Qiaochu Wang ACR form for 450F Observations

Date Action Connection Reflection

1. Repeat learning objectives (what, why, The First Day of School: If students The teacher is writing the
how) know what they are to learn, you objectives on the board. He is
2. Check homework greatly increase the chances that telling students exactly what he
3. Brainstorming: write 10 features of the students will learn. expects. It is a great routine.
Internet Contextualized language: students The teacher provides different
2/24 4. Sentence pattern: (as soon learns sentence patterns in a but familiar contexts to help
Chines as)
5. Sentence pattern:
familiar place, doing well known students understand how to
activities. use sentence patterns correctly.
e2 (What do you think I should do?) 5-step lesson: observed anticipatory The activity of learning
set, comprehensible input and sentence patterns develops
guided practice students reading, listening,
Standards: Communication speaking and writing skills of
Interpersonal Communication target language.
1. Review Lesson 6 text; recite Lesson 6 Contextualized language: students The teacher provides many
text learns sentence patterns in a different but familiar contexts
2. Sentence pattern: (verb)+place familiar place, doing well known to help students understand
3. Sentence pattern: (strong activities. how to use sentence patterns
desire); (moderate) 5-step lesson: observed guided correctly.
practice and independent practice The activity of learning
2/24 sentence patterns develops
Chines students reading, listening,
speaking and writing skills of
e1 target language.
In Chinese 1, the teacher can
still use high percentage target
language to teach and students
can understand and follow the
teacher.
2/28 1. Character test
2. Tape listening: Dialogue I (3 times:
Graphic organizer: appeals to visual
and logical learners.
The character test not only
tests students how to write the
Chines finger read, read after the tape, listening 5-step lesson: observed guided target characters, but also
to the tape) focuses on how to use these
e2 3. Group discussion: questions on
practice and independent practice
(assigning as homework) characters in a meaningful
workbook about Dialogue I Standards: Communication - context.
4. Group work: fill out a graphic organizer Interpretive Communication The teacher provides a graphic
about Dialogue I organizer for students to
5. Summarize Dialogue I understand the text. Clear and
6. Tape listening: Dialogue II (3 times: logical.
EDSS 450F 2017
Qiaochu Wang ACR form for 450F Observations
finger read, read after the tape, listening
to the tape)
7. Group discussion: questions on
workbook about Dialogue I
8. Assign homework: summarize
Dialogue II
1. Character test
2. Text learning: learning Dialogue I
through answering questions (students
discuss the questions in groups)
3. Tape listening: Dialogue I (3 times)
4. Workbook (reading comprehension):
2/28 Dialogue I (students discuss the
Chines questions in groups)
5. Text learning: learning Dialogue II
e1 through answering questions (students
discuss the questions in groups)
6. Tape listening: Dialogue II (3 times)
7. Workbook (reading comprehension):
Dialogue II (students discuss the
questions in groups)
3/14 1. Repeat learning objectives
2. Feedback of last unit test; make up
Chines oral test
3. Character test
e1 4. Brainstorming: list 20 activities in
Chinese class
5. Text learning
EDSS 450F 2017
5-step lesson: observed guided
practice
Standards: Communication -
Interpretive Communication
Learning objectives provide the
criteria for evaluating student
achievement. Students know what,
how and why they should be able to
do.
Adaptation: rearrange the schedule
based on the students need
Multiple intelligence: observed
adaptations for visual learners.
5-step lesson plan: observed
anticipatory set, comprehensive
input and guided practice.
Standards: Communities School
and Global Communities,
Communities Lifelong Learning
The teacher asks a volunteer to
summarize the text and
corrects her speaking. The
other students learn from this
effective modeling.
The character test not only
tests students how to write the
target characters, but also
focuses on how to use these
characters in a meaningful
context.
The pacing of leaning each text
is not rush or slow. It engages
all students to participate in
and develop their reading,
listening, speaking skills.
The sequencing of this class is
clear.
Learning objectives: The
teacher asked student to
repeat the learning objectives
before each class. Students
clearly know what they should
be able to do.
Adaptation: the teacher
reschedules the character test
since students need more
practice.
Anticipatory Set: The teacher
asked student to discuss their
personal experience in Chinese
class in groups. This is a good
way to connect students
personal school life to the topic
of this unit.
Comprehensible Input: The
teacher used brainstorming
Qiaochu Wang ACR form for 450F Observations

and PQA to introduce new

vocabulary of this unit.
Students were really engaging
and learn the target vocabulary
in a natural way.
Text learning: The teacher
provided pictures to help
students understand the text.
Visual learning.

EDSS 450F 2017