Model Lesson Plan Format

MODEL LESSON PLAN FORMAT

Topic, class, and level __Red envelopes for Chinese New Year_ Grade 6 Beginner___

Date for implementation: 23th Feb, 2016

Conceptual Framework: To what important concept, essential question, enduring understanding, or big idea in the discipline does this lesson connect?

What’s the tradition of the Red Envelopes?

Is Red Envelopes only used in New Year?

Can everyone get red envelopes?

How do you ask for red envelopes?

How does Chinese people decorate their home in New Year?

What’s the difference between decorations in China and America?

Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:

Common Core, ACTFEL, 5Cs

Knowledge/Understandings: What should the students know and understand at the end of this lesson?

The students should understand the origin and the tradition of “red envelopes”. Also, they should know how to ask for “red envelopes”. What’s more, they should know the culture of “red envelopes”, such as how much should people put in the “red envelopes”.

Skills: What will the students be able to do when this lesson is over?

The students are able to make their own red envelopes, and introduce the “red envelopes” culture to others. Also, they can ask for “red envelopes” from Chinese people during New Year.

Assessment. How will you check for student achievement and understanding?

I have a question list, and they are supposed to answer the questions. I could tell whether they understand or not. Also, when we are making the red envelopes, I would ask them to put fake money in it, I can check their understanding of the video. Lastly, they are supposed to pay a New Year visit and ask their classmates for “red envelopes”, therefore, we imitate the process of New Year visit. And I could tell how much did they learn.

Instructional Approach: (Describe activities, allotted time, and closure)

1. Daily greeting, and say Happy New Year to all of the students. (2mins)
2. Watch the first video and answer the questions. (10mins)

The students will watch a video about the tradition of “red envelopes”, it contains a lot of cultural information. The students are supposed to answer the questions by themselves, and they have very little time to have a discussion.

1. Watch another video and answer the questions. (10mins)

This video contains how can we ask for red envelopes, and how much should we put in the red envelopes. The students are supposed to answer the question and discuss in groups.

1. Make a red envelope to your friend (15mins)

The students can draw moneys or write Chinese wishes (they have learnt at the previous class) on their red envelopes, and they are supposed to put “fake money” in it.

1. Pay a New Year visit to your friend (13mins)

The students are supposed to bring their red envelopes and pay a New Year visit to their friend in the classroom. They have only one red envelope in hand, and they should give their red envelope to others and meanwhile ask for red envelopes. They should say “gong xi fa cai, hong bao na lai” (the video shows how to ask for red envelopes). Let’s see who gets the most “red envelopes”.

Materials, preparation, and/or on-line resources to be used:

Video1

Video2

Materials: Red paper, white paper, color pencils.

Hook: What question or activity might spark student curiosity and motivation?

How do Chinese people ask for “red envelopes”?

Can everyone get red envelopes in New Year?

Activities: What question/s might encourage the student to explore and discover the content? What will happen during the body of the lesson?

What’s the origin of “red envelopes”?

Why it is red?

What’s the difference between Chinese Lunar New Year and Christmas?

During the body of the lesson, the students are imitating the Chinese New Year visiting.

Differentiation including SEI Considerations (key vocabulary, language/content objectives, etc.):

Happy New Year

Wish you wealthy and give me the red envelope

The origin of red envelope.

They tradition of red envelope.

Grouping: If you are grouping at some point during the lesson, why are you grouping? How are you grouping?

They could discuss the answers in groups. I am grouping because it gives the students more time and confidence to figure out the answers for the questions. I am grouping by their seats.

Sponge activity: (to soak up extra time)

Make more red envelopes / listen Chinese New Year song

Homework when appropriate:

H/W: Listen and learn Chinese New Year song with this link:

Wrap-up: How will you help students make meaning from the lesson’s activities?

They could experience the Chinese way of celebrating New Year. Also, they could know the culture of “red envelope”. What’s more, they could make comparisons between Chinese New Year and Christmas. Through the video, and sharing ideas, we will discuss the content that I’ve mentioned. Lastly, they will use their red envelopes to imitate the process of Chinese New Year visit.

Potential Pitfalls and Reflection: What difficulties can you predict (or did you discover as you taught) that your students may find challenging or have misconceptions about? How will you address those confusions?

They may confuse about the broad usage of red envelopes. Also, they may confuse who should give and who should receive red envelopes. The last part is a kind of role-play, but they are still kids, so honestly, in real life they are not supposed to give red envelopes to others. I will explain to them, it’s just for fun, since the money is “fake”, they can put whatever they want in their envelopes.

Besides, there are two videos about “red envelopes”, the content is different, but some of the information is overlapped. Is that too much for the students to know? I will explain the reasons why I give them two videos to watch. Each video focus on different perspective, even though some information is overlapped, most of them are different.