Teacher+Model

tocThis rubric is what the teacher uses as a LESSON PLAN for the webquest. I have filled in the rubric for you as a model for you to follow with your own content that you develop with your group. The parts of the rubric are: Introduction- This is where you explain your topic and methodology in a few sentences. Standards- This is where you name the standards that your lesson plan meets. This is where you briefly mention the performance objectives that meet those standards. Process: This is where you list activities that tare part of the webquest that you want your students to accomplish. that contribute to and give evidence of "Performance objectives" and "Learning Outcomes":
 * Learn
 * Explore
 * Research
 * Create


 * Introduction :** In this Unit students learn about the Chinese migration from small towns in rural area of China to big cities through searching many internet sites. Students research this topic and create a multimedia presentation. Students can work in groups to create the material for this presentation, and also work collaboratively in small groups of 3-5.

=** Standards **=

**Standard 1: Language, Linguistics, Comparisons**
Create voicethreads to develop Chinese speaking, writing and listening exercises about thematic content of self, home, family, and community to show evidence of linguistic proficiency as appropriate to the proficiency levels and grades targeted such as ability to speak, write and read discrete words, phrases, sentences etc. Ability to use the target language at a high level of proficiency Provide examples of at least two authentic written texts found through Chinese search engines that are appropriate to the proficiency level targeted. Annotate texts using scribd and jing to explain grammatical structure and sociolinguistic features such as phonetics, grammar, and syntax, to facilitate reading comprehension.
 * Standard 1a Ability to use the target language at a high level of proficiency
 * Standard 1b:

** Standard 2: Cultures, Literatures, Cross Disciplinary Concepts **

 * 2.a. Demonstrating cultural understandings

Ability to integrate culture in language instruction

Collaborate with other students to pin images from the WWW of homes, families, and communities across regions of China in a Pinterest posterboard to depict the range of cultural connotations associated with these images. Use these images in a voicethread narration to describe home life in China. Use these images in a webquest group assignment t o describe the journey of a young girl from a provincial village to Beijing to study at the university, a young couple to work in the city, a child left behind in the village etc.
 * 2.c. Integrating other disciplines in instruction

Ability to integrte culture in language insruction Create a webquest to demonstrate how to use language for critical thinking, problem solving and decision-making. For example, navigate from a provincial village or school to a famous site in a large city in China. Include three important geographical sites in the tour using Google map to locate places and jing to capture images. Save all sites researched in Diigo and Pinterest and embed webquest in the wiki according to the webquest rubric. Modify the webquest so that it is appropriate to the age and grade level taught.
 * Knowledge of practices and products of the target culture ||

**Standard 3: Language Acquisition Theories and Instructional Practices**

 * 3a. Understanding language acquisition and creating a supportive classroom

//Dynamics of classroom interaction// Collaborate in a group to write a webquest including rural and urban areas. Have students select province of origin or interest. Use backward design to create the paths to achieve the performance objectives. Find and upload content for the webquest to the personal wiki. Complete flipped classroom activiies to prepare students to use technology and to motivate interest for new classroom activities. //Knowledge of learner characteristics// Survey students to determine technology and language pedagogy proficiency a preprogram survey delivered online with survey monkey. Assess participants’ technology proficiency during the workshop through observation and formative assignments such as modeling performance checklists. //Differentiation of instruction// Use multimedia to provide students with different ways to learn Chinese more effectively and efficiently. For example, use voicethread to present a demonstration of a Chinese recipe or describe self, home, family, and community with photographs and drawings. Use social bookmarks to show evidence of cultural knowledge about Chinese customs and lifestyles
 * 3.b Developing instructional practices that reflect language outcomes and learner diversity

Pair students with varied proficient language and technology skills to help each other on activities such as building a wiki, and writing a voicethread //Learner-centered instruction// Create a group writing activity using webquest to provide students with opportunity to collaborate in performing learning objectives. Integrate technology into language performance objectives that are compatible with individual learning styles and prepare students for digital citizenship by teaching them 21st century skills. Provide a variety of technologies that can be used by students to give evidence of language proficiency such as voicethread, webquests, and pinterest to give evidence of language proficiency and cultural knowledge.

=** Process **=
 * Learn- about lifestyle in a big city such as Beijing and a small town in a province such as SuChou
 * Explore- explore some internet sites about the lifestyle differences between the two places
 * Research- using websites from Chinese search engines, Google, and Pinterest find out information about the following: (What books might you suggest students read?What videos might students watch? What pictures, and music might you listen to find out more about this topic:
 * How many people leave their families in rural areas in China to go to the big city
 * How does the move away from rural families affect family structure?
 * What kinds of jobs do people do in the big city, how do they live?
 * How often do they see their family after they move?
 * Create: Tell the story about the migration from rural areas to big cities. You can create a story form visual images such as a Pinterest posterboard, or you can youse a voice thread to narrate the story. Or you can write the story using pictures and text and post it to your wiki
 * the perspective of a small child left behind with her grandmother
 * the perspective of parents who live in the city and work for a factory
 * the perspective of a student who gets a scholarship to study in Beijing
 * the perspective of a young girl of 16 who leaves her rural home to get a job in a beauty parlour
 * Modes of Presentation:
 * Tell the story with images: Create a Poster Board in Pinterest or use voice thread)
 * Tell the story with images: Create a Poster Board in Pinterest or use voice thread)

=** Evaluation **= You can look at the folder on this wiki for rubrics
 * your rubric will depend on what you choose as your topic, the medium you use to tell your story

= Conclusion =
 * through this web unit students will have gained appreciation about how the great Chinese migration from rural areas to big cities affects the lives of Chinese

= Student Page =
 * ink to Student rubric

= References =
 * ITCC wiki