1 Unit 11: Taking Care of my Body and my Health Lesson 2: Avoiding Illness through Healthy Behavior (nutrition, exercise, recreation, voluntary service, etc.) Recommendation: Read the supporting document, “How to Use These Lessons,” for suggestions to help achieve successful implementation of this curriculum. It’s listed in the Instructional Resources in this lesson. Standards California World Language Standards - Stage I Content 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 1.1 Students address discrete elements of daily life, including: n. Parts of the body, illness Communication 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers. Functions 1.4 List, name, identify, enumerate. 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Cultures 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences within the target cultures and among students’ own cultures. 1.3 Identify cultural borrowings. Structures 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know. Settings 1.0 Students use language in highly predictable common daily settings. 1.1 Recognize age appropriate cultural or language use opportunities outside the classroom. Objective Students describe healthy choices they can make related to nutrition, exercise, being a volunteer, and relaxing through recreational activities to increase the likelihood of enjoying good health over the course of their lives. 学生可以描述和营养及运动有关的健康饮食选择，在一生中通过休闲运动来成为身体力行的健康生活倡导 者。
Transcript
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Unit 11: Taking Care of my Body and my Health Lesson 2: Avoiding Illness through Healthy Behavior (nutrition, exercise, recreation, voluntary service, etc.)
Recommendation: Read the supporting document, “How to Use These Lessons,” for suggestions to help achieve successful implementation of this curriculum. It’s listed in the Instructional Resources in this lesson. Standards
California World Language Standards - Stage I
Content 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other
disciplines. 1.1 Students address discrete elements of daily life, including:
n. Parts of the body, illness Communication 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers.
Functions 1.4 List, name, identify, enumerate. 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Cultures 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences within the target cultures and among students’ own cultures. 1.3 Identify cultural borrowings. Structures 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in
context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the
students know. Settings 1.0 Students use language in highly predictable common daily settings. 1.1 Recognize age appropriate cultural or language use opportunities outside the classroom. Objective Students describe healthy choices they can make related to nutrition, exercise, being a volunteer, and relaxing through recreational activities to increase the likelihood of enjoying good health over the course of their lives. 学生可以描述和营养及运动有关的健康饮食选择，在一生中通过休闲运动来成为身体力行的健康生活倡导
者。
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Student Work Interpersonal Presentational Interpretive
Students listen and speak to others to communicate knowledge, feelings, and opinions, or to negotiate meaning.
Students speak and write language to express information or opinions to an audience.
Students individually listen to, read, and view content without interpersonal interaction.
Domains of Language Listening Speaking Reading Writing Students as a whole class listen to teacher give a contextualized mini-lecture. Students listen to the teacher say a sequence of Mandarin words, holding up a “tone card” to identify which tone they hear. Students also demonstrate listening comprehension by pointing at pictures or realia or otherwise indicating their understanding. Students listen to each other in pairs and during teamwork and to group presentations to the class.
Students speak to each other in pairs and teams using key vocabulary words and phrases. Students speak to the teacher and frequently present to the class with partners or teams.
Students read four to six new Chinese characters in simplified Chinese. Students read short class-generated stories written in pinyin based on the unit theme and/or lesson.
Students write pinyin phrases to describe storyboards created with teacher or team or partner collaboration. Students write four to six Chinese characters in simplified Chinese.
Evidence of Learning – Assessment
Informal or Formal
Informal assessments include teacher visual observations as students identify which tone they hear in newly learned words by using hand gestures. Teacher asks students to express their understanding of the meaning of a new word by saying its translation in English. During this check for understanding the teacher allows students time for metacognition and reflection if there is disagreement and provides immediate feedback on the correct tone. The teacher checks student listening comprehension by having students make gestures to indicate their understanding (using agreed-upon signals to represent the words). A variation is having students close their eyes and respond with such hand gestures to the words they hear, so the teacher can see which ones have and have not acquired the target vocabulary. Assessment of students interacting in pairs or teams during interpersonal communication includes “kidwatching,” as described by Yetta Goodman (Notes from A Kidwatcher: Selected Writings of Yetta M. Goodman, edited by Sandra Wilde and published by Heinemann, Portsmouth, NH, 1996). The teacher moves about the classroom and listens in on student conversations. The teacher records observations of student practice, notes misunderstandings or errors to emphasize in future mini-lessons, and guides students who need assistance or encouragement. The teacher assesses student reading comprehension by asking students to verbally read pinyin and Chinese characters projected on a screen or written on poster-sized charts, and when reading their storyboards. The teacher gives immediate feedback by asking the student to read again, asking another student, or giving the correction. In
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the beginning stages of second language acquisition in Chinese, students are expected to recognize Chinese characters by associating them with English translations. Student written production of pinyin is informally assessed by peers and the teacher reading their storyboard descriptions and giving oral feedback. When students are presenting their knowledge either orally or in writing, it is based upon a teacher- and class-generated rubric. Refer to the “Strategies Matrix: Instruction for World Language Classrooms.” Formal assessments will be conducted at the end of each unit of study to ascertain internalization of key vocabulary words and phrases. Background on Teaching Tones with Color-coding and Kinesthetics to Aid Long-term Memory
Color-coding Scheme for Mandarin Tones
(Teacher demonstrates each and asks students to say the following and show the associated kinesthetic gesture) 1st oral: “First tone – blue, up high, like the clear, blue sky.” [hand at forehead level, palm down, flat] examples in pinyin: zhōng jiān 2nd oral: “Second tone – green, going up, like a tree reaching to the sun.” [hand at nose goes upward] examples in pinyin: lái líng 3rd oral: “Third tone – brown, swinging down and up, like a monkey in a tree.” [hand starts near mouth, goes down below chin, then up to nose level] examples in pinyin: xiǎng wǔ 4th oral: “Fourth tone – red, like an angry slap on the top of your head.” [hand does slap movement from forehead to chin levels] examples in pinyin: shàng mù qù 5th oral: “Fifth tone – neutral black, like a gentle tap.” [fingers of hand close as hand makes tap movement] examples in pinyin: ne, ge and ma Important Note: The Mandarin third tone is rare in speech. In conversation, it is cut in half, the “half dip,” and only the lower rising half (the second half) is heard. The full dip is only fully pronounced in a few circumstances:
• For emphasis • At the end of a sentence • List of individual words
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Warm up with Language through Repetition-Rhythm-Rhyme
Poems, Chants, and Songs English Chinese Characters Pinyin
Chants (with clapping) for this lesson: Good health! Good decisions! Good health! Good decisions! Good health! Good food! Good health! Good food! Good health! No soda! Good health! No soda! Good health! No junk food! Good health! No junk food! Good health! Very little sugar! Good health! Very little sugar! Good health! Daily exercise! Good health! Daily exercise! Good health! Help other people! Good health! Help other people! Good health! Have fun with friends! Good health! Have fun with friends!
Poems for this lesson: I know a healthy person, A very healthy person, A super healthy person, Who makes good decisions. She/he eats wisely. She/he exercises regularly. She/he volunteers her/his time. And she/he relaxes, too. I know a healthy person, A very healthy person, A super healthy person, Who makes good decisions.
Wǒ zhī dào yī gè jiàn kāng de rén, Yī gè fēi cháng jiàn kāng de rén, Yī gè chāo jí jiàn kāng de rén, Tā huì zuò zhèng què de jué dìng. Tā chī dé zhèng què, Tā jīng cháng duàn liàn, Tā hái cháng zuò yì gōng. Wǒ zhī dào yī gè jiàn kāng de rén, Yī gè fēi cháng jiàn kāng de rén, Yī gè chāo jí jiàn kāng de rén, Tā huì zuò zhèng què de jué dìng.
Song for this lesson (can be sung to the tune of “I’m a little teapot”):
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I’m increasing my chances every day, To maintain good health, I’m happy to say. I exercise and lift weights frequently Walking and running are good for me. When I get all stressed, I will not shout Instead I get up and walk about. I mostly eat fresh fruits and stay smoke free. I eat lots of vegetables, they’re good for me. I avoid candy and soda as much as I can. I also avoid foods from the frying pan. When I feel tempted I will not shout! I’ll just get up and walk about.
Teacher Modeling of Communication followed by Student’s Structured Practice
Message
Functions/Structure
Key Vocabulary or Phrases
Strategies for Oral Practice
Select from the following based on the language challenges inherent in the content (i.e., hypothesizing in science content requires the use of conditional tense).
Think-write-pair-share
Communicative (Casual, Conversational) Tasks: • Greetings and Leave-taking,
common courtesy • Express feelings and opinions • Request help • Give information or help
Hello! How are you today? Have you been well (healthy)? 你好！你好吗？你怎么样？ I’m glad to hear it. I’m sorry you were ill last year. 听到你很好很高兴。你去年不幸生病了。 How did you improve your health? Would you help me make better choices? 你怎样提升你的健康的？能帮帮我给点建议吗？ I started making better decisions about my diet and exercise. I also started doing volunteer work at ____. 我开始做更好的饮食和锻炼选择并开始做义工。
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Academic Tasks: • Recall of data or facts
• Report of information • Inferential thinking
What are the most effective ways to be healthy? 最有效的方法是什么？ What kinds of foods are most healthy? 什么食物最健康？ Which is a healthier choice, French fries or apple? 薯条和苹果，哪个更健康？ Which is a healthier choice, fried or grilled chicken? 炸鸡和烤鸡，哪个更健康？ What are good ways to exercise each day? 每天有那些好的锻炼？ How many minutes should you exercise each day? 每天应该锻炼多久？ What kinds of volunteer work can you do? 你可以做什么样的义工？ What are the favorite recreational activities of your classmates and family? 你同学和家人最喜欢的休闲运动是什么？ According to my survey, ____% of my classmates prefer _______ as their (nutritional choices, exercise, volunteer work, recreational activity). 根据我的调查，百分之_____的同学选择______作为他们的（营养，运动，义工，休闲活动）。 Eating unhealthy food, drinking sugary drinks, and failing to exercise lead to ___________________ (obesity, diabetes, heart disease). 吃不健康的食物，喝糖分高的饮料，不运动会导致
_________（肥胖，高血压，心脏病）。
Clipboard Survey Ticket out the Door (Exit Slip)
Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate) This is the new information or knowledge for the students to be exposed to during the lesson. The teacher may choose many ways for students to be exposed to and interact with this new knowledge, including teacher modeling and demonstration, teacher “lecturing” in a comprehensible way using visuals, realia, manipulatives, etc., and/or students learning new information through technology or reading. Using the four-pane window pane provided as a blackline master with this lesson (in the Lesson Materials at the end of this document), teacher will draw the window pane in front of the students, having them say the various words along with the teacher. For example, following is a possible teacher pattern in the target language as much as possible to accompany drawing the window pane: “This lesson will teach you the words you’ll need to describe healthy choices related to nutrition [teacher does gesture to represent eating healthy and has students imitate the gesture when the word is said], exercise [teacher does gesture to represent exercise and has students imitate the gesture when the word is said], being a volunteer [teacher does gesture to represent volunteering, such as offering a hand and touching the heart, and has students imitate the gesture when the word is said], and relaxing through recreational activities [teacher does gesture to represent recreation such as hiking/dancing/playing music and has students imitate the gesture when the word is said]. When you make healthy choices and have balance in your life, you will increase the likelihood of enjoying good health and happiness over the course of your lives.
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The title of this lesson is Well-being or Avoiding Illness through Healthy Behavior. Say it with me…[Teacher acts out avoiding illness, and/or shows picture file cards of illnesses. Teacher also writes the words of the title at the top of the chart.] [Teacher makes gesture(s) to represent healthy choices, such as holding up a picture file card of a junk food meal versus a healthy meal and choosing the healthy meal, and has students imitate the gesture or point to the healthy meal when the word is said.] There are four major categories of healthy choices, so I will draw a square and divide it into four smaller squares.” Nutrition （养分） Exercise （运动） Helping Others （帮助他人） Recreation （休闲） “In the first square, I will draw a happy face [say it with me!] with a wide open mouth [say it with me! Open your mouths wide!!] Look at the healthy food going in this mouth!!” [Draw one of the items.] The dialogue continues in this vein with the teacher describing parts of the drawing as the students draw along on their own paper and practice the language that accompanies each drawing. Debrief in English for 30-60 seconds (mainly for content; for language issues only if absolutely necessary) One way to debrief the input listed in the direct instruction section is to review it by pointing and talking about it again in the target language, but having the students choral call, using target language circumlocutions, or English as a last resort, what they think you are saying. That way if they are misunderstanding something, the teacher may correct, clarify, and reinforce the correct meaning. Another way might be to have students retell each other, in pairs or triads, in their home language what the big ideas of the lesson were and how they figured out new vocabulary. Another way is to have students give a kinesthetic gesture to show they understand specific words. Students — as a whole group, pairs, or individuals — may also point to the appropriate spot on the chart as the teacher says key vocabulary. The teacher may also choose to briefly “put on his/her English hat” or “click on his/her English speech” and ask if there are any questions or clarifications needed. TPRS – Total Physical Response Storytelling AKA Teaching Proficiency through Reading and Storytelling Circling is an intentional strategy to repeatedly expose students to the target structures and attune their ear to pronunciation. The teacher states this circling pattern in Mandarin Chinese with students responding and the teacher repeating as a way of affirming their statements. “Circling” on a phrase related to the content, “People can improve their chances to be healthy through making good decisions about their behaviors.” （人们可以通过对他们的行为作出正确选择来提升健康的可能性。） Teacher pre-teaches the phrase, making sure everyone knows what each word means (by showing picture file cards, realia, manipulatives, or by gesturing) and agreeing on gestures to indicate each key word, with the students’ job only to make the gestures and respond in English or the target language with a word or two to indicate their understanding. The teacher then asks questions [yes/no, either/or, who/what/when/where/how much or many/etc.], each time acknowledging the class’s answer and then restating the original sentence so the students hear and respond to the key vocabulary many times. [opening statement, circling begins] People can improve their chances to be healthy through making good decisions about their behaviors. Can people improve their chances to be healthy through making good decisions about their behaviors? [yes]
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Yes, people can improve their chances to be healthy through making good decisions about their behaviors. Can people improve their chances to be healthy through making bad decision about their behaviors? [no] No, people cannot improve their chances to be healthy through making bad decisions about their behaviors. Can people improve their chances to be healthy through making good decisions about their behaviors or bad decisions? [good] How can people improve their chances to be healthy? [making good decisions about their behaviors] Yes, people can improve their chances to be healthy through making good decisions about their behaviors. Why should people make good decisions about their behaviors? [to improve their chances to be healthy] Yes, people can improve their chances to be healthy through making good decisions about their behaviors. [closing statement, circle completed.] The circling process should go on for approximately ten minutes or when the teacher has repeated the key vocabulary in the area of 50-75 times)— and is focused on the teacher statements and questions—missing most of the parts the students either say in response or indicate comprehension of by shaking or nodding their heads, or making kinesthetic gestures. Extend the Learning: School-Home Connection and Class Projects, Small Group Activities, Individual Practice SCHOOL-HOME CONNECTION Teacher provides “homework” that involves including parents and family in thinking about or practicing the new learning and language skills. In this lesson, ideas include surveying family members on their dietary choices, how they exercise, what volunteer work they do or have done, and what their favorite recreational activities are. See sample “School-Home Connections” at the end of the unit. CLASS PROJECTS Projects should apply the new knowledge in a way that demonstrates the students’ understanding of the lesson and allows them to re-present this information in a novel format. An example of a project to extend the understanding of the lesson is that each team may be assigned the task of a collaborative poster, with a rubric so each poster includes (at a minimum) the words and phrases, symbols, and vocabulary with illustrations. When each team is satisfied with their work, and has checked the rubric to make sure they haven’t forgotten something, use the “gallery walk with docent” strategy to allow students to see each other’s work, ask questions, and develop metacognition when they explain their thinking to other teams walking through the “gallery.” Instructional Resources and References How to Use These Lessons http://mandarin.sdcoe.net/cd1.html Refer to the guide for using these lessons for more information. Strategies Matrix: Teaching Strategies for World Language Classrooms http://mandarin.sdcoe.net/cd1.html This matrix offers a compendium of instructional strategies that accelerate language acquisition, ensure student engagement, and lead to high levels of student achievement. Health and Wellbeing Centers for Disease Control and Prevention http://www.cdc.gov/Features/LiveLonger/ Information on eating apples from Washington apple farmers
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http://www.healthychoices.org/index.php?page_id=28 Carl Ripken, Sr. foundation to help youth realize their potential (lessons) http://www.ripkenfoundation.org/health.php
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Lesson Materials BLACKLINE MASTER for contextualized mini-lecture (with 10/2) for previous section: Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate) Window Pane Pictorial on Healthy Choices
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SCHOOL-HOME CONNECTION sample sheets (send home approximately 1 per week. Name: _________________________ Date:_______________
School-Home Connection #1 Unit 11: Taking Care of my Body and my Health
Talk with an adult, parent, or family member about how they make decisions to improve their health. Tell them about how dietary choices, regular exercise, doing volunteer work for others, and relaxing through recreational activities can improve people’s health. Have them think about four of their healthiest behaviors and fill out the chart below by writing the description in English and sketching the behavior. Sign at the bottom to indicate you worked on this together for at least ten minutes. Family member or friend’s name
Healthy Behavior #1
Healthy Behavior #2
Healthy Behavior #3
Healthy Behavior #4
Signature of adult: ______________________ Signature of student: ________________________
Talk with an adult, parent, or family member about what you have learned about the illnesses that can result from making poor choices in food, exercise, volunteerism, and recreation. Tell your family member or friend what you have chosen and why. Teach your family member or friend the related words in Mandarin. Sign at the bottom to indicate you worked on this together for at least ten minutes. Name of Friend or Family Member
Commitment to Improve Behavior through a Healthier Decision (list, describe, and sketch)
Signature of adult: ______________________ Signature of student: ________________________
Add your own visuals (with your students) to make these award cards even more motivating for your students!
Keep the English translation small so it can be folded over once it is no longer needed.
PUT THE TARGET LANGUAGE WORD OR PHRASE IN LARGE Add graphic image FONT ON ONE SIDE to support SO IT CAN BE FOLDED understanding. OVER AND USED AS A FLASHCARD. Picture File Cards – Gather or take photographs to be used to support understanding and for practice talking in the target language. Shrink or enlarge photos as needed for posters, playing cards, and so on.
