Backward Design Lesson Plan

Backward Design Lesson Plan

Teacher Tan LihuaGrade level 9,10,11,12

Lesson title pinyin _

Time length 90 minutes

Step 1—Desired Results
Standard Outcomes for Learning (ACTFL Standard 1.1)—Answer’s the question, what should students know, understand, and be able to do as a result of the lesson?
At the end of the class, students will be able to
-recognize pinyin “i, ia,iao,ie,iu,ian,in,iang,ing,iong,” “d,t,n,l”correctly.
-read and say these pinyin properly;
-know how to use classroom expressions and the evolution of Chinese Characters.
Step 2—Assessment Evidence
Performance task—What will students do to show what they have learned?
Students will practice saying pinyin and classroom expressions in Chinese;
Students could know the evolution of Chinese Characters.
Step 3—Learning Plan
Learning activities - Answer’s the question, how do I teach it?
Step one Warm up (10 minutes)
A. Greet each student.
B. Review pinyin “a,o,e,i,,ai,ei,ao,ou,an,en,ang,eng,ong, b,p,m,f”.
Step two Introduce pinyin with flash cards (10 minutes)
A. Say and show pinyin flash cards.
B. Ask students to follow teacher and practice saying pinyin.
C. Ask students to make pinyin cards themselves and show when teacher says pinyin.
D. Teacher shows the flash cards and students say pinyin.
E. Students work in pairs and check whether their partners can successfully say these pinyin.
Step three Activity one Fly Swapper (10 minutes)
A. Divide students into two groups. One student from each group comes to the front to swap pinyin flash cards he/she hears in turns.
B. The group which gets more points wins the contest.
Step four Activity two Answer Quickly (15 minutes)
A. Ask students to write a pinyin on a piece of paper to represent themselves.
B. Ask a student at random to be the runner. Give the runner the hammer, and ask the runner to run to the student whose pinyin the teacher has just said (student 1) and hit student 1’s paper with the hammer.
C. Student 1 must call out another initial before the runner reaches him/her to prevent being hit.
D. If student 1 is too slow in calling out another initial, student 1 becomes the new runner. This game can also be played with finals.
Step five Activity three Flashcards? (10 minutes)
A. Pick 8-10 students at random and ask them to form a circle.
B. Ask Student 1 (S1) to show an initial-final combination to Student 2 (S2) for S2 to pronounce.
C. The rest of the class judge and call out whether S2 got it right or wrong. Students who answer incorrectly are asked to step down and become a referee.
D. Students who answer correctly get to pick a combination to show to the next student in the circle.
Step six Activity Hole-punching Game(10 minutes)
A.Print out a table with pinyin combination in it and give students one each.
B. Lead students in reading each sound combination aloud, then read the ones in red at random.
C. Ask students to punch a hole using their pencils to mark the sounds they hear.
D. At the end of the game, ask students to hold up their papers to check their answers. The holes they punched should form a cross (the character for 10 in Chinese).
Step seven Introduction to the evolution of Chinese Characters(20 minutes)
A.Show a video about Chinese Characters to students.
B.Read a story about Cang Jie inventing Chinese text.
C.Give students some Chinese Characters. Divide them into 5 groups to work together to explain these characters.
Step eight TPR Classroom expressions (13 minutes)
A. Model the action as the teacher gives the first command.
B. Do the action with the students several times, and give the command each time the teacher does the action.
C. Teacher just gives the command without doing the action .
D. Model the action again as teachers says the command if the students have difficulty carrying out the command.
E. Repeat steps a-d for each command teachers plans to teach.
F. Finally, review all the commands in random order.
Step nine homework (2 minutes)
Practice these pinyin and classroom expression.
Step 4—Reflection
What happened during my lesson? What did my students learn? How do I know?
What did I learn? How will I improve my lesson next time?
Students were excited when they learned the evolution of Chinese Characters. They learnt a lot when they tried to use their imagination to explain these characters. After the class, they knew how more about pinyin, especially “ie,iu” which sound quite different from English pronunciation. It’s better to give them some English pronunciation as a tip to help them to learn pinyin.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD,