A Case Study on China as a Whole

Published:

Rationale: I chose to create a literature unit on China because I hear many great stories about China. For a couple years now, some of my family members travel back and forth to China for business trips. Every time they travel, they bring everyone in the family back a little souvenir and I am always fascinated by the stories they tell. Therefore, I wanted to do some further research about different aspects of China, the location, different attractions, food, and much more.

Summary: This two-week unit is focusing on China. During week one, the students will be learning about daily life, giant pandas, doing some reader's theater on the Chinese New Year, and the Great Wall of China. Students will increase their fluency, vocabulary knowledge, and writing techniques through this first week of the unit.

During the second week of the unit, students will be learning about family meals during the Chinese New Year, fortunes, what one might see if they were to visit China, lucky money envelops, and discussing everything they learned. I feel that it is very important to end the two-week unit having the students comprise a poem on everything they have learned about China. This really helps the teacher see how he/she did while teaching the unit in seeing if the students got something out of it.

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Materials:

A fortune for every student

Compestine, Y. C. (2002). The Story of Chopsticks. New York: Holiday House. (and paper copies of this book)

Compestine, Y. C. (2002). The Story of Noodles. New York: Holiday House. (and paper copies of this book)

Copies of Daily Life in Ancient China section for students to read and use as a reference when writing in their journals

Crayons, markers

Deedrick, T. (2001). Daily Life in Ancient China. In Ancient Civilizations: China (pp. 15-22). Austin, New York: Raintree Steck-Vaughn Publishers.

Fisher, L. E. (1995). The Great Wall of China. Aladdin Paperbacks.

http://www.sandiegozoo.org/pandacam/

Lin, G. (2004). Fortune Cookie Fortunes. Knopf Books for Young Readers.

Lindesay, W. (1991). Alone on the Great Wall. Golden, Colorado: Fulcrum Publishing.

Markers

Otto, C. (2009). Celebrate Chinese New Year: with Fireworks, Dragons, and Lanterns. Washington, D.C.: National Geographic.

Pictures of China

Posters

Pretend post cards for each student

Rate your knowledge reading chart for each student

Readers' Theater. (2009). The Chinese New Year Surprise. USA: Really Good Stuff Publishing.

Red envelopes

Riehecky, J. (1999). China. Minneapolis: Carolrhoda Books Inc.

Roop, P., & Roop, C. (2008). A Visit to China. Chicago, Illinois: Heinemann Library.

Shepherd, M. (2007). Tian Tian a Giant Panda. Reading A-Z.

So, S. (2006). Shanyi Goes to China. Torriano Avenue, London: Francis Lincoln Children's Books. (and copies for all the students)

Student journals

Vocabulary notebooks

Waldron, A. N. (1992). The Great Wall of China: From History to Myth. Cambridge University Press.

Goals/Objectives/Assessments of the Unit:

Goal 1: Students will increase their vocabulary knowledge through learning about China.

Objectives and Assessments:

In order to improve the students' vocabulary knowledge about China, students will participate in a Rate Your Knowledge Reading Chart. This will be assessed by observations on the students' ability to fill in the chart on new vocabulary words learned.

In order to improve the students' vocabulary knowledge about China, students will create vocabulary illustrations. This will be assessed through the use of a rubric to determine the extent to which the child's vocabulary illustration represents the vocabulary words.

In order to improve the students' vocabulary knowledge about China, students will keep vocabulary notebooks. This will be assessed by the students' ability to define each word added to their vocabulary notebooks through the use of a rubric.

Goal 2: Students will work on their writing techniques through learning about China.

Objectives and Assessments:

Students will work on their writing techniques through learning about China by keeping a journal of the daily life of a Chinese person. This will be assessed by the students' ability to peer edit each other's journal entries.

Students will work on their writing techniques through learning about China by creating an ideal family meal that uses noodles or chopsticks. This will be assessed by the students' ability to write through the use of a rubric.

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Students will work on their writing techniques through learning about China by creating a poster about the Great Wall of China. This will be assessed through the use of a rubric.

Students will work on their writing techniques through learning about China by using a self-checklist when writing to make sure they include all essential elements. This will be assessed by the students ability to truthfully fill in the checklist completely using all elements of writing.

Students will work on their writing techniques through learning about China by writing a poem discussing everything they learned. This will be assessed by including at least 3 or 4 facts about China into their poems.

Goal 3: Students will increase their reading fluency through learning about China.

Objectives and Assessments:

Students will increase their fluency by reading a short stories. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric.

Students will increase their fluency by orally reading their poems about China. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric.

Students will increase their fluency by completing a Reader's Theater exercise about the Chinese New Year. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric.

Students will increase their fluency by reading other groups posters created about the Great Wall of China. This will be assessed by the students' abilities to read other students' posters fluently so they are not reading over familiarized material from their own posters.

Essential Knowledge/Skills/Dispositions Outcomes:

Students will gain knowledge about Chinese culture.

Students will value the importance of communication.

Students will gain knowledge about Chinese foods.

Students will gain knowledge on what Chinese New Year is and what it entails.

Students will gain knowledge about important animals in China.

Students will gain knowledge about one of China's biggest landforms.

Students will value the art of celebrating events.

Students will value family traditions.

Relationship to Standards: NYS English Language Arts Standards

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Lesson Plan One

Date/Times: Week One, Monday, 45 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Chinese Daily Life

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Goals/Objectives:

Goal 1: Students will increase their vocabulary knowledge through learning about China.

Objective: In order to improve the students' vocabulary knowledge about China, students will keep vocabulary notebooks. This will be assessed by the students' ability to define each word added to their vocabulary notebooks through the use of a rubric. (NYS ELA Standard 1)

Goal 2: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by keeping a journal of the daily life of a Chinese person. This will be assessed by the students' ability to peer edit each other's journal entries and through teacher observation of the students' writing. (NYS ELA Standard 2 and 3)

Materials:

Deedrick, T. (2001). Daily Life in Ancient China. In Ancient Civilizations: China (pp. 15-22). Austin, New York: Raintree Steck-Vaughn Publishers.

Student journals

Copies of Daily Life in Ancient China section for students to read and use as a reference when writing in their journals

Pictures of China

Vocabulary notebooks

Introduction to the Lesson: I will begin by showing the students pictures of China and their culture. Next, I will ask the students what they think Chinese people every day sparking class discussion.

Language Arts Activities:

Continue discussion from anticipatory set

Hand out copies of Daily Life in Ancient China and

Choral read as a class discussing having students write words they are unsure of the meaning in their vocabulary notebooks

Have short discussion about what daily life is like in China

Ask students if anyone wrote words in their vocabulary notebooks

Discuss words and their meanings

Explain to students that they are going to create a journal/diary entry discussing what they would do from the start of their day to the end of their day (what clothing they would put on, what food they would eat, if they needed to clean or fix up their homes, what their jobs would consist of)

Explain what types of writing techniques I am looking for (correct sentence structure, write in paragraph style so students do not simply list items, include new vocabulary words students just learned in sentences)

When students finish writing their journal entry, they will be asked to peer edit someone else's entry

Recap what the Ancient Chinese did for their daily lives

Hand in student vocabulary journals and diary/journal entries

Review and Summary: We will have a class discussion listing some of the things the Chinese do in their daily lives on the front board. This will help students tie together the reading and their journal entries.

Assessment: I will assess the students' new knowledge of vocabulary through observing their vocabulary notebooks and using a rubric to grade their entries. I will assess the students' writing by their abilities to peer edit each other's entry and through teacher observation of how their writing is developing.

Lesson Plan Two:

Date/Times: Week one, Tuesday, 40 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Students will learn about panda's.

Goals/Objectives:

Goal: Students will increase their reading fluency through learning about China.

Objective: Students will increase their fluency by reading a short story on giant pandas. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric. (NYS ELA Standard 1, 2, and 4)

Goal: Students will increase their vocabulary knowledge through learning about China.

Objective: In order to improve the students' vocabulary knowledge about China, students will keep vocabulary notebooks. This will be assessed by the students' ability to define each word added to their vocabulary notebooks through the use of a rubric. (NYS ELA Standard 1)

Materials:

Shepherd, M. (2007). Tian Tian a Giant Panda. Reading A-Z.

http://www.sandiegozoo.org/pandacam/

Vocabulary notebooks

Introduction to the Lesson: I will play hangman on the front board to enable the students to figure out what aspect of China they will be learning about with Giant Pandas as the answer.

Language Arts Activities:

Students figure out answer to hangman

Read short book on Tian Tian, a Giant Panda from China

Have students write down any vocabulary words they were unsure of in their vocabulary notebooks

Practice fluency while reading

As comprehension questions throughout book

Go over vocabulary words

Name characteristics of a giant panda taken from the book

Look at a Giant Panda using a live Panda Cam from http://www.sandiegozoo.org/pandacam/

Review and Summary: Have students describe characteristics from viewing the panda cam that are similar to the characteristics in the story of a giant panda.

Assessment: I will assess the students through their answers to describing characteristics of giant pandas. Each student will give two characteristics even if they are repeated between the students. I will also assess the students' vocabulary notebooks to see if they now understand the meanings of the new vocabulary words added through the use of a rubric.

Lesson Plan Three:

Date/Times: Week one, Wednesday, 50 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Students will learn about the Chinese New Year through a Reader's Theater exercise.

Goals/Objectives:

Goal: Students will increase their fluency through learning about China.

Objective: Students will increase their fluency by completing a Reader's Theater exercise about the Chinese New Year. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric. (NYS ELA Standard 1, 2, and 4)

Materials:

Readers' Theater. (2009). The Chinese New Year Surprise. USA: Really Good Stuff Publishing.

Introduction to the Lesson: I will ask the students if they like to celebrate and what types of things their families celebrate every year. I will make a list of the students' suggestions of what they celebrate on the front board.

Language Arts Activities:

Through discussion, I will tell the students that they will be learning about Chinese New Year through a Reader's Theater experience.

I will explain what types of things I am looking for when the students are reading (fluency, respect for other students who are reading, speak clearly and loudly, etc.)

I will assign parts to students

Read through the Chinese New Year Surprise reader's theater activity

Change parts to assure that each student gets a chance to read

After reading, students will go back to their seats and write down all the new things they learned about the Chinese New Year through non-interrupted writing time

Review and Summary: Have a general class discussion about Chinese New Year and what types of things interested the students and what did not.

Assessment: Students will be assessed on their fluency through a rubric grading different aspects of fluency. In addition, students will be assessed on their general knowledge about Chinese New Year celebrations through general observations during class discussion.

Lesson Plan Four:

Date/Times: Week one, Thursday, 45 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Great Wall of China

Goals/Objectives:

Goal: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by creating a poster about the Great Wall of China. (NYS ELA Standard 2 and 3)

Goal: Students will increase their vocabulary knowledge through learning about China.

Objective: In order to improve the students' vocabulary knowledge about China, students will create vocabulary illustrations. (NYS ELA Standard 1)

Goal: Students will increase their fluency through leaning about China

Objective: Students will increase their fluency by reading other groups posters created about the Great Wall of China. (NYS ELA Standard 1, 2, 3 and 4)

Materials:

Posters

Markers

Waldron, A. N. (1992). The Great Wall of China: From History to Myth. Cambridge University Press.

Fisher, L. E. (1995). The Great Wall of China. Aladdin Paperbacks.

Riehecky, J. (1999). China. Minneapolis: Carolrhoda Books Inc.

Roop, P., & Roop, C. (2008). A Visit to China. Chicago, Illinois: Heinemann Library.

Lindesay, W. (1991). Alone on the Great Wall. Golden, Colorado: Fulcrum Publishing.

Introduction to the Lesson: I will ask the students how to keep people out of their yards at home. What types of things could you build to keep people out?

Language Arts Activities:

Discuss the basics of the Great Wall of China (why it was built)

Divide class up into three or four small groups and explain what they are going to do

Each group will be given books on the Great Wall of China

Students have to research different facts about the Great Wall of China using the selected books

Explain group expectations (manners, each student has to participate, etc.)

Students will write down 10 different facts on the Great Wall of China

After group work, students will create a poster of the 10 facts they found

Have to make poster fun and interesting for others to read

Work on writing techniques

Include new vocabulary in posters as illustrations

Review and Summary: Ask students about interesting facts they learned about the Great Wall of China through general discussion.

Assessment:

Objective one: use of a rubric

Objective two: students' ability to describe their illustrations pertaining to a new vocabulary word learned and through the use of a rubric

Objective three: use of a rubric

Lesson Plan Five:

Date/Times: Week one, Friday, 40 minutes

Grade Level: 3rd

Theme: All About China

Title for the Day's Lesson: Great Wall of China

Goals/Objectives:

Goal: Students will increase their vocabulary knowledge through learning about China.

Objective: In order to improve the students' vocabulary knowledge about China, students will create vocabulary illustrations. (NYS ELA Standard 1)

Goal: Students will increase their fluency through leaning about China

Objective: Students will increase their fluency by reading other groups posters created about the Great Wall of China. (NYS ELA Standard 1, 2, 3, and 4)

Materials:

Posters created from lesson plan five

Introduction to the Lesson: Ask students to get together in their groups and take out their posters on the Great Wall of China.

Language Arts Activities:

Students researched and started creating a poster on the Great Wall of China the day before

Students will gather in their groups again and finish their poster

Students will present posters

Teacher will select groups to present which posters (works on fluency if students aren't presenting on their own posters)

All students must participate in the presentation (working on speaking skills)

All students must be respective of those who are presenting (working on listening skills)

Review and Summary: Students will write down three new interesting facts they learned about the Great Wall of China and submit them. Included with three new interesting facts will be at least two new vocabulary words learned and their corresponding definitions in the students' own terms.

Assessment: I will assess the student's speaking skills through the use of a rubric. I will assess the student's vocabulary knowledge through their responses in the review and summary activity.

Lesson Plan Six:

Date/Times: Week two, Monday, 45 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Creating a family meal that involves noodles and chopsticks

Goals/Objectives:

Goal: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by creating an ideal family meal that uses noodles or chopsticks. (NYS ELA Standard 2, 3, and 4)

Goal: Students will increase their fluency through learning about China.

Objective: Students will increase their fluency through learning about China by reading a story on Noodles or Chopsticks. (NYS ELA Standard 1 and 3)

Materials:

Compestine, Y. C. (2002). The Story of Noodles. New York: Holiday House. (and paper copies of this book)

Compestine, Y. C. (2002). The Story of Chopsticks. New York: Holiday House. (and paper copies of this book)

Introduction to the Lesson: I will ask the students what their all time favorite food is. Then I will ask students if they like pasta and noodles.

Language Arts Activities:

Students will learn that they will be creating the ultimate family meal

Students will be broken up into two groups

Each group will get a book. One group will get the book called "The Story of Chopsticks" and the other group will get the book "The Story of Noodles"

Each group will be responsible for reading their book

Demonstrating good fluency

Can choose to choral or popcorn read within the group

When both groups are finished, they will return to their desks and write about their ultimate family meal that involves what they read about

If the students read about noodles, their ultimate family meal must include noodles

If the students read about chopsticks, their ultimate family meal must include chopsticks

Students will work on their sentence structure while writing

Review and Summary: Through class discussion, I will ask the students what types of family meals they wrote about that involve either noodles or chopsticks.

Assessment: I will walk around and observe both groups while students are reading assessing their reading fluency. In addition, when the students hand in their writings about their ultimate family meal, I will assess their sentence structure and overall writing techniques.

Lesson Plan Seven:

Date/Times: Week two, Tuesday, 40 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Students will create messages to put inside fortune cookies

Goals/Objectives:

Goal: Students will increase their vocabulary knowledge through learning about China.

Objective: In order to improve the students' vocabulary knowledge about China, students will keep vocabulary notebooks. This will be assessed by the students' ability to define each word added to their vocabulary notebooks through the use of a rubric. (NYS ELA Standard 1)

Goal: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by using a self-checklist when writing to make sure they include all essential elements. This will be assessed by the students ability to truthfully fill in the checklist completely using all elements of writing. (NYS ELA Standard 1, 2, and 3)

Materials:

A fortune for every student

Crayons, markers

Lin, G. (2004). Fortune Cookie Fortunes. Knopf Books for Young Readers.

Introduction to the Lesson: I will ask the students if anyone has ever been to a Chinese restaurant before. If so, I will then ask the students what they get at the end of their meals.

Language Arts Activities:

General discussion about fortune cookies

Have students take out vocabulary notebooks and add the word fortune

Define fortune in their own words

I will read the story Fortune Cookie Fortunes by Grace Lin to help students learn what the word fortune means

Hand out fortunes for every student

Go around the room and have students read their fortunes

Explain to students that they will be writing a fortune for someone else in the classroom

Fortunes could be happy, funny, serious, etc.

Fortunes must have good sentence structure

Students will decorate their fortunes before handing them to another student in the classroom

Teacher will collect the fortunes so they can be hung in the hallway

Review and Summary: Students will define the word fortune.

Assessment: Students will hand in their vocabulary journals for me to look at their definitions of the word fortune. I will walk around the room and observe students while they are writing their fortunes and look at their self-checklists seeing if they are using all components of good writing techniques.

Lesson Plan Eight:

Date/Times: Week two, Wednesday, 40 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Students write a postcard

Goals/Objectives:

Goal: Students will increase their fluency through learning about China.

Objective: Students will increase their fluency by reading a short stories. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric. (NYS ELA Standard 2, 3, and 4)

Goal: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by using a self-checklist when writing to make sure they include all essential elements. This will be assessed by the students ability to truthfully fill in the checklist completely using all elements of writing. (NYS ELA Standard 2 and 3)

Goal: Students will increase their vocabulary knowledge through learning about China.

Objective: In order to improve the students' vocabulary knowledge about China, students will participate in a Rate Your Knowledge Reading Chart. This will be assessed by observations on the students' ability to fill in the chart on new vocabulary words learned. (NYS ELA Standard 1 and 3)

Materials:

So, S. (2006). Shanyi Goes to China. Torriano Avenue, London: Francis Lincoln Children's Books. (and copies for all the students)

Pretend post cards for each student

Rate your knowledge reading chart for each student

Introduction to the Lesson: I will ask students if they have ever been on a vacation for a long period of time. In addition, I will ask the students how they kept in touch with people from back home.

Language Arts Activities:

Students will brainstorm ideas about how to keep in touch and communicate with people

Explain to students that they will be writing a postcard pretending they are Shanyi

Hand out rate your knowledge reading chart to students

Explain how students fill in the chart

Teacher will have vocabulary words from the story included in the term section

Students need to check whether the words are new to them, whether they have seen them, whether they know them, and the definition of the words

Gather together to read the story as a class

Teacher will pick students to read short paragraphs or sections of the book

All students will get a turn working on their reading fluency

Teacher will ask comprehension questions throughout the story as well

Class discussion about the types of things Shanyi saw when she went to China

Students brainstorm ideas about what they could write on a postcard pretending they are Shanyi

Ideas taken from the book

Students write postcards

Review and Summary: Each student will get a chance to go up to the front board and write down something that Shanyi saw during her visit to China.

Assessment: I will assess the students on their fluency using a rubric. I will assess the students on their writing techniques through the use of their self-checklists and will observe for myself whether or not the students completed the elements on the checklist that they checked off. Last, I will assess students on their vocabulary knowledge by viewing their rate your knowledge reading charts they filled in.

Lesson Plan Nine:

Date/Times: Week two, Thursday, 45 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Students create lucky envelopes with lucky messages

Goals/Objectives:

Goal: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by using a self-checklist when writing to make sure they include all essential elements. This will be assessed by the students' ability to truthfully fill in the checklist completely using all elements of writing. Students will also peer edit each other's lucky messages before putting them into the red envelope. (NYS ELA Standard 2, 3, and 4)

Materials:

Otto, C. (2009). Celebrate Chinese New Year: with Fireworks, Dragons, and Lanterns. Washington, D.C.: National Geographic.

Red envelopes

Crayons, markers

Introduction to the Lesson: I will read a small section from Celebrate Chinese New Year talking about lucky red envelopes.

Language Arts Activities:

I will ask students what types of lucky messages might be written in the red envelopes as described through the reading excerpt

Explain to students that they will be creating lucky messages to give to someone they wish

Brainstorm ideas about what students could write

Write these ideas on the front board for the students to reference

Decorate red envelopes

After peer editing, students put lucky messages into their red envelopes to give to someone

Review and Summary: Ask students what people in China do when they celebrate the New Year (what gifts they get).

Assessment: I will assist students when writing their lucky messages observing and checking their work.

Lesson Plan Ten:

Date/Times: Week two, Friday, 40 minutes

Grade Level: 3rd Grade

Theme: All About China

Title for the Day's Lesson: Create a poem about China

Goals/Objectives:

Goal: Students will work on their writing techniques through learning about China.

Objective: Students will work on their writing techniques through learning about China by writing a poem discussing everything they learned. This will be assessed by including at least 3 or 4 facts about China into their poems. (NYS ELA Standard 2, 3, and 4)

Goal: Students will increase their reading fluency through learning about China.

Objective: Students will increase their fluency by orally reading their poems about China. This will be assessed by the students' ability to read with expression, prosody, and at a good rate through the use of a rubric. (NYS ELA Standard 1, 2, and 4)

Materials: Poem the teacher wrote on China

Introduction to the Lesson: The teacher will read a poem he/she wrote on China.

Language Arts Activities:

Students will try to guess what the poem was about

Students will brainstorm things they learned about China over the past two weeks

Brainstormed ideas will be written on the front board

Talk about poems

Explain how they rhyme

Talk about length

Teacher explains what students need to include in their poems

Students should have at least 3 or 4 new interesting facts they learned about China in their poem

Poems should be no less than 4 lines long

Students write their poems

Students read poems aloud to class

Review and Summary: Go around the room and have students state their favorite part about learning about China.

Assessment: I will keep count of how many new interesting facts the students include in their poems. I will use a rubric to grade the students' fluency skills when reading their poems aloud to the class.