Dyad+14+page


 * Tracey, Lulu and Jennifer**

**Our PBI Paper** **Our PBI Video**

**Your project is very detailed, thorough, and creative. I think the detailed storyboard process worked extremely well for developing your video. I liked how you had the students come up with their own compelling questions for the project. The questions were thoughtful. I also liked how you included the student's evaluative comments in the video. It's clear to see how much they enjoyed this type of project and using the tools to support their learning.Very well done! Hiller, Nov. 2**

Our Video Storyboard (Google Doc)

Compelling Question: How does the use of Web 2.0 tools in an online multimedia project enhance student engagement and understanding of materials and concepts in an Ancient Chinese literature unit?

Plan for video: []

Unit Objective: Students will learn about Chinese culture through the literature of Confucius and ancient Taoists while exploring Web 2.0 tools and compiling a multimedia project as a result of their personal inquiry.

Common Core Standards Addressed (Grade 10) @http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf


 * Reading Literature 1, 2, 3, 4, 5, 6, 9, 10
 * Reading Informational Texts 1, 2, 7, 10
 * Writing 3a-e, 4, 5, 6, 7, 8, 9a-b, 10
 * Listening and Speaking 1a-d, 2, 3, 4, 5, 6
 * Language 1a-b, 2a-c, 3a, 4a-c, 5a-b, 6

Technology Standards Addressed (Secondary) @http://www.ncpublicschools.org/docs/acre/standards/new-standards/info-technology/grades9-12.pdf


 * HS.SI.1.1-1.3
 * HS.TT.1.1-1.3
 * HS.RP.1.1
 * HS.SE.1.1-1.2

Web 2.0 Tools


 * Voki ([|www.voki.com])
 * Animoto ([|www.animoto.com])
 * Toondoo ([|www.toondoo.com])
 * Prezi ([|www.prezi.com])
 * Voicethread ([|www.voicethread.com])
 * Glogster ([|www.glogster.com])
 * Vimeo ([|www.vimeo.com])
 * Google Sites ([|www.sites.google.com])
 * Google Docs ([|www.docs.google.com])
 * Linoit (www.linoit.com)
 * Bubbles (bubbl.us)
 * Gliffy (www.gliffy.com)

Online Class Documents for student access:
 * Rubric for evaluation
 * Unit Calendar
 * Blogging Calendar

Class Websites:
 * Kidblog: [|bit.ly/honorskidblog]
 * Blackboard: [|bit.ly/coxhonors]
 * Google Site (Taoism/Confucius): [|bit.ly/coxcompare]
 * Google Site (Confucius, The Analects): [|bit.ly/coxconfucius]

Lesson Plans: Group Discussion/Activities || Email Penpals Blog Entry #1 ([|bit.ly/honorskidblog]) Blogging Calendar || Google Docs: Taoism, Confucianism || Email Penpals Blog Entry #2 ([|bit.ly/honorskidblog]) || Blog Entry #3 ([|bit.ly/honorskidblog]) || Multimedia Project Rubric || Website: Analects of Confucius [|bit.ly/coxconfucius] Multimedia Project Rubric || Email Penpals Blog Entry #4 ([|bit.ly/honorskidblog]) || Project Proposal Handout || Website: Analects of Confucius [|bit.ly/coxconfucius] || Email Penpals Blog Entry #5 ([|bit.ly/honorskidblog]) || [|bit.ly/coxhonors] || Email Penpals Multimedia Project Blog Entry #6 ([|bit.ly/honorskidblog]) || Assign Presentation Dates || Email Penpals Multimedia Project Blog Entry #7 ([|bit.ly/honorskidblog]) || Multimedia Project Blog Entry #8 ([|bit.ly/honorskidblog]) || Multimedia Project Blog Entry #9 ([|bit.ly/honorskidblog]) || Multimedia Project Blog Entry #10 ([|bit.ly/honorskidblog]) || Class Evaluation || Email Penpals Partner/Self-Evaluation Multimedia Project Blog Entry #11 ([|bit.ly/honorskidblog]) || Class Evaluation || Email Penpals Partner/Self-Evaluation Multimedia Project Blog Entry #12 ([|bit.ly/honorskidblog]) || Class Evaluation || Email Penpals Partner/Self-Evaluation Multimedia Project Blog Entry #13 ([|bit.ly/honorskidblog]) || Class Evaluation || Email Penpals Partner/Self-Evaluation Multimedia Project Blog Entry #14 ([|bit.ly/honorskidblog]) || Project Evaluation || Email Penpals Partner/Self-Evaluation Blog Entry #15 ([|bit.ly/honorskidblog]) ||
 * ** Week ** || ** Date ** || ** Objective(s) ** || ** Class Activities ** || ** Homework ** ||
 * 1 || Mon 10/3 || Students will be engaged in the presentation and access basic background knowledge as an introduction to the unit. || Presentation: Confucius/Taoism Background Information
 * ^  || Tue 10/4 || Students will explore the website and learn about Taoism, Confucianism, and their various writers. || Website: Taoism vs. Confucianism [|bit.ly/coxcompare]
 * ^  || Wed 10/5 || Students will explore the literature on the website with the goal of finding something to connect to personally. || Website: Analects of Confucius [|bit.ly/coxconfucius] || Email Penpals
 * ^  || Thur 10/6 || Students will continue to explore the Confucius website. Students will look at the rubric and understand the project expectations.
 * ^  || Fri 10/7 (ER) || Students will continue to explore the Confucius website. Students will work with a partner to complete a project proposal.
 * ** Week ** || ** Date ** || ** Objective ** || ** Class Activities ** || ** Homework ** ||
 * 2 || Mon 10/10 || Students will share their project proposal on Blackboard and participate in discussion with others to improve their ideas. || Blackboard Discussion: Project Proposals
 * ^  || Tue 10/11 || Students will work collaboratively with their partners and others (teachers, experts) to complete their project. || Work on Multimedia Project
 * ^  || Wed 10/12 || Students will work collaboratively with their partners and others (teachers, experts) to complete their project. || Work on Multimedia Project || Email Penpals
 * ^  || Thur 10/13 || Students will work collaboratively with their partners and others (teachers, experts) to complete their project. || Work on Multimedia Project || Email Penpals
 * ^  || Fri 10/14 || Students will work collaboratively with their partners and others (teachers, experts) to complete their project. || Work on Multimedia Project || Email Penpals
 * ** Week ** || ** Date ** || ** Objective ** || ** Class Activities ** || ** Homework ** ||
 * 3 || Mon 10/17 || Students will take turns presenting their projects to the class and evaluating themselves, their partners, and each other. || Presentations (1-4)
 * ^  || Tue 10/18 || Students will take turns presenting their projects to the class and evaluating themselves, their partners, and each other. || Presentations (5-8)
 * ^  || Wed 10/19 || Students will take turns presenting their projects to the class and evaluating themselves, their partners, and each other. || Presentations (9-12)
 * ^  || Thur 10/20 || Students will take turns presenting their projects to the class and evaluating themselves, their partners, and each other. || Presentations (13-16)
 * ^  || Fri 10/21 || Students will take turns presenting their projects to the class and evaluating themselves, their partners, and each other. Students will complete an evaluation of the project as a whole. || Presentations (Make Ups)

Athens Drive High School Bell Schedule: []

Tracey's prep period: 3rd Block Honors English 2: 4th Block

Flickr slideshow of class meeting on 10/3/2011 (Lulu and Jennifer teaching) @http://www.flickr.com/photos/36123852@N04/sets/72157627687164857/show/

**Teaching Plan for Oct 3, 2011 (Daoism, Jennifer Yuan)**

Step 1: Brainstorming: Students will watch several pictures on the Voicethread below [], exploring the characteristics of water and compare them with some good virtues of people. This step will help practice metephoric skills and comparison skills. Trying to make the pictures relevant to the content of the chapter so it scaffolds and provides some prio knowledge for the students via visual approach. (5 minutes)

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Step 2: Step 1 will make step 2 very natural as I bring into the famous book of Laozi, and pick up the chapter just for water. Chapter 8 states that the most elegant personality is like water. And just provide some basic background knowledge of the book and author.(1 minutes)

Step 3: This chapter is very well organized, with an opening and ending and 7 short sentences. I will elaborate on the opening sentence, giving some personal experiences. This could also serve as a demonstration for the later presentation of students.(2minutes)

Step 4: Students will be divided into 7 groups and each group, find and analyze the literal meaning and profound underlying message, keeping mind that it could be easier if they could relate the sentences to the physical features and natural phenomenon of different kinds of water. Also, they should provide a personal example to support the sentence or cast doubt on it. And type it into Lionit(10 minutes). Each group has a Typer, a reporter, a Spokesperson, a proofreader. I have not made it public so that everyone could edit. I was thinking of tomorrow moring make it public just in case that someone else may access it.[]

media type="custom" key="10712936"

Step 5: Each group come up to present their idea, using the pop up Lionit (due to the time limit),(3minutes*7=21minutes) Let’s see each group could occupy, if time is tight, then we don’t let students to ask questions. If this group couldn’t fill the 3 minutes, then other group could ask questions. A spokesperson is there to answer all the questions, but if that one fails, others should support him. Each group should have some questions in mind. When pointed, they should be able to reflect on the work of presenting group.

Step 6: I summarize students' products and explain the ending sentence (which is a higher-level summary of the whole chapter).(2minutes) Incoporate students' output into the original Voicethread for brainstormin, so that the pictures are meaningful and elaborated.

Step 7: I read the chapter in Chinese to the most elegant and peaceful traditional Chinese music "High Mountain and Flowing Water"(not sure if I have translated it correctly!)(2minutes) (Tentative, if time permits, kind of making my schedule flexible)

**Teaching Plan for Oct 3, 2011 (Confucius, Lu Yang)**

Step 1 Leading in the topic

Taking a tour of Confucius Temple ( 3 min)

Video--- Confucius Temple [] media type="youtube" key="EZbrBvLf-uI" height="315" width="420"

Step 2 Introduction: (15 min)

Confucius, in China people call him K'ung Fu Tzu or K'ung-tze, was born in 551 BCE in the state of Lu. ( map) He was a thinker, political figure, educator, and founder of the Ru School of Chinese thought. His teachings, preserved in The Analects of Confucius, form the foundation of much of subsequent Chinese speculation on the education and comportment of the ideal man, how an individual should live his live and interact with others, and the forms of society and government in which he should participate.

Life (toondoo) [] media type="custom" key="10788820"

Confucius had a poverty-stricken and humiliating youth and been forced, upon reaching manhood, to undertake such petty jobs as caring for livestock.When he was 22 years of age, he opened a school. In his middle age, Confucius had gathered about him a group of disciples whom he taught and also was appointed minister of justice of Lu for his Success in teaching. After a conflict with the Marquis of Lu, he left the state of Lu and wandered for 13 yearsin the company of his disciples,traveled in the states of Wei, Song, Chen, Cai, and Chu. He gaveadvice to their rulers and purportedly looked for a ruler who might recognize his talents but meet instead with indifference and, occasionally, severe hardship and danger. The last years of his life were spent back in Lu, where he devoted himself to teaching. He died about 479 BCE at the approximate age of 72.

Background of Confucianism ( voki)

[]

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Confucius lived in the Chunqiu Periods, a time when the established system could not meet the demand of development as the ruling classes of China experienced the transition from a slave to feudalist society. It was a time of "the collapse of etiquette and the deterioration of music", which implies the ethics and moralities of society were in decline. The intellectuals of the day were concerned about the future mode of society, hence the most brilliant contention of a hundred schools of thought, such as Legist, Taoist, thrived in a vibrant period in Chinese history. This is often regarded as the most exciting of times for Chinese intellectuals as no single doctrine dominated their lives. Confucius' proposal was to discipline oneself and to revive the ethics of Zhou Dynasty. Therefore, he brought forward a series of norms, which step by step developed into Confucianism.

his philosophy (voicethread)

[|http://voicethread.com/?#u2072200.b2285893.i12132953] media type="custom" key="10788922"

Confucius' teachings and his conversations and exchanges with his disciples are recorded in the Analects of Confucius, a collection that probably achieved something like its present form around the second century BCE. His ideas primarily focus on individual morality and ethics, and the proper exercise of political power by the rulers.

Confucius' social philosophy largely revolves around the concept of //ren//, “compassion” or “loving others.”

Relationships are central to Confucianism. Particular duties arise from one's particular situation in relation to others. The individual stands simultaneously in several different relationships with different people: as a junior in relation to parents and elders, and as a senior in relation to younger siblings, students, and others. While juniors are considered in Confucianism to owe their seniors reverence, seniors also have duties of benevolence and concern toward juniors.

Social harmony is the goal of Confucianism. Individual should know his or her place in the social order, and playing his or her part well.

People summarize his ideas into 5 aspects:


 * **礼Li **: includes ritual, propriety, etiquette, etc. ||
 * **孝Hsiao **: love within the family: love of parents for their children and of children for their parents ||
 * **义Yi **: righteousness ||
 * **信Xin **: honesty and trustworthiness ||
 * **仁Jen **: benevolence, humaneness towards others; the highest Confucian virtue ||
 * **忠Chung **: loyalty to the state, etc. ||

impact on Chinese culture：

Confucius was the most influential and respected philosopher in Chinese history. His ideas were the single strongest influence on Chinese society from around 100 BC till the early 20th century. The Chinese governments throughout this period of two millennia had made his ideas their official state philosophy. Confucian theories and philosophies were even exported to neighboring countries and honored as wise and noble ideals.

Step3 Movie video ( 8 mim)

During the years of Confucius wandered among the states, he met a lot of hardship, now we will watch a story. It describes what happened when Confucius and his students were stuck in a valley between state of Chen and state of Cai. Please pay attention to what Confucius does and what his students do including their facial expressions, actions and what he says.

Step 4 Discussion ( 10 min)

What do you think Confucius or one of his students was thinking when they are in that situation? Please pick one character.

Group 1, Group 2 and Group3 --- Confucius

Group 4 --- Zigong

Group 5 --- Yanyuan

Group 6 --- Zilu

Group 7 --- Zengcan

Step 5 Summary ( 3 min)