Final China Institute
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  • Difficulty in finding commonalities across content areas (It seems easier to stay in your own subject areas – Chinese teachers, Spanish teachers, math teachers, etc) but it IS possible to do it Goal is benefitting the kids The end product is so valuable, intercultural, this is what we came up with, seems unrealistic
  • Brainstorming tool, NYC schools are very diverse and we can tap into the students’ personal experience
  • Essential Questions Mention ACTFL standards (that we’re hitting them)
  • Why do you think they used this story?

Final China Institute Final China Institute Presentation Transcript

  • + Storytelling and Technology in the ForeignCaroline Petters, New York University Language ClassroomGrace Wang, New York UniversityErin Wang and Jessica Levy
  • + Why We Use Stories Humans are not ideally set up to understand logic; they are ideally set up to understand stories. (Roger Schank, Cognitive scientist) Stories are easier to remember—because in many ways, stories are how we remember. Most of our experience, our knowledge and our thinking is organized as stories. Stories have causality, conflicts, complications, and characters. (Daniel Willingham, 2000) Storytelling is one of the most effective teaching strategies to stimulate thinking and creativity, and encourage collaborative learning.
  • + Background How do we honor the dead?2 Languages, 2 Cultures Dia de los Muertos and Qing Ming Jie 4th Grade Foreign Language Class, NYC Public School
  • + Concept Web
  • + Standards  ACTFL Standards: 5 Cs  Communication  Cultures  Connections  Comparisons  Communities  MATH STANDARD 4.OA: Use the four operations with whole numbers to solve problems.  GEOGRAPHY STANDARDS 3.1B, 3.1C, 3.1D, 3.2A: Location of New York State in relation to other states (countries/world/ bodies of water)
  • + UPIUnit Plan Inventory Unit Title-How do we Language Levels: Intermediate Honor the Dead? School grade: 4th GradeStage 1—What students should know and be able to do …Enduring Understanding: Students will understand different cultures honor the dead in different waysEssential Question(s): How do different cultures pay their respects to those that have passed away? Why are friends and/or family important? How do we respect each other? How do we define legacy?Targeted ACTFL Standards:1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions1.2 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied3.1 Students reinforce and further their knowledge of other disciplines through the foreign language4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Fourth Grade Math Standard:4.OA: Use the four operations with whole numbers to solve problems.Fourth Grade Social Studies Standards:Geography Standard, 3.1B, 3.1C, 3.1D, 3.2A: Location of New York State in relation to other states (countries/world/bodies of water)Outcomes/Objectives/ Progress Indicators: DO SWBAT talk about how people honor the dead in Mexican and Chinese culture SWBAT compare and contrast cultural norms in their own culture with those from Mexican and Chinese culture SWBAT express how they feel/felt when someone passes away SWBAT distinguish between different regions in Mexico and China SWBAT apply their own backgrounds to Mexican cultural norms through artwork SWBAT interview others about what legacy means
  • + UPI (x2)Stage 2 How students will demonstrate what they know and can do: Performance-Based AssessmentInterpretive Task & Rubric Interpersonal Task & Rubric Presentational Task & Rubric Students will listen to the story “Yo Students will interview each other about Students will create an altar for a person based uponrecuerdo a Abuelito.” how they remember those that have the cultural aspects they have learned. passed away.Stage 3 Preparing Students to demonstrate what they know and can doLanguage / Grammatical Vocabulary Culture(s) Subject Content Connections Essential Learning Activities,Communication Structures (know) (know) (know) Materials Performances,(Do) (know) (Formative Assessments) (Do)-talk about family -present and -science -Mexican Social studies (family history), -Dia de los (Use separate page formembers and past tenses vocab -Chinese math, and science, ELA Muertos books this section)legacy -command -math vocab -Qing Ming Jie Beginning-talk about how form (mucho/más, books Middleyou honor the menos -realia from Enddead de/que) Day of the SEE PAGE 2-talk about -day of the dead and Qingfeelings dead/qingmi Ming Jie ng jie vocab -SMART board (ofrendas, -Map of celebrar, etc) Mexico and China -art suppliesComparisons: Students will compare how Mexican and Chinese cultures honor the dead with how they honor the dead.Communities: Students will show evidence of becoming life long learners and personal enrichment through researching their ownfamilies’ ancestries and applying their own familial legacy to Mexican and Chinese traditions.
  • + UPI (x3)  Learning Activities, Performances (Formative Assessments) :   Beginning: At the beginning of the unit, we will be focusing on getting the students interested and motivated in the topic. We will start the unit by reading the book, Yo recuerdo a Abuelito. To get the students interested in the topic of El día de los muertos and Qingming Jie, we will have the classroom decorated with realia from this celebration. We will first ask the students to predict what they think they will be learning about and will then present the book to them. After reading and discussing the book, students will talk about what kind of ofrendas (offerings) they would bring to famous deceased people to honor them (i.e., a CD would be an ofrenda/offering for Elvis, a crown would be an ofrenda/offering for Princess Diana, etc).   Middle: Students will explore how their own cultures pay respect to the dead and how this differs with that of Mexican and Chinese culture. Students will also learn about the geography of Mexico and China and the food related to the celebrations. For example, one class will include a cooking demonstration of a typical Mexican food (for example, making Mexican hot chocolate following the command form recipe).   End: Students will learn about legacy and how people are remembered or want to be remembered. They will investigate their own ancestry and will figure out what is important about their families (i.e., that there are many generations of teachers in one’s family). Students will then create an altar, depicting symbols and “ofrendas” that they have learned about in Mexican and Chinese culture (i.e., a ruler, an apple, etc. for a person they have chosen to honor. They can also bring in typical food or drink for the celebration. Students will present their work to the class and have other classes come visit.
  • + 今天是亡靈節
  • + 我的爺爺去年過世了。 我很想念他。
  • + 媽媽說爺爺今天會回來。
  • + 今天是亡靈節! 我們買麵包和花朵給爺爺!
  • + 今天是亡靈節! 我們帶食物和水果給爺爺。
  • + 今天是亡靈節!我看到很多蝴蝶!
  • + 今天是亡靈節!我的爺爺回來了!
  • + Yo Recuerdo a Abuelito ¡Es el día de los muertos! ¡Celebramos!
  • + Ahora, compramos pan.
  • + ¡Es el día de los muertos! ¡Celebramos!
  • + Ahora, compramos flores.
  • + ¡Es el día de los muertos! ¡Celebramos!
  • + Ahora, compramos calaveras.
  • + ¡Es el día de los muertos! ¡Celebramos!
  • + Ahora, compramos dulces.
  • + ¡Es el día de los muertos! ¡Celebramos!
  • + Ahora, vamos al cementerio.
  • + ¡Es el día de los muertos! ¡Celebramos!
  • + Ahora, abuelito se celebra con nosotros.
  • + Dia de los muertos vs. 清明节
  • + Formative Assessment Almost I can name… Yes! Not yet there Dia de los Muertos in Chinese 3 rituals of Dia de los Muertos Qing Ming Jie in Chinese 3 rituals of Qing Ming Jie 2 rituals that both have in common
  • + Final Assessment: Altar 4 3 2 1 Student makes more Student makes 0-2 Student makes 3-4 Student makes 5-6 than 6 grammatical Grammar errors. errors errors errors Student uses 8 or more new Student uses 6-7 Student uses 4-5 Student uses 1-3 Vocabulary vocabulary words. new words. new words. new words. Student organized Student was not and prepared the fully prepared for project and the project and Students materials Student did not Organization presentation. presentation. were disorganized. prepare in advance. Student includes 6 or more authentic Student includes 4-5 Student includes 2-3 Student includes 1 Authentic Materials materials. authentic materials. materials. material. Student Student Student demonstrates a Student shows a demonstrates a demonstrates some minimal lack of Understanding of complete mastery of knowledge of cultural cultural understanding of understanding of cultural cultural Topic celebrations. celebrations. celebrations. celebrations.
  • + Thank you! Caroline Petters cgp249@nyu.edu Grace Wang gracewang@nyu.edu