Formal Observation

Teacher: Zhiwei
Shepard

Subject Area: Chinese Literacy Grade Level: 1st Grade

Unit Title: Chinese reading literacy Lesson Title: Listening,

speaking, reading

Objectives (Write 2-5 objectives stating expected learner outcomes.):

85% students will be able to read books by themselves and 15% students need assistance.

All students will be able to recognize Chinese Characters

90% students will be able to understand story book content

Materials/Resources Needed:

Markers, papers with Chinese words on it, story book (When mommy is not at home)

Anticipatory Set (List specific statements or activities you will use to focus students
on the lesson for the day.):

Task 1: Teacher will read a story book (When mommy is not at home) and students
will sit on the carpet to try to understand the story

Task 2: The teacher will ask questions to check students understanding about the
story books

Task 3: Students will play a Chinese Character bingo game; each student will have a
paper with Chinese characters on it and teacher speak out word by word and
students need to cross out the words the teacher just said.

Task 4: Students will be called one by one to read books that they like to read in
front of others.

Objective/Purpose (For the student's benefit, explain what students will be able to
do by the end of the lesson and why these objectives are important to accomplish.):

By the end of this lesson, students will be able to read books on their own to practice their
speaking and listening skills.
Input (What information is essential for the student to know before beginning and
how will this skill be communicated to students?)

Students need basic understanding of Chinese language in order to understand the

story book I will be reading. Some vocabulary will be taught to help them
understand the story better. Students will be able to read Chinese books by
themselves by practice more often.

Model (If you will be demonstrating the skill or competence, how will this be done?):

The teacher will model the game on the white book so that students will know how to play them
on their own.

Check for Understanding (Identify strategies to be used to determine if students

have learned the objectives.):

I will pause whenever necessary to check whether students understand the story by asking
question from the book. I will ask students to show me how to play the game on the board when
necessary.

Guided Practice (List activities which will be used to guide student practice and
provide a time frame for completing this practice.):

The teacher will use comprehensible input to make sure students understand the content that is
taught and understand what they are supposed to do on their own.

Closure (What method of review and evaluation will be used to complete the
lesson?):

The teacher will use verbal question to check their understanding for the story book. When
individual students are called to front to read individually, teacher will be able to check their
understanding and reading proficiency.

The closure will be a question, what we did today and what we learned from it.

Independent Practice (List homework/seatwork assignment to be given to students

to ensure they have mastered the skill without teacher guidance.):

Each student will be given a Character list for the Bingo game. Students will sit at their own
table to complete this game. The teacher will be the person who call out the Characters. In order
for me to understand how well each student can recognize Chinese Characters they have learned,
I need to make sure they are doing their own work without helping others.

Chinese bingo games:



Vocabulary:
Water, play, work, happy, can, soft, hard, soccer, game, fast