Duration

45 minutes

Subject Area

 Social Studies-Chinese Culture

Grade Level

6^th-8^th middle school

Unit Title

Lesson Title

The History of Chinese Poetry

Objectives

Write 2-5 objectives stating expected learner outcomes

*A brief history of Chinese poetry

*Learn the social structure of Chinese cultural history

*How poetry helped record the historical events

 Materials and Resources:

A Thousand Peaks: Poems from China by Siyu Liu and Orel Protopopescu

Long Is A Dragon by Peggy Goldstein by Peggy Goldstein

White board, markers, paper, and pencils, red construction paper optional

Anticipatory Set

List specific statements or activities you will use to focus students on the lesson for the day

Briefly discuss the various dynasties and why the song poetry was lost.  How did Shi poetry gain recognition?  Who were the authors?  Is Shi still written today?  By whom?

(The introduction to A Thousand Peaks will provide valuable information.) (5 minutes)

Objective/Purpose

For the student's benefit, explain what students will be able to do by the time they successfully complete the lesson.

Learn why poetry is so important to the Chinese history and culture

Learn the social structure of Chinese culture in the past, and compare it to today’s society.

What historical events have become part of Chinese poetry

Input

What information is essential for the student to know before beginning and how will this skill be communicated to the students

 Talk about the social structure of the past.  Pity the farmer.  The difficulty of moving up the social ladder, and the one instance when families can raise themselves from the lowest rung. What is the Jinshi exam? How do the rich get richer, and the poor get poorer? (5 minutes)

Model

If you will be demonstrating the skill or competence, how will this be done?

Read poems from the first section in A Thousand Peaks talking about the social hierarchy.  Explain how the poetry has a duel meaning on the surface and based on current events at the time.

Read poems addressing issues related to the scholars and officials. (15 minutes)

Check for Understanding

Identify strategies to be used to determine if students have learned the objectives

Can anyone explain the difference between the two social structures? Would you like to live during that time?  Why/why not? (5 minutes)

Guided Practice

List activities which will be used to guide student practice and provide a time frame for completing this practice.

Have handouts explaining the structure of Shi poetry.  Briefly go over the format listed in the handout in class.  Give the students the assignment to find a Shi poem not discussed in class. Write why you chose the poem, look up and explain the possible duel meanings.

Closure

What method of review and evaluation will be used to complete the lesson?

 Give the students red construction paper to copy their chosen poem, and then put their thoughts and meanings on notebook paper attached to the back. (10 minutes)

Independent Practice

List homework/seatwork assignment to be given to the students to ensure they have mastered the skill without teacher guidance.

Do the assignment at home, or expand the lesson to allow for classroom work time as a group or individually.

Assessment

Did the students learn the intended material?  Do you need to allow more time in certain areas of the plan?  Would it be better to do the assignment in class and plan for more than one lesson?  What went well?  What would you do differently?