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Theory and Practice of Curriculum

Development & Design

Chia-Yu Shen
Meng-Lun Kuo
Ling-Yen Hu
Advisor: Dr. Hsiu-Lien Lu

National Tsing Hua University


Stage 1: Desired Results
Established goals:
*2-2-8 Able to use simple
English to introduce local
and foreign customs and
practices.
2-2-8-1 Able to use simple
English to introduce local
customs and practices.
2-2-8-2 Able to use simple
English to elaborate on the
similarities and
dissimilarities of local and
foreign festivals, cultures,
and customs.

Desired understandings: Students will understand that


1. Chinese people burn the incense and praying cash, prepare foods and drinks, and illuminate the lights to show
respects and admire piety to the ancestors and the unknown spirits.
2. There are different attitudes towards the ghost between the Westerners and Chinese people, i.e., Chinese people
show respect to their ghosts in the Ghost Festival while the westerners take the ghost festival (Halloween) in a fun
way.
(K) Students will know
Essential questions:
1. What are the activities in The Ghost 1. The key vocabulary and
phrases of the Ghost
Festival?
Festival.
2. Why do people burn the praying
2. Differentiation between
cash for the ancestors?
Halloween and The
3. How does it relate between The
Ghost Festival
Ghost Festival and Chinese
religion?

(S) Students will be able to


1. Name related activities in the Ghost Festival in
English.
2. Make an English poster to introduce the Ghost
Festival
3. Use short sentences, learned words and
phrases, and simple questions and commands
when speaking and writing

Stage 2: Performance Task


Goal: Your goal is to conduct an oral report
on the Ghost Festival with your partner who
will work on the illustration. Your group will
have an informative artwork of describing
the activities held in the Ghost Festival with
your vivid description! In the end, you are
going to give an oral report to all the
students and faculty members.
Role: reporter, illustrator
Audience: all the students, teachers and
faculty members in the school

Satisfactory
Vocabulary
(10 %)

Situation: You are in an English News club.


You are asked to give a short report on the
Ghost Festival with the perspective of both
Chinese and westerners. You have to work
on this with a famous foreign illustrator to
perfectly present your coverage. You will
first pay a visit for the artists who are famous
for creating works related to the Ghost
Festival. The illustrators will draw a fourpicture strip to express your groups
perspective on the festival. Based on the

Acceptable

(10) Students use a wide variety (6) Students use basic, plain,
of vocabulary in the
but necessary vocabulary in the
presentation.
presentation.

Correctness
(20) Less than 10 % of the
(12) Between 11 % and 30 % of
of Language words contain pronunciation the words contain pronunciation
errors or grammatical mistakes. errors or grammatical mistakes.
(20 %)
Fluency
(10 %)

(10) Oral presentation is fluent


with no pauses excellent
intonation pattern.

(6) Oral presentation is fluent


with some pauses and
acceptable intonation.

Dress code
(10 %)

(10) Students wear formal and


proper dress, showing their
professionality.

(6) Students wear proper dress,


showing their professionality.

(20) Students cooperate actively (12) Students cooperate toward


Cooperation
toward group goals; fulfill
group goals; fulfill individual
(20 %)
individual roles within the group.
roles within the group.

illustration product, the reporter needs to


make an oral report to fully explain your
groups ideas.
The coverage should include a short written
introduction to the Ghost Festival, the
reasons why the Ghost Festival is important
for Chinese and what kinds of activities
people do during the Ghost Festival. On the
day of the report exhibition, you are required
to make an oral presentation in front of them
in 10 minutes.
Product (coverage proposal):
Unsatisfactory
Written part:
the importance of the Ghost Festival for
(3) Students use limited
Chinese
vocabulary, which is unclear and
introduction to the ghost festival
confusing, in the presentation.
Illustration part:
four-picture strips
(6) More than 50 % of the words
contain pronunciation errors or
motivation: why do you choose this
grammatical mistakes.
topic?
comparison and contrast between
(3) Oral presentation is not fluent
Halloween and the Ghost Festival
with many pauses and
cultural shock
unsatisfactory intonation.
Other evidence
Vocabulary quiz
(3) Students do not wear
appropriate dress.
Dialogue with grammatical rules
practice
In-class participation observation
(6) Students work toward group
Each revision of the product
goals only when prompted.

Creativity
(10 %)

(10) Students presentation


displays a unique level of
originality and creativity.

(6) Students presentation


demonstrates good originality.

(3) Students presentation shows


little or no evidence of original
thoughts.

Voice
(10 %)

(10) The presenters use varied


and appealing voice.

(6) The presenters use flat and


plain voice.

(3) The presenters voice is not


loud enough to be heard.

Student Self-Assessment and


Reflection:
Use the rubric
Written evaluation
Appreciation of different cultural values

HUNGRY GHOST FESTIVAL

Stage 3: Learning Plan


1. Experience sharing: activities of the
Ghost Festival or Halloween. (H)
2. Think about it: possible meaning (or
implication) of these activities whether
that of the Ghost Festival or Halloween.
(W)
3. Picture-cue vocabulary (H)
Elicit vocabulary& note taking(W)
Sentences making: using pictures
(group work) (E, W)
4.Dialogue Reading (E)
Pair practice (E)
Dialogue creation [Assignment 1] (H,
E)
Revision and role play. (R)
5. Reading and discussion: The Ghost
Festival: Taboo and superstition (E, H, W)
Illustration drawing (E)

Gallery walk (R)


Grammatical teaching and practice
(V-ing/To infinitive as subject) (E)
Grammar worksheet (T)
6.Video watching (E)
Note-taking (T)
Discussion (E)
Listing survey questions (T)
Survey and report (T)
Word search worksheet [Assignment
2](E)
7.Video shooting (E)
8.Artist interview (W, H)
Introduction art work and artists (H, E)
Artist interview (E, R)
Worksheet completion (E)
Project Stage 1: Brainstorming
Introduction (W, H)

Sample Lesson

1. Video watching

5. Reflection

2. Discussion

4. Doing survey 3. Idea-sharing

Technology
Use

First draft (E)


Project Stage 2: Production
Working on details (W, H)
Illustration and write their oral script
(E)
Constructive check (R,E)
Project Stage 3: Revision and
presentation
Main idea sharing and second draft
(W, H)
Draft presentation (H, E)
Formative feedback(R)
Final revision (E)
introduction to final presentation (W,
H)
Project Stage 4: Presentation
Rehearsal (E)
Final presentation (E)

Worksheet

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