchanges, including PowerPoint
                                    presentations

       DVD/VCR/CD players           Visual and audio cultural components




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