Stage 1 Desired Results

Established Goals: 1. What SOL will this lesson design address?

Effective Communication
Students will learn to communicate with others in a language other
than English.
Students will improve their understanding of and ability to
communicate in the
English language by comparing and contrasting another language with
their own

Expanded Access to Information

Students will connect with other disciplines through language
study, which enables them to understand the interrelationships
among content areas.
Students will access information in more than one language,
which gives them a greater choice of resources and a richer base
of knowledge.

Enhanced Cultural Understanding

Students will develop an awareness of and an appreciation for
another peoples unique way of life, the patterns of behavior which
order their world, and the ideas and perspectives which guide their
behaviors.
Students will learn about the contributions of other cultures to the
world and how these contributions have shaped international
perspectives.

Increased Global Perspective

Students will contribute to and respond to their communities and
to the world in a more informed and effective manner as a result of
the global perspective gained in a foreign language class.
Students will gain additional prospects for further education and
career opportunities as a result of second language study.

Understandings: Students will understand that

Listening and Reading for Understanding**
The comprehension and interpretation of written or oral communication
is the second communicative mode within the range of skills that
students develop to demonstrate communicative competence. The ability
to understand spoken and written language is indicated by the level of
comprehension of a text and the interpretation of other visual and
auditory cues given by the speaker or writer. This strand differs from the
person-to-person strand in that the communication is one way and
focuses on what students can comprehend without the opportunity to
ask for clarification.
Using Oral and Written Language for Understanding
The ability of students to read a Latin text is facilitated through their
active use of Latin involving oral and written language. For many
students, hearing the language and learning to use it orally enables them
to read and understand a Latin text more easily.
As part of the language learning process, students learn to ask and
answer questions, comprehend spoken texts, and write simple phrases
and sentences in Latin. As students progress in their language study,
attention shifts from writing the language to developing the ability to read
Latin texts aloud with attention to meter and phrasing.

Reading for Understanding

Latin students must be able to interpret a Latin text in order to
understand the ancient world through the thoughts and
information expressed by the author.
Beginning students learn to comprehend basic Latin sentences
and stories and are introduced to authentic texts as early as
possible, even though graffiti from the Roman world or short
philosophical statements of the ancient Romans. The ability of
students to derive cultural as well as linguistic information from a
text is the focus of a Latin program.

Essential Questions:
Level I

What is Family?
Why are families important?
What is your role in your family?
Why?

Standard of Learning(SOL)
NWI.1 The student will exchange simple spoken and written information in the target language.
NWI.2 The student will sustain brief oral and written exchanges in the target language, using familiar phrases and sentences.
NWI.3 The student will understand basic spoken and written target language based on familiar topics in familiar contexts through a
variety of media.
NWI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in the target language.
NWI.5 The student will present information orally and in writing in the target language, using a variety of previously learned
vocabulary, phrases, and structural patterns.
NWI.6 The student will present rehearsed material in the target language, including brief narratives, monologues, dialogues, and
songs.
WI.7 The student will develop an awareness of common perspectives, practices, and products of the cultures in which the target
language is spoken.
WI.8 The student will recognize that perspectives, practices, and products of the cultures studied are interrelated.
NWI.9 The student will connect information about the target language and culture(s) with concepts studied in other subject areas.

Students will know there should be specific testable objectives here,

in the form of:
Students will know that .
or

Students will be able to ..(Describe and use the associative

property of multiplication)
Objectives/Culture
Identify different family members and relationships

Ask who someone is

Grammar Point

Who is this? This expression is used when a speaker asks who

someone is

Stage 2 Assessment Evidence

Formative Assessment:
Summative Assessment:
Assessments typically used to assign
Students will describe their family
students a grade.
member and relationships.
worksheets
Students will compare standards
school subjects and class
and styles of dress, food , playing
games in Korean and American
schedule project
culture by New years day and
chines new years day
Stage 3 Learning Plan
Bellringer: warm up sheets
Planning Phase(5min)

Thematic Unit:
Learning Activities: (Indicate the total time of this lesson:
Suggested Time:, 2nd Daily lesson plan of 1week
Todays Topic(s): Ask who someone is

Link (5 min)/ Last classs review:

Lets talk about what we learned yesterday.
Yesterday, we learned about describing characteristics of people and animals and then we had the class
activity that was Guess who
?
I live in glass. I eat leaves. My neck is very long.

Lets remember Reflection Phase : 00 is pretty and tall

.
Performance/Task-based Objectives: : 3rd day of 1 week
Be able to speak and write about Students will ask and respond

simple questions of family member names

Todays objectives: .
(Students can identify and introduce family members using written and spoken language. Students can
compare different holiday traditions such as Chinese New Years Day and New Years Day written and
spoken language. )
1.

Level I: Family

2.
3.

Level II: Compare solar and lunar calendars.

Level III: Watch news about Chinese New Years Day and discusses it
during class. Students will read different articles about Chinese New
Years day and New Years Day. They can learn about it. This will be a
jigsaw reading activity. Students will practice speaking through explaining
their article to the rest of the group.

Teaching Phase(30min)

1.Preparation
a. Review and Today New Vocabulary :(10min)

Make flash cards (With Korean words and Korean definition

and English.)

Dictation and word game

1. (Describing characteristics of people): (to be pretty) (to be cute)
/(to be big/ small)
2. (Family): (Grandfather), (Grandmother)(Dad),
(Mom),
(Older brother[for males]), (Older brother[for females])
(older sister[for males]), (Older sister[for females])

2. Practice:

Useful Expression: ---------- , (I love dad and

mom.)
b. Material Needed: copies of the students Familys members print

Warm-up activity

Transition:
Hook: Get Ready to Learn

2.

Opening Chapter finding objects at these pictures or preview

video
Teacher describes his/her family to students

Lesson on smart board

Activity 1 Think about todays lesson. What will we learn about (My family
Learn about how to call the name of the family in Korean
--Students will complete the following words using the words in the box
Eg)

)?

Grandfather, Grandmather, Dad,Mom, etc

Speaking and writing:

---Students will be responding to tell you Who is this?

---Students will be responding to introduce their family to their

partner using their
Family picture
* Reading and Comprehension questions:
Answer worksheet questions to see if students understood the
lesson
Family work sheets . . (Sugi introduces her family to
her friends with her family picture. Choose the correct descriptions)
1. ? (What does she do?)
(She takes picture.)
(She introduces her family.)
(She makes the newspapers)

Activity 2 Transition
Students can compare different holiday traditions such as Chinese New Years Day and New Years Day
written and spoken language.
(Students will discuss different subject about Chinese New Years day and New Years Day. They can learn
about it. This will be a jigsaw reading and research activity. Students will practice speaking through
explaining their subjects to the rest of the group.)
2/8/2016
1/1/201
6

Well-wishing
remarks

Game

Clothing

Food

Closure Activity: Ask your classmate questions by using the poster such as What food do you

have in the Chinese New years day? etc.

3. Evaluation/Now and then(5min)

Formative Assessment(s): Walk around and make sure
students are using the correct vocabulary and correct
responses.
Exit Ticket: (5min)
Eg)

Complete
the Family tree

Reflection Phase :

(Who is this?) .(This is my mom.)

Home work:
Reading & Writing
Review vocabulary and study guide line
Now and Then:

Tomorrow we will learn about family members and relationship, including pets.