Xiaoying Nie-EDUU 511 Signature Assignment Week 7

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University of Massachusetts, Boston *

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530

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English

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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.

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

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