Example+2+-+Chinese

This lesson was shared in March/April 2009

**Topic: The Evolution of Chinese Characters **
__Perception__: Through incorporating ICT into the lesson, to make the learning of new Chinese characters interesting and engaging, so that students will see the fun and valuable side to learning Chinese. __Attitude__: Through group work and the use of ** Task-based Learning ** (//recommended by the new 2011 CL Syllabus//), to train students to be self-directed and independent in their learning. __Values__: By connecting the lesson with real-life application (family's Chinese names: See "Self-directed Learning" section right at the end of lesson scenario), to enhance understanding and inculcate respect for the evolution of Chinese names. __Skills__: See "Suggested Teaching Activities".
 * Core areas of Development (Part I & II):

>>>Key Concept: Evolution >>>Key Understanding: Language evolve according to the need of society.

Topic: Evolution of Chinese Characters (Part I) Objective: Students to have a better idea of how Chinese characters evolved over the years from the early drawings and characters to how they look like today. **

Duration**: 1 hour (Part I)** Level**: Secondary 1**
 * **Stage** || **Time ** || **Suggested Teaching Steps ** || **Suggested Teaching Activities ** || **Skills Required** || **Teaching Resources ** || **Technology Use in T&L ** ||
 * **Connect** || Before lesson || Create the learning environment || Teacher to set up the computer and software to be used ||  ||   || 1. Will the google account of the students be set up.

2. Will the Group Scribble software be installed when the students get their Lap top? || Teacher to connect the students - arouse their interests || * Teacher to show a clip which demonstrates how Chinese character can be composed to produce a simple story (see teaching resources) Then, will the characters posted by the students be used in any discussion? Teachers will ask the students to do a comparison between the characters shown in the video and the characters that they read in their textbooks. 
 * || 20 min || Connect
 * Students to have some time to feedback what they have seen by writing and posting the characters they could remember using Group Scribble - let them have a guess of what today's lesson is about. <span style="color: rgb(255, 0, 255);">

|| Intellectual Curiosity || (1) Youtube: [|The Art of Writing] Youtube <span style="color: rgb(255, 0, 255);"> || Youtube Video teaser 引起动机 <span style="color: rgb(255, 0, 255);">[SK1] Use of Group Scribble to write down the different Characters that they saw on the Video Clip "The Art of Writing". <span style="color: rgb(255, 0, 239);">Something to consider: How does the use of Group Scribble value-add to the user's experience in this activity, as compared to just writing on a piece of paper or coming up to the board? <span style="color: rgb(11, 0, 255);">

(GS an value add to the user's experience as it is an instance response.) Post the answers on the Public Space. || E-dictionary Teacher to further explain the structure of the Chinese Character and show students one of the other input in E-Dictionary <span style="color: rgb(255, 0, 255);">Can't quite figure out what it means by "show students one of the other input in e-Dictionary". Pls clarify. 老师可以讲解汉字构造是用不同的部首构成的.
 * ||  || Agree on the learning outcomes || Teacher to facilitate and guide students in discussing and agreeing the learning outcomes for the day's lesson
 * To know how Chinese characters evolved over the years
 * To know the characteristics of each form of the Chinese characters || Critical Thinking ||  || PowerPoint- Instructions and Questions that are posted by the teacher.

<span style="color: rgb(35, 50, 215);">(We decided to keep the demonstration of the E-Dictionary for another lesson.) <span style="color: rgb(0, 0, 0);"> || <span style="color: rgb(0, 0, 255);">Teachers will show students a table the characteristics of the different forms of words. With reference to the video and the table, the students will write out the different forms of words in the chronological order. The chronological order is: 甲骨文－》金文－》篆书 －》隶书－》楷书
 * **<span style="color: rgb(0, 0, 255);">Activate ** || 20 min || Activities || Students to make use of a software <span style="color: rgb(255, 0, 255);">(GS?) to explore the different forms of words <span style="color: rgb(255, 0, 255);">(How do they explore? Some kind of collaboration here? Describe, pls) . In groups of 4, to come up with a summary of the characteristics of each form of the Chinese characters <span style="color: rgb(255, 0, 255);">How are they going to present the summary? using ICT tool?

The students will write their answers on GS.

By looking at the different forms of words students are to reason why the character is written in a particular form in a particular era.

Table to be shown to the students with the characteristics of different form of words. <span style="color: rgb(255, 0, 255);">|| <span style="color: rgb(0, 0, 255);"> Form of the word || <span style="color: rgb(0, 0, 255);">Characteristics || <span style="color: rgb(0, 0, 255);"> Why is it written in this form? ||

|| Collaboration Communication || (2) Explore Youtube: The Transformation of a word through 5 distinct stages: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> tu hua ( 图画 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), xiang xing ( 象形 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), zhuan zi ( 篆字 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), li shu ( 隶书 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), kai shu ( 楷书 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">) <span style="color: rgb(255, 0, 255);">Please insert hyperlink to the Youtube video Individual laptop || <span style="color: rgb(255, 0, 255);">Is GS the ICT tool used at this stage? Then it's SK1.

Any ICT involved in the course of coming up with the different forms of Chinese characters? || 1. identify which form the passage is written in 2. try and figure out what the passage is about The students will write their answers on GS. One representative from each group will show their answers on the Public Space and the other groups will have to do peer marking by correcting their friends' work. || Critical Thinking || Short passage written in the tradition form of Chinese ||  || (both content and process) || * Teacher to play a brief prepared presentation on how the characters have evolved over the years and changed from form to form (see website) as a summary of the whole lesson <span style="color: rgb(255, 0, 255);">Please insert hyperlink to the Youtube video (a) PowerPoint Presentation ||  ||
 * <span style="color: rgb(0, 0, 255);">**Demonstrate** || 10 min || For students to "show they know" || <span style="color: rgb(0, 0, 255);">Teacher to provide a short passage of 140 words written in li shu (隶书) and get students to
 * <span style="color: rgb(0, 0, 255);"> **<span style="color: rgb(0, 0, 255);">Consolidate ** || 10 min || Review, Reflect, Recall
 * Teacher can also inform the class what to expect for the next lesson (learning of 20 new vocabulary) ||  || (4) Website or Youtube

<span style="font-family: Arial; color: rgb(255, 0, 0); font-size: 110%;">**Topic: Evolution of Chinese Characters (Part II)**


 * Pre-requisite Knowledge**: Students know the language features and structure of a formal letter.
 * Objective**: Students to learn and to be assessed on 20 new Chinese words through the use of computer software (Group Scribble)



Duration**: 1 hour (Part II)** Level**: Secondary 1** To connect to learning in previous lesson || Teacher prepares 5 different sets of cards of the same 10 Chinese characters in different forms [namely, <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">tu hua ( 图画 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), xiang xing ( 象形 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), zhuan zi ( 篆字 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), li shu ( 隶书 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">), kai shu ( 楷书) ] and gets students to play a simple game in a team - to group the cards into their respective sets Teacher to reveal the correct answer. ||  || * 5 sets of 10 cards <span style="color: rgb(0, 0, 255);">The above activity will change to the following: Students will need to group the cards with the characters of different forms in the chronological sequence and write the characters on GS. || * Creativity
 * <span style="color: rgb(0, 0, 255);">**Stage** || **<span style="color: rgb(0, 0, 255);">Time ** || **<span style="color: rgb(0, 0, 255);">Suggested Teaching Steps ** || **<span style="color: rgb(0, 0, 255);">Suggested Teaching Activities ** || <span style="color: rgb(0, 0, 255);">**Skills Required** || **<span style="color: rgb(0, 0, 255);">Teaching Resources ** || **<span style="color: rgb(0, 0, 255);">Technology Use in T&L ** ||
 * <span style="color: rgb(0, 0, 255);">**Connect** || Before lesson || Create the learning environment || Teacher to divide the class up into groups. ||  || || ||
 * || 15 mins || Connect:
 * As a revision to what students learnt in the previous lesson
 * 10 Chinese characters used in the cards should be part of the new vocabulary that the students are required to learn
 * PowerPoint slideshow ||  ||
 * ||  || Agree on the learning outcomes || Teacher to facilitate and guide students in discussing and agreeing the learning outcomes for the day's lesson
 * To learn 20 new Chinese characters/vocabulary (how they are written and used) by the end of the lesson. || * Critical Thinking || PowerPoint: Chart with a list of 20 new vocabulary words to be learnt ||  ||
 * <span style="color: rgb(0, 0, 255);">**Activate** || 20 min || Activities || * Students to work in 5 groups to come up with a simple story that explains how 4 of the 20 new vocabulary evolved from the past to its present way of writing. <span style="color: rgb(255, 0, 255);">Any ICT tool involved here? Like students using "Pages" / wiki / blog to type their story.*
 * Can be fictional or based on actual history records
 * Allows students to find out about the meanings of the words as well as how they are written.
 * Collaboration
 * Communication || Individual laptop <span style="color: rgb(255, 0, 255);"> || <span style="color: rgb(255, 0, 255);">Please describe how students are using the laptops for the tasks as there's no mention of ICT use here.

What ICT tool(s) will be used? E.g. the use of blog to presnet their story, they could insert relevant pictures as illustrations to the story. Similarly, they could easily include the meaning of the words they found (from online diectionary) and put them on the same page. This helps them to better understnd the words as it's used in context (in their story). || <span style="color: rgb(0, 0, 255);">The above demonstration will change to the following: One student representative will show the five different form of the Chinese Character on the Public Space. They will have to explain to their classmates why they align the characters according to this sequence. || * Courage <span style="color: rgb(255, 0, 255);"> || <span style="color: rgb(255, 0, 255);">What ICT tool(s) will be used? Examples: "Pages", "Keynotes", online platforms like blog, wiki and even shared platforms (e.g. google powerpoint). ||
 * <span style="color: rgb(0, 0, 255);">**Demonstrate** || 15 min || For the students to "show they know" || Groups will present on the stories that they have came up with for the 4 new words
 * The meaning of the new words and how to write the characters (in modern day form) will have to be taught to the rest of the class
 * Creativity
 * Communication || (b) Any possible software or IT resource that the groups would like to use to make their presentation
 * ||  ||   || "Pop" Test
 * Teacher to give out a short "pop" quiz to the students to test if they remember how to write the new vocabulary learnt and their meanings ||  || (c) Group Scribble - Sequence

Teacher will read aloud the 20 new characters to be written. Learners are to write the respective new characters on their individual laptops. The wait time for each character to be written is 35 seconds. Subsequently, all students' writings will appear on the projector screen for the teacher to provide instaneous feedback (AfL) || <span style="color: rgb(255, 0, 255);">What's the objective of this activity? To get students to recall? (i.e. spelling)? Is the teacher going to reveal each of the 20 characters one at a time? Not sure how the teacher is going to manage the 20 post-its that are going to appear at the same time. <span style="color: rgb(0, 0, 255);">

This activity is to get the students to recall the 20 characters that their peers have shared. || (both content and process) || Self-directed Learning (Homework) Youtube: Dance <span style="color: rgb(255, 0, 255);">Please insert hyperlink to the Youtube video || <span style="color: rgb(255, 0, 255);">How are students going to capture their findings? Any technology use here? <span style="color: rgb(0, 0, 255);">The students will capture their findings via the google spreadsheet. This activity will lead to lesson 3 where the students will write a self introductory essay for their blog. ||
 * <span style="color: rgb(0, 0, 255);">**Consolidate** || 10 min || Review, Reflect, Recall
 * Students to go home and find out their Chinese names and how their parents' Chinese names came about (i.e. a particular Chinese character shared amongst family members of the same generation as show in the family tree 族谱 ) ||  || Bonus: