week 6 assignment #2

ELA Reading Lesson Plan (Activity-based lesson adjusted to common core)

Lesson topic: Fish Cheek, (see article) Grade level: 5th grade Time frame: 1 week

1. What learning objectives/main ideas do students need to know (maximum of 3)? l   Students can understand immigrant’s struggle. l   Students can know people’s perspective will change when they grow up. l   Students can learn to appreciate Chinese cuisine and table manners.

2. What common core skills will be introduced or reinforced during this lesson? l   RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. l   RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. l   RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. l   RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. l   RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

3. Which content area standards are addressed in this lesson? l   ELA Common Core State Standards – Reading, Grade 5

4. What academic and content specific vocabulary is introduced in this lesson? l   Prawns l   Tofu l   Clamor l   Despair

5. What materials (e.g. activity sheet, map, song) will I present to students? l   World map l   Chinese cuisine book (in Chinese) l   Construction paper l   Colored pencils l   Glutinous powder ( for making Tang-Yuan) l   Chopsticks l   The interview of author, retrieved from https://www.youtube.com/watch?v=KUMaOIE6C3g l   Posters written three questions: a.   From paragraph 2, how did the author think of her Chinese culture and family? Write down your evidences. b.  From paragraph 5, what behaviors of the author’s family members made  author feel embarrassed? Write down your evidences. c.  Compare author’s perceptions of her mother’s value when she was young and grew up. Make a T-chart with your evidences.

6. What activity, if any, will I use to settle students and establish a context (DO NOW)? l   Close reading of the article. l   Recite article with emotion.

7. How will I open the lesson (MOTIVATION) and capture student interest? Ask students about their experiences in Chinese restaurants. l   Do they like the food? Can they name some of dishes? l   How do they use the chopsticks? l   Do they enjoy the environment? l   Why people open Chinese restaurants in foreign countries?

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized? l   Assignment of writing a letter to their parent/guardian to show their affection, gratitude, or any words they should have said before. (individuals, graded by parent/guardian) l   Introduce Chinese New Year. (Show full class the presentation of traditions and have them make Tang-Yuan) l   Continue last activity, compare Christmas Eve and Chinese New Year’ roles and meanings respectively. (small group discussion first, write down their ideas on construction paper, hang the papers on bulletin board )

9. How will I differentiate instruction with multiple entry points for diverse learners? l   Ask diverse learner share their cultures in terms of counterpart of Christmas. l   Ask advanced students convert the text into a play.

10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion? l   How do the two families act during dinner respectively? Why do they act so differently? l   What does the line mean,” your only shame is to have shame.” l   Why did the author’s mother tell her that she must always be Chinese? l   Is family the most important to everyone? How about friendships? l   Is one’s root important? Why? l   What kind of obstacles that immigrants face? Is there any way solving the problems? l   In this article, how do you think people can identify themselves? Can the criteria change?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson? l   Quiz- vocabulary and details (Kahoot) l   Skill of reciting article (rubrics) l   Drawing- family tree l   Presentation- oral and work (rubrics) l   Letter- feedback from parents

12. How will I bring the lesson to closure (Summary Questions)? l   Students move around the classroom to see the three posters and discuss with their partner. (team up with the other one)

13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP l   Have a debate over family v.s. friendship. • ENRICHMENT ACTIVITIES l   Recognize the contributions from immigrants in history. • HOMEWORK l   Letter mentioned above. l   Draw their family tree on construction paper.

14. What topics come next? TOMORROW l   Write down what the most important or meaningful words that your parent/guardian spoke or wrote to you? DAY AFTER l   Oral presentation: What kind of tradition you want to hand down to your future children? Why?

15. How do I evaluate this lesson? (It is about to what extent your lesson successful is, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) • STRENGTHS l   Students learn to appreciate different cultures. • WEAKNESSES l   The range of cultures are huge, it’s easy losing focus. • AREAS to WORK l   Balance the attitude to other minority students. • THINGS TO CHANGE l   Invite an immigrant as a guest to share his/her experience.