Team+10

Team 10
Member Names: Nancy Liu Summer Xia Na Luo

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions: What content areas do you teach? What content strengths do you have? What content do you find difficult to teach? What do you consider your role to be as a teacher? What instructional methods do you use as a teacher? What are some of the persistent problems you encounter in your instruction? With your partner, identify possible areas of overlap.

1.I teach English in BRS. 2.I am a bilingual teacher, and my major is English education, I've been studying and reserching how to study English well,so I can not only teach them English ,but also pass them my English studying experience. 3.It is difficult to find more creative ways to teach English to keep them stay interested in studying all the time. Students are easily to get distracted,so as a teacher, we can not blame them, but try to find a better way to trigger their motivation. 4. As far as I am concerned, I am much more like a facilitator rather than a leader in class. 5. Body language,visual aids, video, PPT, records and so on 6. Everyone has their interests in some aspects,if you can recall them in the right way,teachers and students can both enjoy themselves.
 * Reflection Notes:**

Thursday
Guiding Questions I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? 1. What do you want to do in the future? Have you made any preparation yet? What opportunities have you used in BRS?

II. How are new literacies featured in your compelling question? 2. PPT, Make a video of the presentation, Make a wiki page, III. How will you organize or group your students for the PBI? 3.Put students with similar jobs together and ask each group to do research and come up with their presentation.

IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? 4. We must teach different occupations, and ask them to brainstorm the contribution of each occuption to the society to help them to build up their life goals. Ask them what is important to them to have in a job, money, rank,power ,happniess or philanthrapy?

V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? 5. Choose a leader from each group and have different ojectives of each day to complete and track the process by wiki.

VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? 6. We will see if students' projects are coherent and provide VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). 7.Rubics, we will have a standard rubics with the following categories, sturcture,design, organzation,creative,coherence,use a new literacies and presentation skills.

VIII. What technology tools will students use in creation and sharing of their PBI product? 8. PPT,video on youtube
 * Reflection Notes:**

PBI Compelling Question:
What are the most special and weird foods from different countries? Sub-questions: 1. What is your favorite Chinese/ western food? 2. Have you ever had any special food in your hometown or western restaurants? What are they?

Content:
1. Review with students about food vocabulary they have learned

2. Brainstorm vocabulary of typical Chinese and western

3. Hold a debate about the preference of traditional chinese food and fast western food

4.Project: Ask students to work out a menu of a restaurant from different countries in groups 1). Divide students into groups of 4 2). Tell students all the requirements of this menu( It can be digital or on paper) Students have to choose one country's food that they would like to present, then they have to do research about the weird food and special food from this country and decide what kinds of food they prefer to have on their menu. Later, each of group will have a presentation of their menus and two students have to work out a diolgue happens in their restaurants, the dialogue could be something about ordering food or some cultural conflicts situation, it could be better if we have a flipcamera. 3). There is a rubric of this project, when they are doing the presentation and dialogue, rest of group will be judges 4). Incentive: Winning group will get a chance to have a meal with the teacher in a foreign restaurant

5. Writing: ask students to write an essay about their favorite hometown food

Learning Outcomes for this PBI:
1. Speaking: students practice their oral English by having a debate ,also they can drill their spoken English by presenting menus and making conversation based on their menus. 2. Listening: Students will be able to practice their listening skills while paying attention to others' debate and presentation 3. Writing: Students practice the writing skill of how to describe their favorite food 4. Reading: Students will be able to read articles online by finishing their research of weird food 5. Vocabulary: Students will be able to review vocabulary they've learned and pick up new words

Method:
1. Scaffolding: The teachers will provide scaffolding to students by reviewing food vocabulary they've learned before 2. Research: Students will research information online, teacher will teach or help them to filter information from Internet 3. Hands-on activity: Students will design their restaurant menus on papers 4. Group work: Students will be divided into groups and discuss topics, they work together to defend their groups in debate activity and also they work in 4, which means each of them has to contribute to the project since there is a presentation and dilogue creativity requirements. 5. Individual work: Students will be able to fininsh their essay by using words and describing objects skills.

Assessment:
1.Teacher's observation: Teachers will observe students' work 2. Presentation: Teacher will ask students to do presentation to assess their research outcome and group work accomplishment ( menu design), the teacher will have a rubic of the presentation. 3. Essay: Students will be able to finish the writing assigment by using vocabulary and food description and the teacher will grade their essays. 4. Review: Teacher will give some judgement including correcting their grammatical errors, improving sentence structures and inspring more perspective of the topic after the debate.

Technology Tools Used:
1. Internet 2. PPT 3. CD player 4. Flip camera