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Lesson Plan: Shenzhen, People’s Republic of China By Donald D’Orto Grade 8: United States History Lesson: 3 Days (Two 46 minute periods and One 35 minute period) GOAL: The overall goal of the lesson “Shenzhen, People’s Republic of China” is to provide an overview and further understanding among students about one of China’s most dynamic cities. INSTRUCTIONAL OBJECTIVES: This lesson will focus on a multimedia and critical thinking/writing strategy of understanding Shenzhen, People’s Republic of China through: the history of Shenzhen’s creation, use of the Internet, Google Earth city study, DVD video, classroom reading, and critical writing by students. The instructional objectives can be broken down in this order: a. Introduce Shenzhen through a DVD video provided by the Shenzhen Bureau of Trade and Industry. b. Introduce the history of Shenzhen’s creation. c. Present how Shenzhen affects the day to day life the average 8th grader in DeLand, Florida. d. Familiarize all students with the operation of Google Earth by providing a guided tour of Shenzhen. e. Provide an opportunity to build critical writing skills by providing students with an essay to complete on an important aspect of Shenzhen, China. f. Provide a fun essay on skateboarding in Shenzhen, China, an epicenter of skateboarding in China. TIME PERIOD: The lesson will take place over the period of three days (two 46 minute periods and one 35 minute period day) times 6 periods each day. The order of the lesson and the time needed is as follows: DAY ONE a. A video introduction to Shenzhen in English: 10 minutes. b. Overview of the history of Shenzhen’s creation and vital statistics on how Shenzhen impacts the average person in DeLand, FL (examples, Foxcomm manufactures most Apple I-Pods and Apple computers, and Lenovo Computers are used by some students); 35 minutes. DAY TWO c. Media Center use of Google Earth in the computer lab to take a guided tour of Shenzhen, China, led by the teacher. 40 Minutes. d. Assignment of topic for 1 page writing exercise, due the next day: 5 minutes. DAY THREE e. Article from Times and Tides Shenzhen of Yantian International Container Terminals (YICT) Magazine titled “Leap of Faith” by Brandon Zatt about the rise of skateboarding in China, and Shenzhen as the focus point for this rise; 30 minutes. f. Turn in writing papers: 5 minutes. Materials: Video DVD from Shenzhen Bureau of Trade and Industry Paper Pencil/pen Computer(s) and computer projector(s). Various websites. (35 copies)Class set of the article from Times and Tides Shenzhen of Yantian International Container Terminals (YICT) Magazine titled “Leap of Faith” by Brandon Zatt. Content Outline: http://map.vbgood.com/shenzhen/html -This website provides many excellent photos of the prime locations in Shenzhen, China. This will be essential knowledge for students to have so they may identify landmarks on Google Earth. http://en.wikipedia.org/wiki/Foxcomm/html -This website in Wikipedia details the many products produced by Foxcomm for companies such as Apple Computer and the Xbox 360 for Microsoft. http://earth.google.com/html -Site for Google Earth, a visual map system of the world. Times and Tides Shenzhen of Yantian International Container Terminals (YICT) Magazine article titled “Leap of Faith” by Brandon Zatt. -A good article on the rise of skateboarding in Shenzhen, China. Oracle Bones: A Journey Through Time in China by Peter Hessler; New York: Harper Perenial, 2006. Chapter titled “The Overnight City”. -Chapter in a book detailing the short history of Shenzhen, China. Shenzhen, A City of Innovation by BTI Shenzhen: Shenzhen Bureau of Trade and Industry Video production of the city of Shenzhen, China. Assessment: Students will be assessed on their participation both in class and in the Media Center. On Day One, they will take notes on the presentation to prepare for their essay. Day Two, participation on Google Earth search of Shenzhen, China by students will be assessed. Day Three, essays being turned in will be assessed, as well as participation in class. Instructional Strategies: First Day: Students will be in the main classroom, taking notes on the video Shenzhen: A City of Innovation DVD, the history of Shenzhen, China, and the Wikipedia website on Foxcomm. Then, students will have time to take visual notes of the website of Shenzhen’s main geographic attractions so they can prepare to use Google Earth on Day Two. Day Two: Students will log onto Google Earth and navigate to Shenzhen, China, following the prompts on a computer screen in the library used by the teacher. They will use Google Earth to take a guided tour as directed by the teacher. Students will be put in pairs to help each other. Students will then be given their essay topic, due the next day: “Would Shenzhen, China be a city that you would choose to live in? Describe why or why not” (in a four to five paragraph essay). Each essay should have an introduction paragraph, two to three describing paragraphs, and a conclusion paragraph summarizing your main points. This is a persuasive essay. Day Three: Students will receive the article “Leap of Faith” on skateboarding’s rise in Shenzhen. Students will take turns reading it in class. Students will finish class by turning in their essay paper. ESL/ESOL Strategies: 13 Utilization- The use of pictures and dittos. -25 Visuals- Pictures, overhead projections, filmstrips, videocassettes, television, magazines, use of Internet and objects. -28 Oral Conversation/Dialogue- Oral conversation between students and teachers. - 30 Peer Tutors/Buddy System- Students are paired together. One student helps another by acting as a teacher. 41 Creating A Writing Classroom (W)- The writing of each student is valued, students write for an audience, the environment is language and literature-rich and students write in many modes. Sunshine State Standards: S.S.A.3.3.3.: The student understands Western and Eastern Civilization since the Renaissance: knows how physical and human geographical factors have influenced major historical events and movements. S.S.B.1.3.1.: The student understands the world in spatial terms: uses various map forms: including thematic maps) and other geographic representations, tools, and technologies to acquire, process, and report geographic information including patterns of land use, connections between places, and patterns and processes of migration and diffusion. S.S.B.2.3.3: The student understands the interactions of people and the physical environment: understands how cultures differ in their use of similar environments and resources.
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