NYC DOE Magnet Program

NYC DOE Magnet Program Districts 25 and 28

MS 217 The Green Magnet School for Career Exploration and Technology 6-8 Mrs. G. Nelson

COURSE ESL

UNIT Culture: Living Together Sense of Place TITLE Self-Actualization Within Cultures

What is culture? ESSENTIAL How does culture make us who we are? How do you sustain culture? QUESTION(S) How has your view of your culture changed since moving to the US? SUGGESTED 6-8 weeks TIME FRAME Magnet Culture: Living Together Theme/Big Sense of Place Idea Sustainability Essential Question(S)/Focusing Questions What is culture? How does culture make us who we are? How do you sustain culture? How has your view of your culture changed since moving to the US?

Unit Culture: Living Together Name Sense of Place Meaning of Culture: -interpreting own, others’ & US cultures -self-actualization Researching Traditions Mini-unit -interview process -researching Titles Creating All About Me Storyboard - Understanding Cultures: their community and interdependency -empathy -compare cultures Creating a Visual Sound Portrait

Unit’s Culminating Project (Brief Description) Students will create Visual Sound Portraits including their thoughts & feelings regarding their culture. How they view the way others treat/see them? How has their view of their culture changed since moving to the US? Stage 1- Desired Results Standards-Based Learning Goals RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). # W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

* W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

* W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

* W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

# W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

# W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. # SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly

# SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

# SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Concepts Big Ideas for this Unit: Magnet School Theme: Culture: Living Together Sustainability Sustainability Sense of Place Sense of Place Activism Careers Technology

Relevant/Connected Big Idea: Culture: Living Together Sustainability Sense of Place

Enduring Understandings: Overarching Essential Question(s): Culture shapes our lives and our What is culture? communities. How does culture make us who we are? How can we sustain culture? Content and Skills Content (nouns) Skills (verbs) Students will know… Students will be able to… -what culture means. -research their cultural traditions. -and understand their surroundings. -empathize with others. -what a Visual Sound Portrait is & -interpret their/others’/US cultures. how to create a Visual Sound -use the writing process. Portrait. -self-actualize. -what a Cultural Ambassador is & -compare and contrast cultures. does. -work cooperatively. -the meaning of sustainability and -present work publicly. how it relates to the community. -be a cultural ambassador. -the components of culture (arts, -identify components of culture food, traditions, language, -compare and contrast their culture with values/beliefs) American culture. -the components of a interview. -interview a family member -how to interview a person. -create a storyboard - Stage 2- Summative Assessment Evidence

If students understand, know and are able to do the items in Stage 1, they should be able to show their understanding by completing an authentic task found in the world beyond the classroom.

Design the Culminating/Summative Project: G- (goal): Students will create Visual Sound Portraits including their thoughts & feelings regarding their cultures. How they view the way others treat/see them? How has their view of their culture changed since moving to the US? Where is their place in American culture? R- (role): Students will be “Cultural Ambassadors” to create awareness among cultures and be part of the Academy of Cultural Ambassadors. A- (audience): Students will present their Visual Sound Portraits at the Children’s UN Congress, as well as, the school community and school administers. S- (situation): After reading non-fiction and fiction about culture and immigration, students will express their feelings and thoughts about their cultures and immigrating to the US. P- (purpose All About Me Poster and Visual Sound Portrait on: and product): -Cultural traditions -Exploring others’ cultures and traditions -Educate others on various cultures Culminating Event: Visual Sound Portraits

S- (standards RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence for individuals or events, or how individuals influence ideas performance): or events). * W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1–3 above.)

# SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

# SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

# SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. * L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

o Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Culminating Project

(Write the Task as the students will see it)

Student Task

Dear Students:

Congratulations! You have been chosen to be Cultural Ambassadors for MS 217 and your community. Your mission as Cultural Ambassadors is to create awareness among cultures and be part of the Academy of Cultural Ambassadors.

You will be asked to think about the following Essential Questions

 What is culture?  How does culture make us who we are?  How do you sustain culture?  How has your view of your culture changed since moving to the US?

You will create Visual Sound Portraits including your thoughts & feelings regarding your cultures. How you view the way others treat/see you? How has your view of your culture changed since moving to the US? Where is your place in American culture?

Your Visual Sound Portraits will be created in iMovie. Visual Sound Portrait Rubric

Ambassador Ambassador Involved Uninvolved 4 Intern Citizen Citizen 3 2 1

Student uses Student uses Student uses Student uses graphics that graphics related some irrelevant reinforce and to the text and graphics that graphics  Presentation enhance the text presentation. don’t support  Overall Ideas and presentation. the text and  Details presentation  Sequence of Ideas

Presentation has Presentation has Presentation Presentation no more than one 2-3 or more has 4-5 or has 6 or more Grammar and Mechanics (1) spelling, spelling, more spelling, grammatical, or grammatical, or spelling, grammatical, or usage error usage errors grammatical, usage errors or usage errors

Uses Uses Uses Uses several vocabulary vocabulary vocabulary (5 or more) appropriate appropriate appropriat words or Vocabulary for the for the e for the phrases that audience. audience. audience. are not Extends Includes 1-2 Does not understood audience words that include by the vocabulary by might be new any audience. defining to most of the vocabulary words that audience, but that might might be new does not be new to to most of the define them. the audience. audience. Mini-Unit Plan Culminating Project Name: ______

Skills Possible Benchmarks, Big Ideas of Knowledge What should Topical Scaffolding the mini-unit/ Important content Mini-Unit Mini-Unit Title students be able Vocabulary Essential/ Towards Concept to know about Assessment to do? Focus Culminating Statement mini-unit (nouns) (verbs) Questions Project -Describe -Students will feelings know the -Identify others’ meaning of feelings culture. -What is -Identify -Students will culture? -Text to self- components of know the -How does connection culture components of -Culture culture make writing -Compare and -Culture and culture. -Empathy vs us who we -Journal Writing Essay-their contrast their Meaning of -Self- -Predictions Sympathy are? -Read Alouds- feelings culture with Culture Actualization -Vocabulary -Identity -What are the Fluency regarding American -Sense of -Text to self -Prejudice components -Vocabulary their own culture. Place connection -Bias of culture? Tests culture. -Meaning of -Text to world -Pre-Conception -What makes -Essay Writing words in connection culture -Chapter test context -Inference culture? for Seedfolks -Point of view -Prediction -Inferencing -Metaphors and -Predicting similes -Interview a -Research family traditions member-“What -How do you -Students will -Describe was your sustain understand the traditions favorite culture? meaning behind -Identify tradition in your -Why do we their traditions. meanings -Sustainability country? Why?” have -Students will behind -Interview -Tradition traditions? -Sustainability know how to traditions poster- -Interviews Traditions -How have -Sense of interview a -Teach about research, -Traditions your family’s Place person. their traditions explanations & Research traditions -Inquiry -Text to self -Interview pics of their Posters changed since connection -Relate to own traditions. they moved -Text to world experience -Test on to NYC? connection -Meaning of interview -Why do we words in components do context -Chapter test interviews? -Compare and for Seedfolks contrast -Vocabulary test -Journal Writing -symbol -Visualize -reflect -How do we -Describing -Meaning of -ancestor sustain details words in -inspire culture? -Sense of -Vocabulary test All About Me -Sensory details context -achieve -How can we Place -Chapter test -Bio -Text to self -Recalling facts be inspired? -Inquiry for Seedfolks Storyboards connection and details How do the -Sustainability -Journal writing -Text to world -Point of view characters connection -Draw sustain conclusions culture? -empathy -interdependence -Journal Writing Understandin -Point of view -How do -Seedfolks g Cultures: -Identify details people and comprehension their -Interdependence- -Compare and -Sustainability their cultures test community what makes a contrast -Character -Sense of affect -Vocab test and community cultures Frame Place communities? -T chart and interdepende -Seedfolks -Compare and -Inquiry -Who am I in compare and ncy -Theme contrast two this green contrast essay characters from world? of two Seedfolks characters

Creating a -Culture -what a Visual -produce an -audience -How do -Visual Audio Visual Sound -Self- Audio Portrait AVP -inform people and Portrait Portrait Actualization (AVP) is - their cultures -Sense of -how to create an affect Place AVP communities? -Sustainability -iMovie -Who am I in -Inquiry this green world? -Why do we have traditions? -How have your family’s traditions changed since they moved to NYC? -What is culture? -How does culture make us who we are? -What are the components of culture? -What makes culture culture?

Unit Resources

Books: Seedfolks, How Many Days to America?, “About Me” worksheets,

Websites: CIA Factbook,

Teacher Materials: Laptop, SmartBoard, ELMO,

Other: A Week at a Glance – Week 1

WHERE is the student going and what is expected Allow students to EVALUATE work and implications HOOK with needed skills to experience and explore TAILOR work to student needs Opportunity to REVISE and RETHINK their understanding Be ORGANIZED to maximize engagement

Monday - 1 Tuesday - 2 Wednesday- 3

Content Focus: Students will know the components of culture. Content Focus: Students will make a text to self-connection between Content Focus: -Students will Read Chapter 1 of Seedfolks. Seedfolks and their individual cultures. know the meaning of culture. -Prejudice Hook: -What is culture? Hook: What does your culture -Bias do to remember loved ones who -Pre-Conception Daily Assessment: Students will passed away? Read Chapter 2 of Seedfolks. write a reflection about what culture means to them Daily Assessment: Exit ticket- Hook: Have you ever judged someone by the way they looked or dressed? (incorporating the meaning of what are the components culture). of culture? Daily Assessment: S.E.E.D chart Home Link: Home Link: Journal Writing- Home Link: Ask a family member if they have ever experienced prejudice. Write about an experience you had that is similar to Kim’s. Weekly Assessment:

Aligned to NYS/NYC exams.

What have students produced that scaffolds towards the unit’s culminating assessment/project? WHERE is the student going and what is expected Allow students to EVALUATE work and implications

HOOK with needed skills to experience and explore TAILOR work to student needs

Opportunity to REVISE and RETHINK their understanding Be ORGANIZED to maximize engagement

Monday - 1 Tuesday - 2 Wednesday- 3 Thursday – 4 Friday - 5

Content Focus: Students will Content Focus: Students Content Focus: Students Content Focus: Students Content Focus: Students review the meaning and will be assessed on their will draw conclusions will know the definition of will make a text to self components of culture, ability to recall and identify about characters in metaphor and simile and connection between vocabulary from Seedfolks and vocabulary terms and Seedfolks. will be able to identify Virgil’s (Seedfolks) content from Seedfolks. information in a text and them in a story. situation and their own. respond to a written -conclusion -dolled-up Hook: prompt. -simile Read Chapter 5 of -metaphor -plantation Seedfolks. Daily Assessment: Hook: -paradise -pronounced -occupation -extended Home Link: Study for your Daily Assessment: Hook: How does culture -pacifism -coincidence test. make us who we are? Read Chapter 6 in Read Chapter 7 in Home Link: Seedfolks. Seedfolks. Daily Assessment: Quick- Write: List one personality Hook: Paradise. What Hook: Have you ever trait for each of the does it mean to you? found anything that was following characters in special to you? Daily Assessment: After Seedfolks; Kim, Ana, reading Ch 6, what is your Daily Assessment: Why Wendall, and Gonzalo reaction to the does Virgil keep the Home Link: Ana worked organization of the locket he found in the hard to make a change in garden? ground? her community. What would you change in your Home Link: Why do you Home Link: Study your community if you could? think neighborhoods vocabulary words. How would you do it? become divided?

Weekly Assessment: Test

Aligned to NYS/NYC exams.  Multiple choice for content

What have students produced  Matching for vocabulary that scaffolds towards the unit’s culminating  Short Response assessment/project?