Team+12

Member Names: Justin Richards and Yang Xiaofeng

[|Introduction Video]. [|GameK] [|Soc nhi]

Preface to Instructional Plan: Chinese and American Romantic Poetry

This lesson [|Choi game vn] will take place in the middle of the 2nd quarter of a semester long course during the poetry unit. It will be after the Transcendental unit where they have read a lot of works from romantic essayists like Emerson and Thoreau. Students will build on their prior knowledge of the characteristics of romanticism from the previous unit. This will lead into a romantic poetry unit dealing with different poets from around the world. Students will have seen Prezi in earlier presentations from the teacher and other students during their research presentations. There maybe a possibility that students will have used Voicethread in their multi-genre research papers from earlier in the semester. The lesson will include a collaborative class effort with a high school English class from China and the United States while studying Chinese and American romantic poetry. There will be an emphasis on the meaning of the cultural and natural imagery used in the poetry to convey theme. The romantic poets we will be reading in this unit uses nature as symbols and imagery to exemplify meaning. Certain key references to nature used in the poetry represent different images and meanings to the two different cultures which heavily influence the interpretation of the poetry. [|Watch Percy Jackson Sea of Monsters] Students will use these digital literacies (Prezi, Voicethread, Wordle) to gain a better understanding of how context changes the way that different cultures interpret poetry.

Subject -English(World Literature) and English ESL-China.

Grade Level : 10th and 11th Grade

Overview:  Students will read more, evaluate, and discuss Chinese and American romantic poetry and the cultural and natural elements represented to convey meaning. Students will focus on the natural imagery to gather a better understanding of poetry and a foreign culture.

Objectives: -Students will learn how to understand key words or cultural and natural imagery used in context. -Students will discuss the similarities and differences between different key symbols and images used in poetry. -Students will respond reflectively to and synthesize written and visual texts. -Students will interpret poetry and compare and contrast different cultural references used in the poetry. -Students will evaluate the information, explainations, or ideas of others by identifying clear, reasonable criteria for evaluation. -Students will learn the importance of on-line reading comprehension and be aware of the authenticity of the sources they use.-Student should be able to identify significant natural imagery in romantic poetry and derive thematic connections. -Students should identify similarities of romantic poets from different cultures and time periods. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">-Students should make global connections through other cultures by collaborating and sharing ideas with students from across the world. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">-Students should grow as a student and person by building connections with students from diverse cultures.

NCTE Standards: 1)Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2)Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3)Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).7)Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8)Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9)Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 11)Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12)Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14pt; text-decoration: none; vertical-align: baseline;">Materials Needed: <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">-LCD or Laptop Computers

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14pt; text-decoration: none; vertical-align: baseline;">Resources <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__http://chinese-poems.com/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;"> (Li Bai) <span style="background-color: transparent; color: #000099; display: block; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__http://chinese-poems.com/lb19.html__]

<span style="background-color: transparent; color: #000099; display: block; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__http://chinese-poems.com/lb7.html__]

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Student Sample_Voice Thread <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Wordle (Author Biography) Prezi.comLi Bai Bibliography page used for Wordle: [|Li Bai Bibliography]

[|Walt Whitman Bibliography Page][|Walt Whitman Poetry: Leaves of Grass]

[|Dr. Leu Research]

Images Listed Below.Sparrow: []

Swallow: [] tree: [] Bird-State [] Pond-NC [] Falls Lake [] thorns: []

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14pt; text-decoration: none; vertical-align: baseline;">Procedures

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Session 1: Author Intro.
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Step 1: American students will conduct a brief on-line bibliography research write-up on the Chinese poet Li-Bai. Chinese students will conduct a brief on-line bibliography research write-up on the American poet Walt Whitman. Students will work in groups of four during the author introduction session. This will give the teacher the opportunity to review Don Leu's focus on online reading comprehension. Students will be reminded of their research project that emphasized the importance of making sure their sources reflect validity and integrity. Each source needs to be verified and checked for its authenticity. [|Dr. Leu Research] Teachers will use this link to go over the important aspects of online reading comprehension.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Step 2: American students will then create a Wordle page that uses colorful adjectives and descriptions that define Li-Bai’s personal life and the poetry that he wrote. Chinese students will also create a Wordle page for Walt Whitman's personal life and the poetry that he wrote. Students will read a biography on Li Bai and Whitman by creating a 30 word Wordle that includes key descriptions of his life dealing with his writings and personal life. Each student will share with one another the different examples that the Wordle creates. The students from both classes will exchange Wordles by group. So a group in the Chinese class of four or so will exchange with an American group of four and they will make comparisons and contrasts of the words and phrases used to define each poet.

Example Discussion Questions: 1) Identify any possible synonyms used in both Wordles that describe each author and their writings. 2) Identify any possible antonyms used in both Wordles that describe each author and their writings. 3) Brainstorm on your prior knowledge of the characteristics of romantic writers. Why are both poets considered romantic writers? 4) How does each author's bibliography reflect the poetry that they wrote?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Step 3: Have students share with partners and then with the class. Students should compare and contrast key words and terms from the Wordle of Bai and Whitman. The colorful adjectives and descriptions of the authors lives should be discussed on how these key words and phrases reflect the culture they represented. It is important for students to be able to recognize how the language and diction they used to describe these poets in their Wordle can be associated with the type of writers they were and cultures they represented. For example: Both writers were romantic writers and this type of literature appealed to their country and culture during the time they wrote.

= Student Example:[|Li Bai Wordle] =

**Session 2: Reading of Poems through Prezi**
Step 1: Display a Prezi presentation that has the two Li Bai poems and has an emphasis (zooms in) on the words that represent cultural references in the poem. The Prezi presentation is set up from a collaborative effort between a Chinese ESL teacher and an English teacher from the States. The image that appears is how each teacher defines the natural image that appears in the poem through a web search. The first image that appears on the Prezi is the American cultural or natural reference and the second image is the Chinese cultural or natural reference. The similarities and differences vary from each pair of images. Have the students compare images from the key terms and what it visually represents in American culture compared to what it may represent in the Chinese culture. Example: the Chinese bird referred to in the poem-the yuan- compared to North Carolina's state bird the cardinal. (See Prezi presentation in Step 2 below)

//Literary Focus//: Teachers should begin to ask questions and guide the class to think how these cultural references referred to in Li Bai's poetry add a romantic type element to his work. There should also be an emphasis on how the images selected represent their culture. American students should be familiar with the Transcendental writers and how they used imagery from nature (animals and landscapes) to convey their major themes of individuality and freedom. The Bai poems are filled with imagery from nature which directly reflects the poets strong desire for freedom. It also reflects the people of the Tang Dynasty who made Bai's poetry so popular. //Example Discussion Questions:// These questions will help guide students and think about natural imagery and how words/images have different meaning to different cultures when used in context. 1)What were the main differences between the local photos and the Chinese photos used in the poems? Use these examples swallow, sparrow, wutong tree, yuan and luan birds, jujube thorns, Taohua pond. 2)What were some similarities between the local photos and the Chinese photos used in the poems? 3)How was the natural imagery of animals and landscapes emphasized in the Prezi used in the poem? Is this effective for the poet? Example: Why does Li Bai refer to swallows and sparrows in his "Ancient Air"? 4)What kind of natural imagery does Li Bai use in his first poem "Ancient Air"? How is this romantic? 5)From the previous unit on Transcendentalism, how did Emerson and Thoreau use natural imagery to convey meaning in their essays? Do you feel the Transcendentalists use the natural imagery in the same way Li Bai does in his poetry? Be specific on why or why not.

Step 2: Students will make a list of similarities and differences between the two different objects when comparing their images on the Prezi presentation along with other observations. The Example Discussion Questions from above will be assigned to each group to answer. Each group will write a blog reflection to post on Wikispaces. The blog post will mainly answer the questions from the Example Discussion Questions in 200 words. These will be shared via blog that has been set up and shared between the two Chinese and American classes to see what each natural image in the poem represents. Students will read the responses from students of other cultures and get a better understanding of the key cultural references that are used in context of the poem. There will be a focus on the romantic elements of the poem through natural imagery. They will reflect on their original reflection and make connections from the responses of the other cultures blog posts. This will build a better understanding of the cultural references in the poem.

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<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Step 3: Each group should post their blog post on the Wikispaces page created for the poetry unit by both cooperating teachers. After reading the responses from the Chinese students' blogs, the class will then compare and get out the responses to the questions they answered earlier from Example Discussion Questions from Step 1. They will take note and share any information learned from reading the Chinese students discussions on the cultural references and natural imagery used in the poem. Student will then read the poems “Ancient Air” and “For Wang Lun” again and analyze the meanings/themes of the poems by examining the cultural references and their meaning in context to the poem from what they learned from collaborating with the other class.

Example Discussion Questions: 1) After collaborating and reading the Chinese group's blog, what have you learned about these natural images referred to in Li Bai's poetry: swallow, sparrow, wutong tree, yuan and luan birds, jujube thorns, Taohua pond. 2) Does this change the meaning or interpretation of the poem from your original reading? Why or why not? 3) What is the most fascinating aspect of the Chinese culture have you learned about from collaborating and learning about these important cultural and natural images in Li Bai's poetry? 4) What elements of landscape and animal imagery make Li Bai a romantic poet? Tie these images into the thematic meaning of the poems.

**Session 3: VoiceThread and Personal Reflection to Poetry**

Step 1: American students are now going to read the Walt Whitman poetry from //Leaves of Grass// and identify the romantic elements of his poetry by focusing on the natural imagery that Whitman uses. Each group will select a different poem from the selection of poetry and create a Voicethread to share with the Chinese class how Whitman uses romantic imagery to convey meaning.

Step 2: The Voicethread will contain an overall connection on how Whitman uses natural imagery of landscapes and animals to convey major themes in his poetry. For example, in the poem "Out of the Cradle Endlessly Rocking" Whitman uses a mocking-bird as a major symbol and image to teach an important lesson of the human condition. They will then make connections between Li Bai's poetry and Walt Whitman's poetry by recognizing how both styles contain several romantic elements. Natural imagery is used regularly to echo similar romantic themes and the connection is fascinating since the two poets wrote hundreds of years apart and represented different cultures.

Step 3: Students will post and share their response on the Wikispace blog so the Chinese students will have a learning tool as they are introduced to the American poet Walt Whitman. Global connections should be made from the result of mastering the understanding of romantic literature and how it is universal.

Assessments : Formative: Wordle Assignment: Students will create a Wordle page in groups from conducting online research on the bibliography of Bias and Whitman. Groups will draw comparisons and contrasts to their lives and see how they qualify as romantic poets. Blog Reflections: These will be blog posts from groups of each class to collaborate and share the reflections that are derived from the Example Discussion Questions which the students will answer throughout the unit. The blog post should be 200 words and make as many cultural connections so the students from the other class can get a better understanding of other culture. Example Discussion Questions: See the specific questions that will guide class discussion and will have students working in groups to direct them to the main objective of the unit. Students will work in groups to answer the questions which will guide classroom discussion.

Summative: Voicethread assignment Rubric

Final Outcomes and Goals Met:
//TPACK mode//l: Students will utilize new technologies through Wordle, Prezi, Wikispaces, and Voicthread to make connections between two different romantic poets from different cultures. Teachers will guide students to create different learning tools to share with a class from a different country to point out the similarities and differences of the cultures and the poetry that represents it. Students will learn content about the poets and romanticism and will share their personal insights via Wikispaces to build a cultural understanding. //Revised Bloom's Taxonomy//: Students will spend time creating projects to share with the collaborating classes. Students will scaffold to the point where they are identifying natural images and analyzing the significance to the meaning of the poetry. The summative assessment has the students creating a Voicethread and finding their own images and conclusions about how romantic poetry transcends culture and race. //PBI model//: Students will address the question of how Li Bai and Walt Whitman share the same romantic qualities in their writing. They will gather and analyze information by completing a poet bibliography through Wordle to get a better understanding of their background and poetry style. Students will also analyze the poetry by focusing on the natural imagery used in the poetry. The create and synthesize process will include creating a Wordle page and Wikispace blog to build conclusions from the research and analysis process. After reading each others blogs from the different classrooms, students will then evaluate and revise their conclusions and work towards publishing and sharing a final product with the Chinese classroom. Groups will then create a Voicethread that makes connections the poets focus on natural imagery to give an overall romantic quality to their works.

How does context change the way we interpret poetry? || Teacher will apply the keywords and definitions in the form of a Wordle document to write a biography on the author. The Prezi presentation will give the student a better understanding of the significance of the cultural references in each poem. || an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || The Prezi will introduce the idea of the differences between cultural references while the Voicethread really allows the student to be able to analyze and think about how the context of how words are used change the interpretation of poetry. The Wordle biography assignment will allow the student to become familiar with the poet and his life so they can make connections throughout the unit of the poet's experiences and life. ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy?
 * II. How are new literacies featured in your compelling question? || There will be an opening activity using Wordle to write a brief biography on the poet being studied. There will be a collaborative Prezi presentation between a Chinese and American teacher to introduce the poem. ||
 * III. How will you organize or group your students for the PBI? || There will be two large groups: A Chinese ESL class and an English 10 class. Students will work individually and as groups on different projects throughout the unit. Students will be paired up to communicate through a blog with other students from the Chinese ESL classroom. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || How to use Wordle and Voicethread. Students will need to also know about symbolism and how key words in poetry represent larger ideas. Figurative language will also be used which has been studied throughout the semester. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || We will begin introducing the poet to get an understanding of the source of the poetry. Students will then analyze the poetry while communicating with another class from China. They will then conduct a project individually for the summative assignment. The teacher will monitor progress by meeting with students individually throughout the unit to make sure they are reaching all the deadlines and communicating with their fellow classmates in China regularly. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || The class will read blogs from the Chinese class and organize creative ideas through 1-on-1 meetings with the teacher throughout the unit. Students will be allowed to complete their Voicethread in class so they may ask any questions during the creation process. They will be given a rubric to follow so they will meet all of the PBI requirements. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || There will be daily blog reflections that will be read or shared with the class throughout the unit along with a summative assessment graded by a rubric. Creativity will be emphasized in creating the final product of the Voicethread along with mastery of understanding the importance of interpreting poetry. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it