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Chinese New Year Compare/Contrast

Teacher: Allison Dotts Grade Level 1 January 2017

I. Content and Standards:


CC.1.2.1.E Use various text features and search tools to locate key facts or
information in a text.
CC.1.4.1.A Write informative/ explanatory texts to examine a topic and
convey ideas and information.
CC.8.2.1.C Identify holiday and cultural celebrations in a community and why
they are celebrated.
CC.8.4.1.C Identify holidays and ceremonies of selected world cultures.

II. Prerequisites: Students will have read and learned about Chinese New Year
celebrations and traditions.

III. hat are the different ways people celebrate the New
Essential Questions: W
Year? How are the ways you celebrate the new year the same or different
from Chinese/Lunar New Year.

IV. Instructional Objective: Given a text on New Years traditions, students will
be able to make connections, comparing and contrasting their own traditions
with those of Chinese New Year celebrations

V.
Instructional Procedures: efore: Review some important components of
B
Chinese New Year (ask for student input). Discuss New Years celebrations
around the world, ask students to talk about their New Year Traditions. Read
Shant Keys and the New Year's Peas; pause to explain vocabulary and
customs for countries mentioned, and question to check for comprehension.
During: Watch video clips and discuss Songkran, Rosh Hashanah. Spain: eat
12 grapes. Make concept web of these holidays. Then discuss making a venn
diagram to compare and contrast Chinese New Year with other celebrations
of the new year. Have students think-pair-share and write some ideas in their
notebook. Ask each pair to provide answers to add to the class diagram.
After: Complete worksheet/exit ticket to compare/contrast all new years
celebrations.

VI. Materials and Equipment: Shant Keys and the New Year's Peas by Gail
Piernas-Davenport. Videos from youtube (playlist:
https://www.youtube.com/playlist?list=PL1ox1-b7yJuTi07E2IK07RTl7TVp8_G
9H) Minibook about New Year Traditions. Reading notebooks to record venn
diagram. New Year Compare/Contrast worksheets.

VII.
Assessment/Evaluation : Formative: students should be able to give
examples of their own New Year traditions and/or Chinese New Year
traditions and compare and contrast in discussion. In pairs, they will provide
responses to these as well as individual comprehension check prompting
during read-aloud.
Summative: Students should be able to identify 3 similarities and 3
differences between Chinese New Year and other new year celebrations.
They will demonstrate understanding of New Years traditions across cultures
and follow the conventions of writing. Rubric:

Score 4 3 2 1

Comprehension: Student can Student describes Student writes Student does not
Connect to Self describe their a New Year related describe their
CC.1.2.1.C New Year tradition, but not a information about New Year
traditions. OR way they New Year traditions, or
If they do not celebrate. traditions, but answers with
celebrate, can does not answer irrelevant
describe a the prompt. information.
tradition in their
community.

Comprehension: Student describes Student describes Student Student does not


Content 2 different New at least 1 New completes section describe New
CC.8.2.1.C, Year traditions. Year tradition (or with related but Year traditions or
CC.8.4.1.C repeats the same inaccurate answers with
one twice). information. irrelevant
information.

Comprehension: Student can Student describes Student writes Student does not
Opinion describe their a New Year information write about
CC.1.4.1.H favorite part of tradition or related to the celebrating the
celebrating the celebration, but topic, but fails to New Year.
New Year. does not connect answer prompt
to self.

Conventions Shows a grade Makes few Makes several Shows very little
CC.1.4.1.F, appropriate grammar and grammar and understanding of
CC.1.4.1.L command of the spelling mistakes spelling mistakes conventions of
conventions of which do not that impede standard English
standard English impede meaning meaning and/or grammar and
grammar and and/or understanding. spelling.
spelling understanding.

Total Score: Grade:

VIII. Differentiation/Individualized Activities: S tudents who need extra support


will be given a cut/paste version of the same activity; they can place the
relevant information in the appropriate column. Students may also draw and
label responses. Will circulate during activity and help very low-level readers
with the content (but will be assessing comprehension so they can direct the
categorization). Think-pair-share and whole class discussion allow for
verbal/discussion-based assessment. ELLs supported: in this class, the ESL
students are familiar with the cultural traditions of Chinese New Year and
have the vocabulary to name traditions. Higher level students will be asked to
synthesize information to produce a longer/more detailed piece. They may
use additional texts.

IX. Technology: Play videos of New Year traditions. Use smartboard to make
concept web/graphic organizer.
X. Self-Assessment H ow well can students find similarities/differences between
holidays? Do we need more background information? How is their
understanding of their own cultural traditions and those of their community?