This document outlines a thematic unit plan for a 7th grade class on the Chinese Lunar New Year. The unit utilizes readings, writing prompts, speaking/listening activities, math problems, and lessons in social studies, science, and social-emotional learning to teach students about the origins and traditions of the Chinese zodiac and Lunar New Year celebrations. It incorporates Common Core standards and aims to help students develop cultural awareness and understanding through exploring their own and others' social identities.
Strategies for Holistic Assessment of Student IL Learningchar booth
Breakout presentation given at the 2014 WASC Core Competencies Retreat on Information Literacy and Critical Thinking in Oakland, CA.
Program information: http://www.wascsenior.org/content/retreat-core-competencies-critical-thinking-and-information-literacy
W R I T T E N E X E RC I S E # 1 O N E I S A S T O .docxjessiehampson
W R I T T E N E X E RC I S E # 1
“ O N E I S A S T O N I S H E D I N T H E S T U D Y O F H I S T O RY A T T H E R E C U R R E N C E O F T H E I D E A T H A T
E V I L M U S T B E F O R G O T T E N , D I S T O R T E D , S K I M M E D OV E R . W E M U S T N O T R E M E M B E R T H A T
DA N I E L W E B S T E R G O T D R U N K B U T O N LY R E M E M B E R T H A T H E W A S A S P L E N D I D
C O N S T I T U T I O N A L L A W Y E R . W E M U S T F O R G E T T H A T G E O R G E W A H I N G T O N W A S A S L AV E
O W N E R … A N D S I M P L Y R E M E M B E R T H E T H I N G S W E R E G A R D A S C R E D I TA B L E A N D I N S P I R I N G .
T H E D I F F I C U L T Y, O F C O U R S E , W I T H T H I S P H I L O S O P H Y I S T H A T H I S T O RY L O S E S I T S VA L U E A S
A N I N C E N T I V E A N D E X A M P L E ; I T PA I N T S P E R F E C T M E N A N D N O B L E N A T I O N S , B U T I T D O E S
N O T T E L L T H E T R U T H . ”
~ W. E . B . D U B O I S ( B L A C K R E C O N S T R U C T I O N )
What is history? Why should we study history? Within the context of our stories
concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery,
discuss how historians (Zinn and Loewen) have dealt with the above issues
specifically. How have history textbooks begun to complicate our histories even
further? With regard to the above topics, how have your readings and studies in
this class differed from the ways in which these topics have been portrayed (all the
way back to elementary school) to you in previous classes? In the quote above,
W.E.B. DuBois suggests that in our studies of history, when we skim over the bad
parts, our histories begin to lose their value as “incentive and example.” What
does he mean by this? What are the far-reaching consequences of the ways in
which so many of us have been taught history?
“ H I S T O R Y I S F I C T I O N , E XC E P T F O R T H E PA R T S T H A T I L I K E , W H I C H A R E , O F C O U R S E , T R U E . ”
~ J I M C O R D E R
U N I T E D S T A T E S H I S T O R Y
A M Y B E L L
DIREC TIONS
1) Your response to the question must be typed—twelve point font, double-spaced,
one-inch margins. In writing your answer, please do not exceed five pages.
2) In your response, use only your assig ned text(s), the instructor’s handouts, or
class notes taken from discussions. Do not use additional library or internet
sources.
3) Your generalizations must be supported by direct citations from the text, class
notes, or instructor’s handouts.
4) Citations should be made in MLA format. For class notes or presentations, you
might use: (60’s handout) or (class notes).
Note: You must cite parenthetically throughout your narrative. Please follow this format. There
should be ma ...
Creative Reflection: The Critical Practice of Stepping Backchar booth
Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.
Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home
Strategies for Holistic Assessment of Student IL Learningchar booth
Breakout presentation given at the 2014 WASC Core Competencies Retreat on Information Literacy and Critical Thinking in Oakland, CA.
Program information: http://www.wascsenior.org/content/retreat-core-competencies-critical-thinking-and-information-literacy
W R I T T E N E X E RC I S E # 1 O N E I S A S T O .docxjessiehampson
W R I T T E N E X E RC I S E # 1
“ O N E I S A S T O N I S H E D I N T H E S T U D Y O F H I S T O RY A T T H E R E C U R R E N C E O F T H E I D E A T H A T
E V I L M U S T B E F O R G O T T E N , D I S T O R T E D , S K I M M E D OV E R . W E M U S T N O T R E M E M B E R T H A T
DA N I E L W E B S T E R G O T D R U N K B U T O N LY R E M E M B E R T H A T H E W A S A S P L E N D I D
C O N S T I T U T I O N A L L A W Y E R . W E M U S T F O R G E T T H A T G E O R G E W A H I N G T O N W A S A S L AV E
O W N E R … A N D S I M P L Y R E M E M B E R T H E T H I N G S W E R E G A R D A S C R E D I TA B L E A N D I N S P I R I N G .
T H E D I F F I C U L T Y, O F C O U R S E , W I T H T H I S P H I L O S O P H Y I S T H A T H I S T O RY L O S E S I T S VA L U E A S
A N I N C E N T I V E A N D E X A M P L E ; I T PA I N T S P E R F E C T M E N A N D N O B L E N A T I O N S , B U T I T D O E S
N O T T E L L T H E T R U T H . ”
~ W. E . B . D U B O I S ( B L A C K R E C O N S T R U C T I O N )
What is history? Why should we study history? Within the context of our stories
concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery,
discuss how historians (Zinn and Loewen) have dealt with the above issues
specifically. How have history textbooks begun to complicate our histories even
further? With regard to the above topics, how have your readings and studies in
this class differed from the ways in which these topics have been portrayed (all the
way back to elementary school) to you in previous classes? In the quote above,
W.E.B. DuBois suggests that in our studies of history, when we skim over the bad
parts, our histories begin to lose their value as “incentive and example.” What
does he mean by this? What are the far-reaching consequences of the ways in
which so many of us have been taught history?
“ H I S T O R Y I S F I C T I O N , E XC E P T F O R T H E PA R T S T H A T I L I K E , W H I C H A R E , O F C O U R S E , T R U E . ”
~ J I M C O R D E R
U N I T E D S T A T E S H I S T O R Y
A M Y B E L L
DIREC TIONS
1) Your response to the question must be typed—twelve point font, double-spaced,
one-inch margins. In writing your answer, please do not exceed five pages.
2) In your response, use only your assig ned text(s), the instructor’s handouts, or
class notes taken from discussions. Do not use additional library or internet
sources.
3) Your generalizations must be supported by direct citations from the text, class
notes, or instructor’s handouts.
4) Citations should be made in MLA format. For class notes or presentations, you
might use: (60’s handout) or (class notes).
Note: You must cite parenthetically throughout your narrative. Please follow this format. There
should be ma ...
Creative Reflection: The Critical Practice of Stepping Backchar booth
Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.
Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home
Jennifer Chess, Communications & Marketing Librarian; Lori Mullooly, Events and Programming Librarian; Lisa Gomez, Exhibition Librarian; U.S. Military Academy Library, West Point, NY (FTE: 4,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Are you interested in learning more about folk traditions in your community? Are you interested in media documentation? Are you a traditional arts practitioner interested in learning more about other practitioners in Brooklyn? If the answer is yes, to any of these, please sign up here to become a Citizen Folklorist! Paid stipends are available!
CITIZEN FOLKLIFE will mobilize artists, grassroots organizations, community advocates, youth, and ethnic media journalists with strong ties to folk and traditional art forms by providing training, resources, microgrant funding, and mentoring to research and share observations of folk arts practices within their own communities.
Questions? Contact BAC Folk Arts Director Christopher Mulé at cmule@brooklynartscouncil.org or 718-625-0080 extension 229. Please visit our website to find out more at brooklynartscouncil.org
Funding Credits: Major support for Citizen Folklife is provided by the National Endowment for the Arts, New York State Council on the Arts with support of Governor Andrew M. Cuomo and the New York State Legislature, and New York City Department of Cultural Affairs in partnership with the New York City Council. Additional support is provided by T.D Bank.
Agree to Disagree: Improving Disagreement Detection with Dual GRUs. Presentation of our work on disagreement detection at ESSEM 2017. In this work, we show that by using a Siamese inspired architecture to encode the discussions, we no longer need to rely on hand-crafted features to exploit the meta thread structure. The research paper can be found at https://arxiv.org/abs/1708.05582
Jennifer Chess, Communications & Marketing Librarian; Lori Mullooly, Events and Programming Librarian; Lisa Gomez, Exhibition Librarian; U.S. Military Academy Library, West Point, NY (FTE: 4,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Are you interested in learning more about folk traditions in your community? Are you interested in media documentation? Are you a traditional arts practitioner interested in learning more about other practitioners in Brooklyn? If the answer is yes, to any of these, please sign up here to become a Citizen Folklorist! Paid stipends are available!
CITIZEN FOLKLIFE will mobilize artists, grassroots organizations, community advocates, youth, and ethnic media journalists with strong ties to folk and traditional art forms by providing training, resources, microgrant funding, and mentoring to research and share observations of folk arts practices within their own communities.
Questions? Contact BAC Folk Arts Director Christopher Mulé at cmule@brooklynartscouncil.org or 718-625-0080 extension 229. Please visit our website to find out more at brooklynartscouncil.org
Funding Credits: Major support for Citizen Folklife is provided by the National Endowment for the Arts, New York State Council on the Arts with support of Governor Andrew M. Cuomo and the New York State Legislature, and New York City Department of Cultural Affairs in partnership with the New York City Council. Additional support is provided by T.D Bank.
Agree to Disagree: Improving Disagreement Detection with Dual GRUs. Presentation of our work on disagreement detection at ESSEM 2017. In this work, we show that by using a Siamese inspired architecture to encode the discussions, we no longer need to rely on hand-crafted features to exploit the meta thread structure. The research paper can be found at https://arxiv.org/abs/1708.05582
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. L U N A R N E W
Y E A R
Course number: ITL512
Instructor: Linda Balona
Date: February 6, 2016
This Photo by Unknown Author is licensed under CC BY-NC
2. E S S E N T I A L Q U E S T I O N ?
H O W D I D C H I N E S E ( Z O D I A C )
C H A R A C T E R S O R I G I N AT E ?
A Thematic Unit for 7th Grade
3. R E A D I N G
• Common Core State Standards:
CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent understanding of a topic or issue.
• Social Emotional Learning Basic Skill(s):
3.A.3. Students reflect on how social identities (e.g., cultural, racial, class, gender,
linguistic, ability) impact the way people view and interact with others, including those from
diverse groups.
• Supporting Text:
The Great Race: The Story of the Chinese Zodiac, by Dawn Casey
• Supporting Links:
https://youtu.be/P4WlzNrpUCs
• Comprehension Focus Strategy:
Summarizing.
Effective summarizing of expository text may involve such things as condensing the steps
in a scientific process, the stages of development of an art movement, or the episodes that
led to some major historical event.
4. W R ITIN G PR OMPT #1:
If you could pick any of the animals
in the Chinese zodiac, which would
you choose to be and why?
W R ITIN G PR OMPT #2:
What is your Chinese zodiac? After
gathering information on your zodiac, do
you feel you relate to your animal? Why
or why not?
W R I T I N G
C O M M O N C O R E S T A T E S T A N D A R D S :
C C S S . E L A - L I T E R A C Y . W . 7 . 8
G A T H E R R E L E V A N T I N F O R M A T I O N F R O M M U L T I P L E P R I N T A N D D I G I T A L
S O U R C E S , U S I N G S E A R C H T E R M S E F F E C T I V E L Y ; A S S E S S T H E C R E D I B I L I T Y
A N D A C C U R A C Y O F E A C H S O U R C E ; A N D Q U O T E O R P A R A P H R A S E T H E D A T A
A N D C O N C L U S I O N S O F O T H E R S W H I L E A V O I D I N G P L A G I A R I S M A N D
F O L L O W I N G A S T A N D A R D F O R M A T F O R C I T A T I O N .
S O C I A L E M O T I O N A L L E A R N I N G B A S I C S K I L L ( S ) :
1 . A . 3 . S T U D E N T S I D E N T I F Y A N D E X P L O R E T H E I R D I F F E R E N T S O C I A L
I D E N T I T I E S , I N C L U D I N G R A C E , E T H N I C I T Y , L A N G U A G E , G E N D E R , A N D
A B I L I T Y . S T U D E N T S B E G I N T O E X P L O R E T H E C O N C E P T O F
I N T E R S E C T I O N A L I T Y . S T U D E N T S C U L T I V A T E A H E A L T H Y , W E L L - G R O U N D E D
S E N S E O F S E L F - C O N F I D E N C E B A S E D O N T H E I R S T R E N G T H S .
This
5. S P E A K I N G A N D
L I S T E N I N G
• Common Core State Standards:
CCSS.ELA-LITERACY.SL.7.5
Include multimedia components
and visual displays in
presentations to clarify claims and
findings and emphasize salient
points.
• Social Emotional Learning Basic
Skill(s):
2.H.3. Students take an active role
in managing their time, activities,
and responsibilities.
• Activities and Opportunities to
Collaborate:
With your group you will research
one of the 12 zodiacs. Your group
will create an infographic and
teach the class about your zodiac.
This Photo by Unknown Author is licensed under CC BY-SA
6. MATH PR OB LEM #1
If there are 12 Chinese zodiacs and
2022 is the year of the tiger, when
will it be the year of the tiger again?
When was the last year of the
tiger? Explain how you found your
answer.
MATH PR OB LEM #2
Knowing that I was born in 1984 and
that my Chinese zodiac is a rat, what
other years are also years of the rat?
What year was the last year of the rat?
M A T H
C O M M O N C O R E S T A T E S T A N D A R D S :
C C S S . M A T H . C O N T E N T . 7 . N S . A . 1
A P P L Y A N D E X T E N D P R E V I O U S U N D E R S T A N D I N G S O F A D D I T I O N A N D
S U B T R A C T I O N T O A D D A N D S U B T R A C T R A T I O N A L N U M B E R S
S O C I A L E M O T I O N A L L E A R N I N G B A S I C S K I L L ( S ) :
5 . C . 2 . S T U D E N T S G E N E R A T E M U L T I P L E F E A S I B L E S O L U T I O N S
F O R P E R S O N A L A N D S O C I A L P R O B L E M S A N D I D E N T I F Y W H E N
H E L P I S N E E D E D T O S O L V E A P R O B L E M .
7. S O C I A L S T U D I E S
• Common Core State Standards:
RH.6-8.7. Students can integrate visual
information (e.g., in charts, graphs,
photographs, videos, or maps) with other
information in print and digital texts.
• Social Emotional Learning Basic Skill(s):
2.H.2. Students practice managing their own time,
organizing their materials, and gathering what is
needed for a task or activity.
• Planned Activity:
After reading a variety of informational text on
Lunar new year, your group will create a visual
showing where it is celebrated around the
world.
• Relevant Literature:
https://www.history.com/topics/holidays/chinese
-new-year
This Photo by Unknown Author is licensed under CC BY
8. S C I E N C E
• Common Core State Standards:
MS-ETS1-3. Analyze data from tests to determine
similarities and differences among several design
solutions to identify the best characteristics of each that
can be combined into a new solution to better meet the
criteria for success.
• Social Emotional Learning Basic Skill(s):
5.C.3. Students apply an improvement-
orientation and perspective to personal and social
problems and can facilitate problem-solving
conversations among peers
• Activity/Lesson:
Using the materials given you will create a dragon. Your
challenge is to create the longest dragon possible. Your
group will plan and build with your limited supplies. We
will measure them to see which group created the longest
dragon. We will have a whole class discussion. Be
prepared to answer the following questions:
Was your design successful?
What if anything could you have done differently?
9. S O C I A L E M O T I O N A L
L E A R N I N G
• Common Core State Standards:
3.E.2. Students demonstrate acceptance
and inclusion of those who are different
from themselves and value the contributions
of the members of a diverse group.
• Social Emotional Learning Basic
Skill(s):
Cultural awareness and understanding.
• Student Activity or Lesson:
Students will fill in the graphic on the right.
They will identify differences and similarities
in traditional lunar new year and their own
new year celebrations.
10. K E Y V O C A B U L A R Y
LUNAR NEW
YEAR
ZODIAC RED ENVELOPES
11. * * B O N U S * *
At the end of the unit student participate in a
class celebration. Since our school is K-8 the
7th graders have little buddies (students from
a 1st grade class). We will invite our little
buddies to our classroom where the 7th
graders will teach them about lunar new year.
We will make paper lanterns and give them
red envelopes with golden tickets (it is
traditional to give children red envelopes with
money, golden tickets can be used in teacher
and school stores). All students will receive a
Chinese food takeout container with fortune
and almond cookies to take home with them.
This Photo by Unknown Author is licensed under CC BY-NC