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The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
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Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Digital & media literacy learning process
The document outlines the key competencies for digital and media literacy. It discusses four main competency areas: access, use and share; analyze and evaluate; create and collaborate; and reflect. Each competency area contains a list of skills and understandings that fall under that category. For example, to access and share information, skills include keyboarding, file management, and using various digital tools and applications. The overall document provides a framework for the digital literacy skills and concepts needed to effectively engage with digital media.
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This document outlines a chapter on intercultural communication flexibility from the book "Understanding Intercultural Communication Second Edition". It discusses defining intercultural communication as a process involving cultural frames of reference. It also covers practicing intercultural flexibility through developing an ethnorelative versus ethnocentric mindset. Finally, it outlines developing intercultural flexibility through four stages of competence and maintaining a mindful, flexible perspective when communicating interculturally.
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Defining Diversity
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Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Unit cover page
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
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Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Digital & media literacy learning process
The document outlines the key competencies for digital and media literacy. It discusses four main competency areas: access, use and share; analyze and evaluate; create and collaborate; and reflect. Each competency area contains a list of skills and understandings that fall under that category. For example, to access and share information, skills include keyboarding, file management, and using various digital tools and applications. The overall document provides a framework for the digital literacy skills and concepts needed to effectively engage with digital media.
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This document outlines a chapter on intercultural communication flexibility from the book "Understanding Intercultural Communication Second Edition". It discusses defining intercultural communication as a process involving cultural frames of reference. It also covers practicing intercultural flexibility through developing an ethnorelative versus ethnocentric mindset. Finally, it outlines developing intercultural flexibility through four stages of competence and maintaining a mindful, flexible perspective when communicating interculturally.
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Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Unit cover page
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
Students will consider visual rhetoric through an analysis of a cult.docx
Students will consider visual rhetoric through an analysis of a cultural artifact from the community that challenges the status quo
. Students should demonstrate an understanding of how the artifact(s) uses rhetoric to persuade its audience. Beyond explaining how, students will determine if the rhetoric involved is effective.
To do so, students will review the artifactโs central idea, audience, design, and textual components, along with evaluating the artifact as it relates to sociocultural and/or socioeconomic factors.
Although a cultural artifact can be just about anything, for the purposes of this assignment, students will focus on an itemโs packaging, platform, design, and/or advertisingโits visual components.
Some examples are:
Video game packaging
iPhone screen
Magazine cover
Sneaker advertisement
Purpose:
Words and images, particularly in this era, inundate us; they are ubiquitous, working to shape our thoughts, emotions, and actions.
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Identification of a cultural artifact;
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Analysis of its cultural meaning and how that information is conveyed through the rhetoric of the object;
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Defining of the creator (rhetor), user (audience), and overall purpose of the item;
ร
Evaluation effectiveness and impact;
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Interesting title;
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Controlling idea (thesis);
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Clear organizational pattern/structure;
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MLA Format (double-spaced, 12-point font, 1โ margins, Times New Roman font, Works Cited page);
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Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
More Related Content
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Students will consider visual rhetoric through an analysis of a cult.docx
Students will consider visual rhetoric through an analysis of a cultural artifact from the community that challenges the status quo
. Students should demonstrate an understanding of how the artifact(s) uses rhetoric to persuade its audience. Beyond explaining how, students will determine if the rhetoric involved is effective.
To do so, students will review the artifactโs central idea, audience, design, and textual components, along with evaluating the artifact as it relates to sociocultural and/or socioeconomic factors.
Although a cultural artifact can be just about anything, for the purposes of this assignment, students will focus on an itemโs packaging, platform, design, and/or advertisingโits visual components.
Some examples are:
Video game packaging
iPhone screen
Magazine cover
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Purpose:
Words and images, particularly in this era, inundate us; they are ubiquitous, working to shape our thoughts, emotions, and actions.
To navigate and negotiate this information, students will develop visual literacy, an aptitude to analyze, interpret, and articulate what information has been conveyed through an object so as to better inform their cultural literacy, the ability to understand and participate in a given culture.
Requirements:
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Identification of a cultural artifact;
ร
Analysis of its cultural meaning and how that information is conveyed through the rhetoric of the object;
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Defining of the creator (rhetor), user (audience), and overall purpose of the item;
ร
Evaluation effectiveness and impact;
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Interesting title;
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Controlling idea (thesis);
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Clear organizational pattern/structure;
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MLA Format (double-spaced, 12-point font, 1โ margins, Times New Roman font, Works Cited page);
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3-5 popular and scholarly sources;
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This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
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This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
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2. It uses the emergence of the online asexual community as a case study, showing how social media enabled isolation-breaking relationships and proliferation of ideas about asexuality.
3. The approach sees these impacts as interconnected processes where changes in one domain influence others in complex, cyclical ways. It aims to study these transformations non-reductively while recognizing dynamics within distinct moments.
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Here are 3 example scenarios for each literacy:
Media Literacy:
1. Analyzing how media portrayals influence societal attitudes
2. Evaluating the credibility of information from different news sources
3. Creating a short video to raise awareness about an important issue
Information Literacy:
1. Locating statistics about a health issue from .gov websites for a research paper
2. Determining if an online article is reliable based on the author and publishing date
3. Communicating research findings effectively in a presentation
Digital Literacy:
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2. Evaluating online privacy policies before sharing personal information
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This lesson plan teaches high school students about Dia de los Muertos traditions and art. Students will learn about the cultural traditions, skeleton art, and assess their understanding through a short journal entry comparing a cultural tradition they experience to Dia de los Muertos. They will create original art influenced by skeleton imagery and reflect on how it expresses their own ideas. The lesson addresses social studies and art standards and assesses students through art projects, journals, and rubrics.
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2. Key points include understanding the symbolism and communication styles of other cultures, asking questions to interpret images and identify their intended meanings and audiences, and recognizing how bias can occur through word choices, sources cited, and emphasis or omission of certain ideas.
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The document discusses critical media literacy and its importance in the digital age. It covers several key aspects of critical media literacy including analyzing how media messages are constructed, understanding different viewer perspectives, and examining embedded values and biases. It also addresses challenges of implementing critical media literacy like rapid technological changes, curriculum constraints, and a lack of established teaching methods and resources. The document emphasizes developing students' skills in critically analyzing and interpreting media messages.
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The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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Stage 1
- 1. Stage 1 โ Identify Desired Results Established Goals: Students will know and use the attributes of diverse icons to recognize, compare, and contrast national icons. Students will know the importance of icons to culture and use that knowledge to compare effects of icons on their nation. Students will know and use the importance of icons on outside perspectives to determine national/cultural stereotypes stemming from the nation's icons. Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. What understandings are desired? Students will understand that: Icons represent and shape an entire nation to the rest of the world. Successful icons rely on longevity, ubiquity, and distinction. Icons develop within a variety of areas (music, acting, politics), then transcend all areas of the culture. What essential questions will be considered? 1. What is an icon and why are they important? 2. Do icons reflect culture or shape it? 3. How do icons affect people's views/perceptions of a nation? 4. Why do some famous people become icons and others do not? What key knowledge and skills will students acquire as a result of this unit? Students will know: Students will be able to: Recognize, define, and use icon vocabulary in Vocabulary terms relating to icons context Key facts about specific American and Use research skills to find out about various Taiwanese icons icons in their nation Express their findings orally and in writing using The attributes that all icons encompass various forms of technology The similarities and differences between icons Describe how people create places that reflect culture, human needs, current values and The contributions of icons to a culture ideals, and government policies