University of British Columbia



Unit: Discrimination of Chinese-CanadiansUnit OverviewDates: March 4, 2014 – April 25, 2014Classes: 12Rationale:The history of Chinese immigration to Canada is important for students to learn, especially as most of the events occurred in BC. Many of the students in this class will be able to identify with racism and discrimination as they are International or immigrant students. This unit will allow students to understand how racism has changed over the years, and apply it to their own personal experiences.Goals:At the end of this unit, students will be able to:Summarize the history of discrimination of Chinese immigrants to CanadaIdentify key events of Chinese immigration to CanadaArgue their opinion on racismOverall Unit Objectives:From the BC Ministry of Education Social Studies 10 PLO’s:A1 apply critical thinking skills, including? questioning? comparing? summarizing? drawing conclusions? defending a positionA2 demonstrate effective research skills, including? accessing information? assessing information? collecting data? evaluating data? organizing information? presenting information? citing sourcesA3 demonstrate effective written, oral, and graphic communication skills, individually and collaborativelyB1 analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the artsB3 evaluate the influence of immigration on Canadian society from 1815 to 1914Assessments:25% Test25% Written Assignments50% Group project: poster and/or presentationTeach to the class a historical event (or time period) in which discrimination occurred (cover the 5 W’s and How)As this class is an ELL class, the majority of the assessment on learning will be based on a group project, to minimize the difficulties of language. Students will be asked to work in a group to produce a poster and/or presentation highlighting the events of Chinese immigration to Canada. Students will also do three writing assignments, including one or two creative writing piece(s), taking on the perspective of a Chinese immigrant. Students will be given full marks for completion. One short answer test will be conducted in order to check for understanding and ensure that students are following the reading. Class time will be dedicated to working on the group project so that students will be able to prepare aptly for their project. At the end of the unit, students will put their posters on display around the classroom, and they will be given a chance to walk around and observe others’ posters.Lessons Overview:ClassLesson Tasks/ActivitiesResources/Materials1Introduction to immigration and discriminationBuilding the CPR2Head tax and Chinese Exclusion Act3Attitudes toward Chinese immigrants (riots) 4Later Years (1900’s and onward)Official Apology5Chinese-Canadian short storiesResearch project outline6From C to C documentaryFrom C to C7From C to C documentary and responseFrom C to C8Test ReviewWork on research project9Unit TestWork on research project10Work on research project11Presentations12PresentationsLesson Topic: Introduction to Chinese-Canadian HistoryLesson: 1 out of 12Date: March 4, 2014PURPOSE:To learn about Chinese immigration to Canada during the 19th century, and recognize how discrimination affected Chinese-Canadians.OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:Recall key events of Chinese-Canadian historySummarize the role of discrimination in Chinese-Canadian historyRelate their personal experiences to Chinese immigrantsMATERIALS:Resources: Materials needed: “The Ties That Bind” handout, primary sources overheads (Life on the Railway)TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING10 min.INTRODUCTION/TRANSITION:Attendance and introduction.Intention: To learn about discrimination in the Chinese-Canadian history, and understand how it relates to us today.Agenda:Brief history of Chinese-CanadiansYour “Canada” storyIntroduction of projectHook: Write down on board: “According to the 2011 census, one out of 5 people in Canada were born outside of Canada. “ (Statistics Canada)Ask the class: “Raise your hand if you were not born in Canada.” Write down numbers, and work out the percentage of non-Canadian-born students on the board.Raise hands.5 min.ACTIVATION OF PRIOR KNOWLEDGEThink/Pair/Share:What was the Canadian Pacific Railway? Why was it built? Who built it?Discuss in pairs.T/P/S30 min.DIRECT INSTRUCTIONHand out “The Ties That Bind”. Give students 3-5 minutes to read the timeline silently.Emphasize (ask students to highlight):1858: first Chinese gold miners to BC1871: first Chinese railroad workers to Canada1885: Completion of Canadian Pacific RailwayShow overheads of Chinese immigration. Ask students to discuss what they can observe.Keywords: discriminationHighlight emphasized events.20 min.CLASS ACTIVITYShare personal story about immigration:March 28 1993Family did not speak English wellESLSchools had “English-only” policiesCaucasian classmates making fun of Chinese languageIn pairs, students discuss their stories (remind them to switch halfway):When did you come to Canada? How long have you been in Canada?What was your experience like first coming to Canada? Did you face any racism or discrimination?Has your experience changed over time?Ask for experiences from three students (have them share their partner’s story).Discuss with partner.Share story.Ask students to repeat instructions.Share with partner.Share with class.5 min.CLOSUREMessage of the day: “A large number of Canada’s population are immigrants or foreign. They make up a big part of Canada’s history, but most of their contributions are greatly reduced due to discrimination. Discrimination has reduced significantly since then, but it is nevertheless still an issue that is faced by immigrants and foreigners.”ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Discrimination from the GovernmentLesson: 2 out of 12Date: March 6, 2014PURPOSE:To understand how the government participated, and encouraged, the discrimination of Chinese immigrants to Canada during the 19th and 20th centuries.OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:Summarize the government’s role of Chinese-Canadian discriminationRelate discrimination to current or recent eventsMATERIALS:Resources: Materials needed: Primary sources overheads and handouts (Head Tax, Chinese Exclusion Act)TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING10 min.INTRODUCTION/TRANSITION:Attendance.Intention: To learn about how the government enabled and encouraged the discrimination of Chinese immigrants, and examine how these concepts are relevant today.Agenda:Head TaxChinese Exclusion ActDiscrimination TodayHook: $1 in 1850 is the same as ______ today, which was what the Chinese workers were paid for working on the railway.T/P/S: If you were given just that much money to live each day, how would you spend it? T/P/S5 min.ACTIVATION OF PRIOR KNOWLEDGEClass share (out loud): Why did the Chinese come to Canada during the 1800’s? What was working on the railway like for the Chinese? How was it an example of discrimination?Discuss as class.15 min.DIRECT INSTRUCTIONHave students take out “The Ties That Bind”. Emphasize (ask students to highlight):1885: Head tax of $501903: Head tax of $1001903: Head tax of $5001923: Chinese Exclusion ActDiscuss how the government played a huge role in the discrimination of Chinese immigrants.Show overheads of Head Tax and Chinese Exclusion Act.Keywords: head tax, exclusion, wagesHighlight emphasized events.Write down keywords and notes.20 min.GUIDED INSTRUCTIONHand out “John Chinaman”. Read out loud to the class. Discuss the meaning of the poem by each stanza.Questions:Who is the “we” in the poem? Who is the poem directed to?How does the song describe the Chinese?Why do they want the Chinese to leave?How is this poem an example of discrimination?What do you think the Chinese immigrants’ reactions were?Work independently.Collect answers (or assign for homework).15 min.GUIDED INSTRUCTIONClass brainstorm examples of discrimination (against race, gender, sexuality, wealth/income status, career, education, age, etc.).Think/Pair/Share:“What are current or recent examples of discrimination?”Example: gay athletes not allowed to attend Sochi 2014BrainstormT/P/SClass brainstormEach group shares.5 min.CLOSUREIt is important to understand and recognize the issues of discrimination, because it is still a problem we have today. By learning about past mistakes, we can hope to make the world equally good for everyone.Homework: Questions about “John Chinaman”Follow-Up: Next class, we will be continuing our discussion of how the Chinese immigrants were discriminated, with a focus on society’s attitudes back then.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Discrimination from the SocietyLesson: 3 out of 12Date: March 10, 2014PURPOSE:To understand what the predominantly White Canadian society’s attitudes toward Chinese immigrants were during the 19th and 20th centuries, and recognize how racism and discrimination can be detrimental.OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:Describe the attitudes of White Canadians toward Chinese immigrantsSummarize the cause and effect of the riotsThink critically about primary sourcesMATERIALS:Resources: Materials needed: Primary sources overheads and handouts (Attitudes Toward Chinese Immigration, Riots), overhead projectorTIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING10 min.INTRODUCTION/TRANSITION:Attendance.Intention: To learn about the racism and discrimination the Chinese immigrants had to endure during the 19th and 20th centuries.Agenda:Attitudes Toward Chinese ImmigrantsRiots (Cause and Effect)Government Response to RiotsHook: Review discrimination brainstorm independently. (Draw a mind map with “discrimination” in the centre, and write down the different types of discrimination.)Brainstorm5 min.ACTIVATION OF PRIOR KNOWLEDGEClass share (out loud): How did the government discriminate against the Chinese immigrants? What was the head tax? What was the Chinese Exclusion Act?Discuss as class.20 min.DIRECT INSTRUCTION1886: Anti-Chinese Riot in Vancouver, BCAngry mob of unemployed white workers riot attack Chinese camp near Burrard Inlet (for “taking their jobs” for lower wages)1903-1907: economic recession1907: Anti-Chinese Riot in Vancouver, BCSeptember 9 – a protest rally staged by Vancouver’s Asiatic Exclusion League at Vancouver’s old city hall (Main and Hasting) which turns into a riot through Chinatown and JapantownAfter riot: general strike of Asian workers (timber industry, hotels, private homes affected)Royal Commission: Chinese awarded $3000 in property damage and $20,000 for business losses ($9000 awarded to the Japanese)Only one person (out of 8000) convicted for the riots. No formal apology issued.Show overheads of riots.Keywords:Mob: a large crowd of people, especially one that is disorderly (rowdy) and intent on causing trouble or violence.Recession: a period of temporary economic decline (decrease) during which trade and industrial activity are reduced.Riot: a violent disturbance of the peace by a mission: a person who is granted authority to carry out a task or duty.Write down dates and notes.Write down keywords.30 min.INDEPENDENT WORKStudents write a response (minimum of three paragraphs) on what they have learned.Prompt: Describe three examples of discrimination against the Chinese immigrants between 1850 and 1910. For each example, give a detailed summary and identify the causes and effects.Check on student progress.5 min.CLOSUREAsk the class to summarize the main events of Chinese immigration to Canada from 1850 to 1910.Follow-Up: Next class, we will be looking at how things change for the Chinese-Canadian from the early 1900’s to the present.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: Written responsePOST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Change for the Chinese-CanadiansLesson: 4 out of 12Date: April 1, 2014PURPOSE:To learn about the gradual change in attitudes toward Chinese immigrants in Canada.OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:Describe the events that led to the acceptance of Chinese-CanadiansCompare and contrast attitudes of the past and presentExplain the importance of acceptance and diversity in a communityMATERIALS:Resources: Materials needed: Venn Diagram handout, primary sources overheads and handouts (Attitudes Toward Chinese Immigration, Chinese Employment, Early Chinese Contributions)TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING10 min.INTRODUCTION/TRANSITION:Attendance. Ask about spring break.Intention: To learn about how discrimination toward the Chinese-Canadians changed over time.Agenda:Change of Attitudes – Negative and Positive Views of Chinese-CanadiansCompare & Contrast ActivityHook: Briefly go over the agenda for the rest of the unit (mention essay, test, and project).As a class, summarize what we have learned before about the discrimination against Chinese-Canadians.Summarize what has been learned.25 min.DIRECT INSTRUCTIONWrite down notes on the overhead for students to copy:1914-1918: World War I1920: Chinese Veterans that served in WWI given the right to vote1931: Great Depression, soup kitchen set up in Chinatown (80% unemployed)1935: Japan invades China1939: World War II; hundreds of Chinese-Canadians volunteer to serve, but many are rejected1941: Chinese Air Raid Patrol (train 100 wardens)1942: About 800 Chinese-Canadians called for military service and serve in all sectors of war1945: WWII ends1947: Chinese Exclusion Act repealed1947: Chinese in BC allowed to vote and work as pharmacists, lawyers, and accountants1982: Canadian Charter of Rights and Freedoms – illegal to discriminate based on race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability1994: Federal government rejects a call for redress on Chinese head tax2001-2003: Lawsuit against Government of Canada over the head tax compensation; fails2006, June 22: Official apology from Prime Minister Stephen Harper for the head tax and Chinese Exclusion Act2006: Surviving head tax payers and spouses each receive a cheque for $20,000 as federal compensationAsk students what they know about WWI and WWII.30 min.INDEPENDENT WORKHand out Venn Diagram worksheets.Working independently, students will compare and contrast the earlier attitudes to Chinese-Canadians to present-day attitudes.On the back of the worksheet, they will write a summary of the events that led to the acceptance of the Chinese and other immigrants in Canada.Observe student work.5 min.CLOSUREWhat have we learned in the last four classes about Chinese-Canadians? Why is this important to us?The history of discrimination against the Chinese-Canadians allows us to see how we have progressed as a country to become more accepting of other’s differences. It is important for us to learn about the past so we can avoid discrimination in the future, and provide equality to everyone.Follow-Up: Next class, we will be looking at short stories written by and about Chinese-Canadians.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: Compare & Contrast worksheet (Venn Diagram)POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Short Stories Lesson: 5 out of 12Date: April 3, 2014PURPOSE:Using fictional works to gain a better perspective of the events that occurred during the anti-Chinese periods, particularly for Chinese-Canadians growing up during that period.OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:Identify conflicts between Chinese and Canadian culture.Deliver group findings in a creative presentation.Draft an outline for a research project.MATERIALS:Resources: “Chinese-Canadian Teenagers” primary sourceMaterials needed: Short story selections, project outline worksheetTIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: To have a better understanding of how life was for the Chinese-Canadians, by reading and analyzing short stories written by early Chinese-Canadians.Agenda:Short story analysisGroup activity: short story analysisGroup presentationsHomework: project outlineHook: Read a brief excerpt from “Chinese-Canadian teenagers” primary source to get students thinking about growing up as a Chinese-Canadian.5 min.DIRECT INSTRUCTIONBriefly describe the activity, and explain the purpose.Story analysis:Describe the characters (protagonists, antagonists, relationships).Describe the setting (time, place).Summarize the plot (conflict, solution).Describe the theme, mood and tone.Describe your response to the story (thoughts, feelings, questions).Ask students to give examples or definitions to keywords.50 min.GUIDED PRACTICEStudents are numbered off (1-5) and put into groups of 3.Each member of the group is assigned a role (speaker, recorder, presenter)Each group is assigned a short story.Students are given 20 minutes to read and work on the analysis of their story.Students summarize their findings in a sentence or two (which the recorder writes down).15 min: Students are to come up with a creative way to present their ideas.Each group presents (2-3 min), and the presenter explains or summarizes the group’s findings, which is then written on the board.In their groups, students come up with themes that all the stories have in common; they then share with the class.Cultural identityCultural assimilation vs. biculturalismGenerational gapTraditional vs. modern practicesWhat did we learn from reading the short stories? How was reading the stories different from learning about statistics and facts?Students complete their role in the group discussion.Group presentations.Group and class discussionWrite down statements on board.Facilitate discussion10 min.CLOSUREAssign homework: Research project outline.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation, research project outline.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: From C to CLesson: 6 out of 12Date: April 7, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: Materials needed: TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREHomework: Finish introduction.Follow-Up: Next class, we will continue to work on our essays.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: From C to C and ResponseLesson: 7 out of 12Date: April 9, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: Materials needed: TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREHomework: Finish essay.Follow-Up: Next class, we will start working on our group projects.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Test ReviewLesson: 8 out of 12Date: April 11, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: Materials needed: TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREHomework: Finish introduction.Follow-Up: Next class, we will continue to work on our essays.ASSESSMENT/EVALUATIONFormative assessment: -Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Unit TestLesson: 9 out of 12Date: April 15, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: From C to C filmMaterials needed: Projector, laptop, speakersTIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREFollow-Up: Next class, we will finish the film and work on a response.ASSESSMENT/EVALUATIONFormative assessment: -Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: Research projectLesson: 10 out of 12Date: April 17, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: Materials needed: TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREFollow-Up: Next class, we will review for our unit test.ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: PresentationsLesson: 11 out of 12Date: April 23, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: Materials needed: TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREFollow-Up: Unit test next class!ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTESLesson Topic: PresentationsLesson: 12 out of 12Date: April 25, 2014PURPOSE:OBJECTIVES:BC Ministry of Education – Social Studies 10A1, B1, B3SWBAT:MATERIALS:Resources: Materials needed: TIMINGTASKACTIVE STUDENT PARTICIPATIONCHECKING FOR UNDERSTANDING5 min.INTRODUCTION/TRANSITION:Attendance.Intention: Agenda:Hook: 10 min.DIRECT INSTRUCTION50 min.GUIDED PRACTICEINDEPENDENT PRACTICE5 min.CLOSUREFollow-Up: Unit test next class!ASSESSMENT/EVALUATIONFormative assessment: Informal observations on student participation.Summative assessment: -POST-LESSON REFLECTIONSDid I have enough time to complete all the tasks?Did I have enough material to cover the entire class?Were the students able to understand the lesson objectives?Were the instructions specific enough?Did I account for different language and academic levels in the lesson?Was the lesson at an appropriate level for the students?What can I change to improve this lesson?NOTES ................
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