Xiaoying Nie-EDUU 511 Signature Assignment Week 7
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University of Massachusetts, Boston *
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Feb 20, 2024
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EDUU 511 SIGNATURE ASSIGNMENT
SUBMIT IN LIVETEXT
Pre-Lesson Information
1.
Provide a brief summary of the focus student.
Student 1:
Alma Ramirez is a third-grade student. She is an English Language Learner and struggling with Reader. Alma speaks fluent Spanish. The family speaks Spanish in the home, and her parents are fluent in Spanish but only speak broken English. She can converse in English at a near-fluent level, though her academic language skills are lacking, which also
affects her reading and writing. Alma is timid yet mature and responsible. She has a couple of friends at school. She does not volunteer or speak out in class and only participates when required. She does not participate in activities after school, but she likes watching TV in Spanish at home. She also likes to play soccer and enjoys cooking.
Student 2:
TJ Roberts is a third-grade student with ADHD and Learning Disability (LD) Dysgraphia. His handwriting
needs to be more developed, and he forgets what he is writing as he is writing. TJ has difficulty in social settings and has trouble controlling emotions. If something seemed difficult, he would get upset and sometimes cry. His impulsivity often leads
to hitting, and he has difficulty being around classmates on the carpet, walking in line, and eating lunch without touching (hugging, poking, hitting) them. He is often unaware of social cues and norms. He tends to gravitate towards adults rather than peers. TJ enjoys being read to and loves science, animals, dinosaurs, and sharks. He participates in karate and soccer.
2.
What life experiences does the focus student have that need to be considered during instructional design?
Although Alma's and TJ's situations are entirely different, they have some common characteristics worth noting. First, the challenge is difficult for both. Alma does not volunteer or speak out in class and likes watching TV in Spanish at home; she
has also mentioned that she does not like school, which shows that she resists the challenge of English. For TJ, if something
seemed difficult, he would get upset and sometimes cry. The focus of instructional design should be making Chinese classes lively, engaging, and easy to understand. Besides, they all like football. Therefore, football elements can be considered and applied in the classroom. For example, football can be made into points to add points to individuals or groups. Alma likes cooking, so when making cultural examples or comparisons, the teacher can discuss in class the comparison of American food,
Mexican food, and Chinese food, what foods are eaten during traditional festivals in various countries, or how to cook food, thereby improving Alma's interest in learning and Participation. TJ loves karate and can compare Japanese Karate, Korean taekwondo, and Chinese martial arts in class. In addition to comparing competition rules and clothing, the teacher can also compare their competition etiquette and emphasize that practicing martial arts is for physical fitness rather than fighting or hurting others. The teacher can also use TJ’s favorite animals in the classroom, such as giving each group an animal name (in Mandarin) when grouping or using dinosaur dolls as teaching aids when teaching body parts.
3.
What prior academic knowledge does the focus student have related to the lesson you are teaching?
The focus students have studied Chinese for two years, and Chinese is an enrichment class with two classes per week (40 minutes per class). They already know the Chinese class routine and can understand basic Chinese class instructions. They have learned to recognize and read some vocabulary and sentence patterns on familiar topics and can speak basic daily conversations. They understand basic Chinese character structure, strokes, and stroke order.
For this lesson, they have learned the verb “xihuan”(like), and they knew sentences such as “I like cat (animals)” and “I
like pink (colors).
4.
What other social-emotional, cultural, and developmental considerations will you need to take into account in this lesson?
During group activities, the teacher can put Alma in a group with friends to give her the confidence and interest to participate and let her friend help her communicate with other group members. Place TJ in the front row on the side. When
something happens, the teacher can immediately see and help. Ask him to be the teacher's assistant and give him a dinosaur, shark, or football sticker to encourage him. In addition, teachers need to design various classroom activities and try to involve students in as many activities as possible, such as integrating singing, dancing, martial arts, and games into Chinese classes. Each activity should be designed to be simple, organized, and manageable.
Lesson Plan Template
Lesson Title
: What sport do you like?
Subject: Mandarin Grade Level: 3
Common Core or Grade Level Content Standard(s) to be addressed: (include standard number and description)
WL.CM2.I Participate in real-world, spoken, written, or signed conversations related to self and the immediate environment. Create sentences and strings of sentences to ask and answer a variety of questions in transactional and some informal settings.
Learning objective(s):
By the end of class, students will be able to create a pair of conversations by using “like+(sports)” as measured by performance with a partner.
Materials:
Smartboard, PPT, picture cards (for each group), word flashcards (for each group), Chromebook and headphones with microphone for each student.
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Lesson
Components
Describe what
will be happening during this part of the lesson.
Describe why
you have selected the approach you have.
You may refer to the appropriateness based on developmental needs or interests of students at this age or learning styles
Focus Student 1: Discuss appropriate modifications and adaptations for each section. In each section, explain how the adaptations and modifications address the specific needs of this student. Focus Student 2: Discuss appropriate modifications and adaptations for each section. In each section, explain how the adaptations and modifications address the specific needs of this student
Anticipatory Set/ Introduction
How will you “hook” the students in the lesson, help them see the purpose of it,
and connect with prior knowledge?
The teacher will show a short video on Sports in Mandarin.
https://www.youtube.com/watch?
v=OH-sFPyY74w
(3 minutes)
Use videos to attract students’ attention. When students see sports they like or know, it will arouse their interest in learning.
Obtain the permission of the original video author to download the video. Add GIF pictures of related words to the video to deepen Student 1’s understanding of Chinese sports vocabulary.
Obtain the permission of the original video author to download the video. Add animal GIF pictures of related sports words to the video to engage Student 2’s attention.
Instruction
How will you help build student understanding of the
concept or skill? What teaching strategies will you use? Review sentence structure “I like (something)”.
Ask students what sports they like, and students answer the question by using the sentence structure “I like” in Mandarin and “sports” in English. Teaching new words about sports by using PPT, showing the
pictures and the Mandarin words on PPT.
Invite students to do the corresponding movements of this new word together and read the Students can understand new words
through pictures. Help students gain a deep understanding of new words by doing actions and reading and sing aloud.
(Will not teach all the sports words from the video, only pick 5 of them from the video)
The teacher uses accurate sports materials or models as teaching aids to deepen Student 1's understanding of Chinese sports vocabulary.
Added volleyball and soccer games. The teacher threw a toy volleyball to a classmate and asked, "What sport do
you like?" The student The teacher uses accurate sports materials or models as teaching aids to attract Student 2's attention.
The teacher will add two words for student 2: karate and Chinese kung fu.
Ask him to teach the class a karate move and learn a Chinese kung fu move from the
new word aloud, then extent to the sentence and conversation.
Sing and do the movements by using the video https://www.youtube.com/watch?
v=5GSAieqZ2F8
(The lyrics will be changed to the focus vocabulary and sentences.)
(15 minutes)
returned the ball to the teacher and replied, "I like
playing ball." The teacher kicked the toy football to a
classmate's feet and asked, "What sport do you
like?" the student returned
the ball to the teacher and
replied, "I like playing soccer." Students are not allowed to stand up during
the game. Make sure Student 1 gets the opportunity to play the soccer game.
teacher.
Added volleyball and soccer games. The teacher threw a toy volleyball to a classmate and asked, "What sport do you like?" The student returned the ball to the teacher and replied, "I like playing ball." The teacher kicked the toy football to a classmate's feet and asked, "What sport do you like?" the student returned the ball to the teacher and replied, "I like playing soccer." Students are not allowed to stand up during the game. Make sure Student 2 gets the
opportunity to play the soccer game.
Guided Practice
How will students practice what you have taught them, and how will you monitor it? Students will break into groups of
4 and use picture cards to practice together. One group member asks the next member, Help each other memorize through group exercises. When grouping, the The teacher can let Alma in a group with a friend to give her the confidence and interest to participate Give each group a name for an animal and
place the stuffed animal on the group
"What sport do you like?" the next
member picks a picture card and answers the question by using the sport on the card, then the next member asks the third member the same question, and so on. They cannot pick the picture they already did when they do the second turn. After three practice rounds, the groups will arrange two conversations using word cards.
The teacher will walk around to each group and assist as needed and check the conversation they created.
(10 minutes)
students’ Chinese proficiency should be considered, and the groups should be reasonable. Moreover,
use word cards to form sentences to ensure students understand the words.
and let her friend encourage her to communicate with other group members.
Teacher will walk around to Student 1 and assist as
needed. table. Student 2’s group is the dinosaur group. The teacher will take away the dinosaur
if someone does not conduct group activities
according to the rules. Before activities and games, the rules should be explained in detail. Teacher will walk around to Student 2 and assist as needed. When he does a good job, praise him immediately with dinosaur stickers and give him frequent verbal praise.
Closur
e
How will you check for student understanding before letting them work on their own?
Play a game guessing words by doing actions by group.
Two group members do the sport
movement without verbal telling, the word shown on the smartboard, and two members guess what the sport is. When the two group members do the Increase students' learning interest through games. Have students repeat the sentence pattern repeatedly to enhance
their memory.
Have Student 1 follow her friend doing the movements. If necessary, the teacher can give some
tips to encourage student 1 and immediately give praise for participation.
During other group games, ask Student 2 to help use a timer to time each group for one minute. Help the teacher listen to see if the answer is correct, and then write on the
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movement, they have to keep asking, “What sport do you like?” in Mandarin; when the other two group members guess, they have
to use the sentence “I like+ (the guessing word)” in Mandarin to guess the sport. (7 minutes)
whiteboard the number of words each group guessed correctly.
Independent Practice
What will students do to continue practicing and applying what they have learned? How will that be measured? Each student has to create three conversations using three new sports words learned today. Record the three conversations on Flip by using Chromebook and
headphones with microphone.
(5 minutes)
Through Flip recording, teachers can see the practice results of each student. Students can also review their learning outcomes and
do self-assessments.
Teacher will walk around to Student 1 and assist as
needed. The teacher can demonstrate it to Student 1 again and encourage her to complete it.
Teacher will walk around to Student 2 and assist as needed. The teacher can demonstrate it to Student 2 again and encourage him to complete it. When necessary, the teacher helped him complete the video together.
Directions: Answer these reflective questions, be detailed and clear in your response. 1.
While writing the lesson, what factors most influenced your lesson design?
While I was writing the lesson, the factors most influencing my lesson design were how to make Alma participate in the class and how to make TJ emotionally stable to complete the lesson.
2.
Identify and discuss any potential challenges that may come up during this lesson. Discuss and describe clear strategies and solutions for these challenges. Potential Challenge 1: Alma will refuse to participate in group exercises or record Flip videos.
Strategies and Solutions for Potential Challenge 1: Alma is a mature and responsible student. Ask her to be the leader of her group. Use group points to exchange prizes to encourage her to be responsible for the group, actively participate in activities, and communicate with group members.
Potential Challenge 2: TJ will break the rules of activities or games or is too excited when playing the class games, causing the
class not to proceed smoothly. Strategies and Solutions for Potential Challenge 2: Ask him to be the teacher's assistant to help the teacher get teaching aids time games, write points on the whiteboard, wipe the whiteboard, and so on. After each activity or game, quickly switch him back to being a teacher's assistant to keep him active and busy in the classroom. Use group points to exchange prizes to encourage him to follow the rules.
Potential Challenge 3: TJ may be frustrated by the difficulty in recording Flip videos.
Strategies and Solutions for Potential Challenge 3: The teacher can demonstrate it to TJ again and encourage him to practice recording with dinosaur sounds. When necessary, the teacher helped him complete the video together. Use dinosaur stickers to encourage him to try his work.
3.
What insight did you gain from completing this assignment?
Lesson design must care for every student in the classroom, whether EL, 504 plan, or IEP learner. Students' situations and needs for help in learning are also different. Teachers need to understand students' backgrounds, behaviors, needs deeply, and so on. When problems occur in the classroom, teachers can immediately understand and handle the situation promptly.
Moreover, when the teacher takes too much care of students who need special attention, other students may feel it is unfair. Therefore, explaining to the whole class that some students need help or often need to be reminded can not only eliminate students' confusion but also cultivate students' Student empathy. We also must inform students that it is not a reason to not
abide by classroom procedures and rules. Such behavior is terrible, so everyone needs to work together to help students in need
correct their behavior.
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