ELA ~ Migration Project

Students will compare and contrast the migration experiences of children /adults  in China, Tibet , Honduras, Mexico, Saudi Arabia, Libya, and the United States, while examining selected prose, poetry, informational texts, & video. For the culminating project students synthesize ideas concerning  the universal obstacles migrants face and the successes they achieve. These  projects are presented during the Dragon Seminar and/or Dragon Festival.

Migration Task

SS ~ Egyptian Sarcophagus

Students examine the religious and political beliefs of ancient Egypt by building a sarcophagus that reflects the ancient Egyptians’ burial practices and rituals. The construction will take place outside the classroom. It can be made of cardboard, wood, metal, foam core, clay, or plaster. Your sarcophagus, bibliography, and script are due in class  December 11, 2019

Sarcophagus Task

 

 

 

ELA ~ Encyclopedia of ME

I will practice writing a variety of sentences (e.g. complex
compound, and simple) while creating a self made book that uses academic vocabulary along with 2 adjectives per sentence. The booklet will also include an index, table of contents, drawings, and a autobiography.

EoM Task


WMD ~ HAND MADE HAND DRUM

Students will build a drum based on research and lessons in class.
The construction will take place mostly outside the classroom. Drum materials can be: cardboard, wood, metal, string, etc.(but not “premade”) You will not be graded on whether drum “plays well.”

Drum Project

 

 

 

 

 

 

 

 

Global Performance outcomes

 Investigate the World:
I can identify issues / experiences connected to fear and survival/resilience
Recognize Perspectives:
I can make a connection to the author’s personal experiences/ perspectives

I can express a general personal perspective on  a situation, event, or issue ,  providing at least one reason for that perspective

Common Core State Standards Addressed:
– CCSS.ELA-Literacy.RL.6.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
 CCSS.ELA-Literacy.W.6.2bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
– CCSS.ELA-Literacy.W.6.9aApply grade 6 Reading standardsto literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
– CCSS.ELA-Literacy.RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 CCSS.ELA-Literacy.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.7Integrate 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

– California History Standard 6.1.1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.  (brings to light the prehistory of humans and introduces the interaction between human culture and the natural environment. 
– California History Standard6.1.2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.