Lesson Aims: Students will be able to play Chinese jump rope using actions learned in today’s class (left, right, inside, outside, on). Students will be able to sing the “England, Ireland, Scotland…
Here are the lesson plans we have created for this unit for Week 1. Lesson Plan 1 Standards: Reading Standard 9.5: Analyze how an author’s choices concerning how to structure a text, order events within it. Language Standard 9.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Objective: Introduce the genre of graphic novels to students through students’ self-exploration in discussion and power point presentations. Procedure: 1. Introduce the genre of graphic novels by connecting to students’ experience. - Ask students if they know what a graphic novel is. - Ask students to give some examples of graphic novels they have heard or read. - Students will most likely give examples of comic books, so ask them to think about how comic books are different from graphic novels. 2. Have the students form groups of four. Pass around some graphic novels: Alan Moore’s “Watchmen” Art Spiegelman’s “Maus: A Survivor’s Tale” Daisuke Igarashi’s “Children of the Sea” Dylan Horrocks’ “Hicksville” J. M. Ken “Nimura’s I Kill Giants” Tom Siddell’s “Gunnerkrigg Court” Will’s Eisner’s “A Contract with God and Other Tenement Stories” Give each group time to look through a couple graphic novels Have each group discuss how they find these graphic novels different from the comic books they have read Give students the following questions to guide them in their discussion: - What’s the difference in structure between graphic novels and comics? - Compare and contrast the visuals used, speech bubbles and language used in graphic novels and comics. - Compare and contrast the literary elements of plot, characters, theme and point of view in graphic novels and comics. - Are any of these more entertainment-oriented than the other? - What’s the purpose of each of them? - What’s the target/potential audience for each of them? 3. Bring the class back together and have groups share their thoughts with class. 4. Introduce the history and development of graphic novel using a PowerPoint presentation. 5. Have the students discuss the information in the PowerPoint on graphic novels How’s a graphic novel different from a conventional novel? - Why do you think the author would have decided to write a graphic novel Instead of a conventional novel in written form? Discuss the author’s choice. (What’s good about visual narrative?) - What’s the advantage of opting to present your thoughts with graphic novels over written novels? What’s the disadvantage then? - Does a graphic novel have lower literature value than a conventional novel? 8. Wrap up with a discussion of the students’ answers and teacher’s opinion. “Novels are presented as books in linear form; picture books tell a story with text accompanied by illustrations; film works with moving images and dialogue but graphic novels combine all these elements as a medium for story-telling. They tell a story through visual images.” Assessment: Reading Standard 9.5: We will be able to assess the students’ knowledge of why an author would choose to write a graphic novel instead of a conventional novel through the group discussions and the whole class discussion, and their understanding of the differences between the two will be determined. Language Standard 9.3: The students’ ability to recognize how language functions differently in a graphic novel that it does in a conventional novel will be assessed through the group and class discussions. Lesson Plan 2 Standards: 9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Objective: Students will familiarize themselves with the concept of stereotypes in relation to both the introductory text and their personal experience. This will be utilized in the form of digital media to enhance visual aid and encourage individual opinion/written reflection. Procedure: 1. Introduce general concept of “stereotypes.” Ask the students to write a quick 5 minute free write on their thoughts/feelings regarding stereotypes. (5 minutes) 2. Lead student-oriented discussion. What is a stereotype? What are some examples? (high school stereotypes: nerd, jock, cheerleader, punk, etc) How do these make you feel? Delve more specifically and in-depth into racial stereotypes. Why is this still such an insistent, ongoing issue even today? Copy students’ opinions, adjectives/words, descriptions, and (optional) experiences onto a visual display. (10 minutes) 3. Incorporate valuable visual aids using digital media sources, such as audio/video animation. Sample resources: Youtube clips on relevant pop culture satirizing cultural stereotypes (not just limited to Asian American racial prejudice). -Family Guy’s blunt, black humor clips: “Asian Woman Driver,” “Oh My God, It’s Jackie Chan!””Stewie Works at a Sweatshop in China” -“The Breakfast Club”—the original archetype of conventional highschool stereotypes (These will generate student interest through identification with real-world, personal shows.) BUT, I need to integrate a more serious perspective, since stereotypes (though often mocked) cannot always be taken lightly. What if it is offensive? Clearly, it is still a very prominent issue in society (refer back to list I compiled of students’ feeling adjectives, some of these may be negative.) Other, more shocking resources: anti-sentiment propaganda from the war and the influx of Chinese immigration to labor on the railroads (Chinese and Filipino depicted very negatively, often associated with “rat poison,” men were considered to be emasculated and inferior to their dominant white counterparts, and they were viewed as “heathens” lower than humans.) This led to gradual acceptance of Chinese inferiority, and their inability to assimilate into American culture. (10 minutes) 4. Provide the above historical context and a brief overview of stereotype origins. (5-10 minutes) 5. Have students return to their original quick writes and add to it, reflecting on their thoughts/feelings now after viewing these clips and hearing this historical background. (5 minutes) 6. Transition into how stereotype discussion is relevant to our unit on American Born Chinese, using a powerpoint presentation as a visual aid/model. Students should note the deliberate use of stereotypes throughout the graphic novel, and determine what purpose it serves. (10-15 minutes minutes) Conclude class by asking them to keep this in mind. When they return to class tomorrow, they will begin reading American Born Chinese. Assessment: 9.6 - Incorporation of visual aids serves to integrate all of their thoughts into one cohesive handout to later refer to. Additional resources help further and complicate their understanding of stereotypes. This provides a good transition into the actual text. Free write reflections before and after this class discussion will also broaden their knowledge on the subject matter. Lesson Plan 3 Standards Reading Standard 9.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g. Parallel plots), and manipulate time (e.g. Pacing, flashbacks) create such effects as mystery, tension, or surprise Language Standard 9.3: Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style, and to comprehend more fully when reading or listening Objectives 1. To introduce an example of Chinese graphic novel, 'American Born Chinese' 2. To inspire ideas of stereotype with personal experience Procedure 1. Show different videos of “The Monkey King” to the whole class (10 minutes) a. http://www.youtube.com/watch?v=qSV7041mZCw (5:00) b. http://www.youtube.com/watch?v=stjjivm1viQ (2:14) c. http://www.youtube.com/watch?v=RIcrGmxlM48 (:46) 2. Introduce “American Born Chinese” to the students (5 minutes) a. A graphic novel which is based upon the traditional Chinese story of “The Monkey King” b. Before the students begin to read the story, address with them that there is some Chinese writing in the graphic novel. Refer them to page 10 to show them an example of how the Chinese character is presented in the text and the English translation is also shown in the dialogue box near the Chinese writing. 3. Ask students to volunteer to read the roles of the characters of Section 1 (15 minutes) a. After all the roles are assigned, have the volunteers read Section 1 4. After the volunteers have finished reading Section 1, have a group discussion and using the students’ prior knowledge and information presented on the first day of this unit. Ask the students the following questions and write some of the answers on the board: (15 minutes) a. What are the main features of graphic novels that you can identify in “American Born Chinese”? b. How would you define the narrative style, structure, characters, etc.? c. What is the main idea/theme of Section 1? d. How do the characters’ facial expressions reflect their personality? e. Are there any stereotypes that you can identify in Section 1? 5. Conclude class by asking students if they can personally relate to the first Section of “American Born Chinese” or any of the stereotypes that they were able to identify. (5 minutes) Assessment Reading Standard 9.5: The class discussion and the quality of responses to the questions will be used to assess the students’ understanding of the author’s structure of the graphic novel Language Standard 9.3: The students’ verbal responses and personal sharing during the class discussion will assess their ability to identify the theme and writing style while reading and listening to their classmates read the story aloud Lesson plan 4 Standards: 9.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme 9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Objective: Students will read Section 2 of the book in “popcorn” style, then generate a student-oriented discussion evidencing the first use of stereotypes in the novel, and comparing its effectiveness in terms of visual storytelling and structure (concepts discussed in the introduction of this literary unit.) Procedure: 1. Independent free write on the following prompt: Have you ever been in a new environment where you didn’t necessarily “fit in?” How did this make you feel? Describe the situation. Optional student sharing. (5-10 minutes) 2. Popcorn style reading for Section 2. As they read aloud, ask them to mark in the margins, or tab the pages, where they see evidence of stereotypes being used. (15-20 minutes) 3. Discuss what they have marked in assigned small groups. Use the following questions as a discussion guideline: (20 minutes) 1. Inspect the structure of the plot. Is it effective that Jin tells us, his audience, his childhood story through a flashback interwoven between past and present? 2. Compare the different reactions to Jin, as far as stereotyping goes: the teacher’s, Timmy’s, Greg’s, and yours as you were reading it. 3. Was Jin ostracized? How so? What does this mean? 4. What do you think is the significance of Wei-Chan? Do you predict he will have a meaningful role later on in this novel? Was it effective that he was introduced to us in the end of this section. Use remaining class period to discuss the questions together as a class. Make a comparison list/bubble on the board to record their thoughts. (10-15 minutes) Assessment: 9.3 Students should complicate their understanding of characterization through the introduction of young Jin, Wei-Chan, and the three alpha-males (Greg, Timmy and anonymous) by explaining the significance of their roles and their dynamic relationships to each other. 9.5 Students will gain a better sense of time manipulation through comparison of plot sequencing, flashbacks, and tense shifts between past and present. This will be properly assessed in their individual notations, group discussions, and class-oriented record. Lesson Plan Day 5 Standards Reading Standard 9.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Reading Standard 9.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. Objective Students will read Section 3 independently and answer questions about the text to illustrate their understanding and interpretation of the text. Students will also be introduced to ComicLife which they will use to create their own graphic novel/comic. Procedures 1. Have the students do a five-minute free-write (5 minutes) a. Offer the students the following prompt i. How have you been personally affected by stereotypes? 2. Ask for students to volunteer to share their free-write with the class (5 minutes) 3. Explain to the students what a laugh-track is, and show them how Gene Luen Yang uses a form of one in “American Born Chinese.” (3 minutes) a. Example on Page 45 4. Have students independently read Section 3 of “American Born Chinese” (15 minutes) a. Give students Handout #1 and have them answer the questions as they read the text 5. Discuss Section 3 and the questions with the entire class (10 minutes) 6. Introduce the students to ComicLife.com (12 minutes) a. Explain to the students that they will be creating their own graphic novel/comic using this software b. Help students setup their own accounts c. Show a video demonstrating the basics of ComicLife i. http://www.viddler.com/explore/plasq/videos/5/ Assessment Reading Standard 9.3: Students’ understanding of how the characters in this graphic novel are being developed will be assessed through a review of their answers and interpretation of the questions on Handout 1 Reading Standard 9.5: The teacher will be able to assess the students’ comprehension of this text and their ability to decipher the three parallel stories that Gene Luen Yang is weaving together in this book through the class discussion of the questions addressed in Handout 1 Name: ______________________ Date: _____________________ Handout #1 Answer the following questions while reading Section 3 of American Born Chinese. 1. What do you think Danny wants to talk to Melanie about? 2. How would you describe Danny’s response and attitude when he found out that his cousin, Chin-Kee, is coming to visit? 3. What is your first impression of Chin-Kee? 4. Do you think that Chin-Kee is insulting Melanie with his remarks? 5. Why do you think Danny does not want Chin-Kee to go to school with him?
Lesson Aims: Students will be able to play Chinese jump rope using actions learned in today’s class (left, right, inside, outside, on). Students will be able to sing the “England, Ireland, Scotland…
Lesson Aims: Students will be able to play Chinese jump rope using actions learned in today’s class (left, right, inside, outside, on). Students will be able to sing the “England, Ireland, Scotland…
How to make Chinese lanterns: try these two easy Chinese New Year crafts plus more Chinese New Year activities for your children.
This handout assesses students learning about Classical China and includes questions from early Chinese civilization, different Chinese dynasties and Confucianism. Terms include: Confucianism, Confucius, Cultures, Ethnocentrism, Family, Geography, Gunpowder, Isolation, Oracle, Gin, Shihuangdi, Technology, Totalitarian, and more. This activity can be used for test prep, assessment, supplemental work or a substitute lesson plan. Follow me on Facebook and Pinterest.
Digital Download from Art Teacher in LA’s popular blog post includes: 3 pages of photographed lesson plans for OCEAN WAVE PAINTING ART LESSON Grade Kindergarten- 8th Written & Photographed directions Step by step drawing instructions Created by ArtTeacherinLA.com co-owner of LA Art School, Viridian Art
Give beginning readers a boost with this whimsical, easy-to-read play based on the classic fairy tale! Includes three reproducibles to extend the learning!
Chinese New Year is an important holiday to many around the world. Use this Chinese New Year lesson plan in your middle school ELA classroom.
This Lesson Plan is designed according to ACTFL standards. It develops students' listening, speaking, writing, and reading skills in Chinese. It starts with a hook activity and a vocabulary review, and then two student-centered activities with differentiated directions. The end of the lesson consists of an informal assessment and an evaluation. See my Birthday Party Activities in Chinese package to download activities designed for this lesson plan. If you are interested in finding similar resources, please check the category: Resource Feel free to contact me at [email protected] if you would like me to put together a custom bundle according to your particular needs. Connect with Me Find me on Pinterest Find me on Twitter Find me on Facebook Find me on Instagram Find me on my blog
Celebrate a Happy Chinese New Year with these festive Chinese New Year crafts, traditions, food, coloring pages, and celebrations for the family. These Chinese New Year crafts for kids include paper lanterns, Chinese drums, dragon masks, dragon marionette, spiral snake, paper plate panda, goldfish kite and an egg carton dragon. Tip Junkie has 30 Asian themed patterns all with pictured tutorials to learn how to make. You can always search there if youre looking for more patterns with step-by-step instructions. {wink} Happy Chinese New Year 1. Chinese New Year {dessert table} ~ Create your own beautiful and inexpensive dessert table for your Chinese New
Enjoy a virtual trip to China with us! Tons of great chinese crafts for kids including Chinese New Year craft ideas like dragon puppets, paper lanterns and more!
Twelve leaf-themed classroom activities to practice this fall. From science to math to reading lessons, we've got it all.
This is the ultimate guide to creating an ESL lesson plan because once you get the system down, it's simple, endlessly repeatable and most importantly, EFFECTIVE. Here is the key: We're going to plan it backwards.
A LanguagePosters.com original, designed by students for students. The 100 Most Used Spanish Verbs Preterite Tense Poster is a must have for anyone who wants to learn Spanish! Also available in: 🇪🇸Spanish (Present Tense), 🇫🇷French, 🇮🇹Italian, 🇵🇹🇧🇷Portuguese, 🇩🇪German, 🇬🇧🇺🇸English, 🇨🇳🇹🇼Mandarin Chinese, and Catalan. Why the 100 Most Used Verbs? Verbs are used to describe actions and things that happen. Learning the most commonly used verbs is the key to speaking any language. With little more than the words on this poster, you could carry on a conversation in Spanish for hours! Size & Specifications 50cm x 70cm, roughly 20" x 28". Posters are printed on high-quality 170g/m² paper with semi gloss coating. Perfect for framing or mounting directly on a wall. Features A selection of the most used irregular and regular verb conjugations in the preterite tense (pretérito indefinido). Irregular verbs are arranged to make learning and memorization as easy as possible, grouped both by meaning and pattern of conjugation AR, ER, and IR regular verb conjugation key Highlighted verb irregularities The past participle (have done) and imperfect (used to do) forms of each verb. 5 verb conjugations typically used reflexively 5 verb conjugations typically used in the 3rd person (like Gustar) English translations "Magic" Verb-Decoder Glasses (included for USA/UK customers) cause all the IRREGULAR verb forms to disappear before your very eyes! Allowing you to test your knowledge and to help you remember which forms are regular and which are irregular! Shipping and Delivery Orders shipping to Europe are shipped from our EU fulfillment center. Orders to the US/Canada and all other international destinations are shipped from our US fulfillment center. Orders are typically shipped within 1 - 2 business days.
Lesson Plans from first grade lesson plan template, image source: pinterest.com
My daughter loves to speak, sing, and read Chinese, and here are the details on how I taught her >1000 characters despite my lack of fluency.
What makes a beginner ESL lesson sticky, fun, and engaging?
*THIS LESSON IS INCLUDED IN THE KINDERART CLUB MEMBERSHIP* Joan Miro was a Spanish artist who made drawings, paintings, prints and sculptures. He had a very unique style and his work featured brilliant colors, simplified forms, symbols and dream-like images that remind a lot of people of children’s art. With this lesson, students will create a cat painting in the style of Miro. Designed for K-5 (ages 5-11), this art lesson uses basic art supplies and shows you how to teach the material step-by-step. ----------------------------------- About the Author: ----------------------------------- Andrea Mulder-Slater has been an art educator for 25 years and an art curriculum developer for 18 years. She is also a professional artist and a homeschooler. In addition to teaching art and art history classes and workshops at the elementary, secondary and post-secondary levels, Andrea has worked as an educational consultant on various art education projects. Together with her mom Jantje, she created KinderArt® in 1997. It’s a website offering FREE art lessons, which has been visited more than 100 million times in the last ten years alone. That’s a lot of children affected by art! Andrea also writes about parenting, creativity and homeschooling for CBC, YMC, WDish, Today’s Parent, Creatubbles, the Association of Curriculum Development and Little Passports. Andrea’s passion lies in helping teachers and parents bring out the creativity in their children and students, even if they don’t consider themselves artists. Her detailed child-tested lesson plans are easy to implement, and are guaranteed to promote creative exploration in small or large group settings. Most of all, the lessons are effective and they encourage individuality. ----------------------------------- About the KinderArt Method: ----------------------------------- The KinderArt Method focuses on individual creative exploration. With that in mind, our lesson plans are designed to be adaptable, meaning you can use them for a wide range of ages. In this way, you can cover the same skills and techniques with all of your students while giving them the freedom to learn at their own level. So, instead of prepping for a multitude of lessons for all of your classes, you only need to prep for one. The goal is to allow your students the ability to make choices as they follow the lesson, whether it be through decisions about what colors to use or what kinds of lines to draw. Examples are included where possible to show you that even with the same set of directions, children can and will create completely unique works of art (even when the lessons are step-by-step). Allow for some independence and you will be amazed at the results. Also, the material lists often give you the option of more than one art medium. This is so you can work with what you have, instead of feeling as though you need to run to the store or order in expensive materials. One final tip: If you are short on time, simply reduce the size of the project, or - swap out supplies (ie: use markers instead of paint). Where there is a will, there is a way. ----------------------------------- Have you Joined the Club? ----------------------------------- This lesson is included in The KinderArt Club. As a member of The KinderArt Club, you have instant access to lessons just like this one, and MORE. Join the club and become a member at TheKinderArtClub.com/vip
Fourth graders are so enthusiastic about creating these Chinese dragons. We talked about the difference between the European dragon and the Chinese dragon. The Chinese dragon is a symbol of good luck and wisdom. It is a symbol of power for people who are worthy of it and a creature to be feared by fools and evildoers. The European dragon on the other hand is typically an unruly dreadful beast feared by all for its ruthlessness. We talked about how the appearance of the Chinese dragon has changed over time. It has become a creature that flies with a serpent's body, hawk claws, cow ears and the whiskers and scales of a carp (koi). We also learned the Chinese Waterfall Legend. It tells if the koi fish that swam up the Yellow river against the current and tried for 100 years to jump up the waterfall. When he finally made it, he became a dragon that chases pearls of wisdom. We talked about the life lessons that this story teaches us such as perseverance. The dragon is a huge part of Chinese culture and makes many appearances at celebrations. We also watched some dragon dance videos while we worked. Notice that it is chasing a pearl of wisdom! The main art concept that we talked about during this project was color blending. We talked about how to layer colors to blend, and we talked about using water to help colors to smoothly transition on our papers. Does it Blend Well? YES: 2 Primary Colors, 2 Analogous Colors (next door neighbors on the color wheel) NO: 3 Primary Colors, Complementary Colors (opposites on the color wheel), Secondary Colors When we talk about blending, I explain that our goal is to use vibrant rainbow colors on our artwork, so it's important to know how to avoid brown. Next, we do some color math. I explain that to make brown, you combine all 3 primary colors. I write out this basic equation on the board... Red+Yellow+Blue = Brown Then, we simplify the equation a variety of ways: If, R+Y=O, and Y+B=G, and R+B=P, and R+Y+B= Brown then... (R+Y)+B= O+B = Brown ...or... (Y+B)+R= G+R = Brown ...or... (R+B)+Y= P+Y = Brown As it turns out, when we simplify the equation we end up with complementary pairs: (notice that these are on the "NO" list). Orange and Blue Green and Red Purple and Yellow Why can't we blend secondary colors together Mrs. Seitz? To answer this question we expand the equations and discover that all 3 of the primary colors are present in the mixtures. Orange + Green = (R+Y)+(B+Y) Green + Purple = (Y+B)+(R+B) Purple + Orange = (B+R)+(R+Y) The color math really helps the kids understand the reasons behind what works and what doesn't. It also gives them a way to figure it out if they haven't memorized what works. When I teach it this way, it creates an ah-ha moment for many of the kids. At this point in the year, my 4th graders are really quite good with color concepts because we have already done our Kandinsky color mixing lesson with fractions! Learning Goals: I can... - Explain the difference between Chinese and European dragons - Tell about Chinese dragons - Blend using analogous colors (next door neighbors) - Give examples of colors that do and do not blend well
A lesson plan for use on Zoom about prepositions of place including a PowerPoint PDF. Perfect for beginner English language learners.
This Chinese Vase Art Lesson is a simple, fast and effective lesson. Using white paper, fold in half and draw half a vase.
Kids love dragons! Try these fun dragon STEM activities to turn an exciting character into a memorable educational adventure.
The kiddos are sooo excited about this "NEW" material. We are truly on an EXPLORATION! I love it when their eyes light up in AWE about what they are hearing from GOD'S Word. Our recent lesson was about GOD calling Samuel. I reminded the kiddos that GOD did NOT speak directly to the Fathers (as HE had done during the Patriarchal time) because, HE had given Moses HIS Law for the Hebrews. So, when GOD called Samuel it was a VERY SPECIAL EVENT! Our TAKE HOME activity was Samuel in bed. The children LOVED being able to slide Samuel's eyes open and shut. As they pulled the top slide Samuel's eyes opened and the Scripture reference "Speak Lord for your servant's listening..." 1 Samuel 3, would appear on the bedding. Each of the kiddos bed looked different...I love it when the girls choose PINK for bedding and the boys choose BLUE! So typical! LOL I decided this would be an appropriate Memory Verse...We ALL have ears and we ALL need to be listening to GOD'S WORD! We sang the Memory Verse to the tune: "B-I-N-G-O." Most of the kiddos had the verse memorized before leaving the classroom. I know I sang it ALL week long. There is something about putting verses to a familiar tune that helps with memorizing them. If you have NEVER tried putting a verse to a childhood tune, I suggest you give it a try....you will be amazed at how easy it is to memorize Scripture this way. Our Review/Game was a LISTENING GAME. I purchased the little cups and the Yellow/Red Game pieces at the Dollar Tree. (The game pieces came out of a TOPPLE type game.) I wrote a song for this lesson called, "God Was Calling Samuel." I sang the song to the children...each time they heard me sing "GOD" they had to put a yellow game piece in their cup. Each time they heard me sing "Samuel" they had to put a red game piece in their cup. THEY LOVED THIS GAME!!!!!! They wanted to play it OVER and OVER and OVER again!!!!! So, we decided to change out the "What to listen for..." I was sort of surprised at how much they LOVED playing this. This is one game I will try to work into other lessons! I LOVE it when something so inexpensive is soooo effective!!! Our EAA, which stands for EARLY ARRIVAL ACTIVITY was the WHITE BOARDS/DRAWING activity. (I really need to post some of the pictures that they have drawn.) The LOVE drawing on the personal sized white boards...so, I am going to keep it up for a few more Sunday's .....However, I did include some of the MILK CAP MANIA....and they WHIZZED right through them!!!! I was soooo pleased with how many of the kiddos are REMEMBERING what they have learned!!!! The EEAs allow me to "TEST" the kiddos knowledge....and let me know if I need to review something, correct something or even re-teach something. My EAA's have to have a purpose...or I would NOT use them. I never want something to STEAL away my precious 45 minutes of teaching time! On Wednesday Evening the kiddos colored a picture of Samuel in bed. They added the bedpost (colored craft sticks) and a POP-UP speech bubble with "Samuel, Samuel" on it. Again, the differences in each of their activities is so unique to their personality. Some of the girl's added flowers to the blanket....and one of the boy's made his blanket have a camouflage type pattern. I LOVE their unique individuality!!! GOD blesses me ro richley through these little ones! For a VISUAL aid I decided to make a LARGE version of the TAKE HOME project....The kiddos LOVED pulling the slide on this one.... I used it while telling the story...I believed this helped the kiddos when it came time to make their own...they had already seen this work so the knew what to do. When I can't find a VISUAL aid in my resources, clip art, or FREE online, I will MAKE IT MYSELF...LOL We have already been so busy. The kiddos amaze me each week.... Our main review questions this week were: Who was the Strong Judge? Who was the Judge after Samson? What other "job's" did Eli have? Who was Samuel's mom? Who was Samuel's dad? Where did Hannah go to pray? What did Eli think about Hannah when he saw her praying? In what city was the Tabernacle? What did Hannah promise GOD? Did Hannah keep her promises? What did Hannah bring Samuel each year? Can children be servants to the LORD? They knew ALL the answers!!!!!! I was soooo pleased!!!!! I feel soooo blessed to be a BIBLE CLASS teacher!!!! Next week we will be going on a "KING HUNT." Blessings, Ronda
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Looking for fun All About Me Preschool Activities for kids? Check out these 9 Hands-On All About Me activities for Preschool or Kindergarten.
Flashcards are known as effective language learning tools as they involve visual learning that helps young learners learn Chinese best through sight. They can also help young learners to expand their vocabulary and improve retention. On this page, you can find a set of Pinyin Image Flashcards that is carefully designed and informative. The PinyinContinue reading "Pinyin Image Flashcards"
Learn about the Terracotta Warriors with this fun Terracotta Warriors lesson
***PLEASE NOTE THIS IS AN INSTANT DOWNLOAD. NO PHYSICAL PRODUCT WILL BE SENT*** Sentence Cubes – Make sentences in Chinese (Traditional Chinese version) *Also available in Simplified Chinese* https://www.etsy.com/uk/listing/1334918047/printable-sentence-cube-fun-speaking?click_key=8c9a1aa7e33a34cc47e0e95480435aff0fc5c499%3A1334918047&click_sum=844e3435&ref=shop_home_active_1 These are fun cubes for children to practice making sentences in Chinese. Each picture has Chinese characters and Pinyin to help children in speaking and reading. People + 在 + Place + Activity. I played this game with my students, and we came up with very funny sentences and they loved it! ★ You will receive 1 PDF file with 4 pages • One mat for putting sentence cubes on • 3 dice (People Dice/ Place Dice/ Activity Dice) HOW TO USE THEM: • Print the cubes using a card stock paper. • Cut them out along the outside edges (be careful to not cut off the tabs), fold along the lines and glue them together forming a cube. • Done! Now throw the cubes and practice making sentences in Chinese. • More advanced children can even write the sentences down. --------------------------------------------------- ★:::::::: INSTANT DOWNLOAD::::::::★ After purchase you will receive an email receipt from Etsy with a link to download your purchase. You can also download your files from the “Purchases and Reviews” section of your Etsy profile. You will receive a PDF file for printing on regular 8.5”x11” paper. --------------------------------------------------- I am a Mandarin teacher in the UK. I have shared a lot of Flashcards games that I use with my students. You can also use these games with your little ones, learning through play. Flashcards Listening games: https://tinyurl.com/5cpwkpcs Have Fun! I would love to connect with you! You can find me on social media at Facebook: https://www.facebook.com/MandarinForKidsBristol --------------------------------------------------- My shop is newly opened recently :) I will be uploading more flashcards, worksheets and activity packs soon. Please come back and visit again. https://www.etsy.com/uk/shop/MandarinForKids
These free printable sorting cards for kids are great for learning about the sense of taste!Senses of Taste Sorting CardsEach mouth-card has a word for a sense of taste--salty, sour, sweet, and b
This lesson plan details how to teach Chinese Jump Rope to all 3 developmental levels in elementary school. There are different developmental activities planned for each level. Each lesson includes: Objective Equipment & Set Up Introduction & Warm up Fitness & Focus Activity Game Activity Closure Check out my other PE Curriculum & Lessons: PE Curriculum Map 12 weeks / 3 Months Wiffle Ball Lesson Plans Tag Games Lesson Plans Kickball Lesson Plans
Great Wall of China Art Lesson by Easy Peasy Art School. Step by step online art lesson plan for teachers, students and kids at home.
Zip folder contains lesson plan, activity example, list of Chinese landmarks, PowerPoint presentation with instructions, and rubric to grade finished projects.
Get mystical with these stunning dragon crafts for kids! Perfect for the Chinese New Year and Appreciate a Dragon Day on 16th January!
Chinese New Year, also known as the Lunar New Year or Spring Festival, is one of the biggest holidays in China.
