Chinatown+Visit


 * Contacts for this Trip**
 * Week of February 10, 2009**
 * Week of February 23, 2009**
 * Week of March 2, 2009**

dash facts on chinatown:

= = = Chinatown: =

2011 field trip
2013 field trip

= Prep for Chinatown =
 * Set up pre-visit for Lisette Le
 * Contact Emperor's Garden restaurant -- they were great! 5 tables, 10 people per table, for $200, not counting tip (2011)
 * Set up a visit with the CPA through Lisette Le: lisette.le@gmail.com
 * Buy chopsticks
 * Arrange with MBTA
 * Note to nurse about meds
 * Permission slip for trip
 * Let school no that you will have no lunch on day of trip

=** Lesson 1: **= BUILDING BACKGROUND KNOWLEDGE LESSON

__Learning Target:__
 * I can show what I already know about Chinatown through pictures and words.
 * I can show what I have learned about Chinatown through pictures and words.

__Materials__
 * Book that Heidi created 2008-09 entitled "What We Learned in Chinatown"
 * 11X14 paper (one per student)
 * colored pencils

__Plan__
 * Detailed Plan:**[[file:yasecondgrade/Day1.doc| Day1.doc]]**
 * Remember to have a conversation explaining that China and Chinatown are different. Show the two locations on a map. It would be best to show this on google earth so that students can see that they are very far apart. Students are often interested in the fact that it is a completely different time in China and the same time in Chinatown. This seems to help make the concept slightly less abstract.

= Lesson 2: = __Learning Target:__
 * I can brainstorm questions about Chinatown for our expert visitor.
 * I can put questions into the following categories: music, food, language, activism, and art.
 * I can show the correct body motion for the following categories: music, food, language, activism, and art.

__Materials:__
 * Lap top or chart paper to write down student questions

__Plan:__
 * Have students sit in a circle at the rug.
 * Explain that we are going to have a special expert visitor on Chinatown who can answer all the questions we have about Chinatown before we visit.
 * Tell students that we are investigating five things on our trip to Chinatown: language, food, activism, music, and art.
 * Make the connection that these were things we explored during our Profile Writing.
 * Show students the body signals for the 5 categories.
 * Play a quick game to make sure students remember the signals.
 * We noticed that these gestures made students remember more.
 * Brainstorm questions and jot them down, assigning a student to each question.
 * Have students do the gesture that is appropriate for each question.

= Lesson 3 (20 minute lesson): = __Learning Target:__
 * I can practice asking my interview question in a loud clear voice.

__Plan:__
 * Show students the proper format for asking a question in this setting:
 * ie: "Hello Lisette. My name is Annie. I live in JP. My question is..."
 * Have a cut out of each students' question
 * Encourage students to memorize questions
 * Show students how to take notes on what someone says. Explain that note-taking during the interview is optional. Be clear that if having a pencil and paper during the interview is something that might distract you then it's not a good idea. Explain that if you feel like it's becoming a distraction then you will take this away from students. Students should understand the concept of writing dash facts from their previous experience with profiles.

= Lesson 3.5 (10 minute lesson): =
 * Read students the letter from the different organizations for a call to action: [[file:yasecondgrade/letter from agencies.doc|letter from agencies.doc]]
 * Letter explains that they need more materials to make people visit their neighborhood (especially kids)

= Lesson 4: = __Learning Target:__
 * I can interview an expert in a mature and professional way. This means I look at the person who I am talking to and speak in a loud and clear voice.

__Plan:__
 * Students sit in a round circle during the interview.
 * Provide clip boards and pencils for those students who want to take notes.
 * Position teachers throughout circle to help keep students focused and still.
 * Conduct interview
 * Video tape the interview with the permission of the speaker

= Lesson 5: = __Learning Target:__
 * I can be a respectful patron at a restaurant.
 * This means:
 * I say thank you, please, excuse me, and hello.
 * If I don't like how something tastes then I say, "this is not to my liking" or nothing at all.
 * I put my napkin on my lap before I eat.
 * I talk to the people at my table in a low voice.
 * I talk about appropriate things during lunch.

__Plan:__
 * Go over the learning targets and practice them through role playing.
 * Show students how to use chop sticks.
 * During lunch, have students bring their lunch into the classrooms. Have students pretend they are eating at a restaurant. Give students an opportunity to try out chop sticks.

__**Printer Friendly Learning Targets for Lessons 6,7,8**__: = Lesson 6: = __Learning Target:__
 * I can be focused, respectful, and encouraging during my walking tour of Chinatown.
 * I can use body gestures to help me better understand the history and culture of Chinatown.

__Plan:__
 * Tour of Chinatown
 * Leave school at 9:00 AM
 * Arrive at Quincy School at 10:00 AM
 * Tour from 10:00 - 11:00 AM
 * Play from 11:00 - 11:15
 * Lunch at Hei La Moon Restaurant between 11 - 11:15
 * Details of Agreement
 * 1 noodle dish and 1 rice dish per table
 * 5 tables
 * $250 (tip & tax included)
 * Adults are in charge of their own lunch (individual bills will be written)
 * Made plans over the phone with Mr. Chen

= Lesson 7: = __Learning Target:__
 * I can brainstorm all of the things that I learned about music, food, culture, language, and activism in Chinatown.

__Materials/Prep:__
 * Five Anchor Charts (one labeled for each category)
 * Post one of these icon sheets on each chart paper: [[file:yasecondgrade/CultureIcons.doc|CultureIcons.doc]]
 * Hang them in different corners of the room
 * Ask Abby if we can go to the supply closet (post-its)

__Plan:__
 * Give students post-it notes to jot down what they learned - have them place their work on each anchor chart
 * Split the groups into three
 * Have one teacher with each group and walk around the charts and debrief what students wrote for each chart
 * Spend three minutes at each chart
 * One teacher must be the timer

__Display__
 * Clean up charts (either copy over the information learned or place the post its in a neat fashion)
 * Hang in the hall with a description and with the learning targets

ALTERNATE POST_FIELD TRIP LESSON:

 * Back at school, do a docent walk:**

Learning Targets:
 * I can explain how residents of Chinatown make their neighborhood feel like home.
 * I can tell the story of someone who lost or almost lost their home.

1. Do a quick collection of things we saw. Kids popcorn out (or call on the next person) and teachers jot on post-its with markers. Then the post its get stuck on posters that go with each of the 6 areas. (art / music, activism, food, language, play/nature, learning) 2. Make 6 groups of 3-4. Each group starts with one poster for one topic (art/music, etc.) 3. Model how to think in your group about what to put on the poster. What comes to mind when you think of art in Chinatown? Do you want to draw it or write something? Model how to negotiate with your group who is doing what. Model writing and drawing LARGE (but not too large.) 4. Each group gets some time with their poster (10 minutes? 15?)

Make 3 new groups, with one person from each poster in each groups.

5. Then the posters get rotated and the group looks at someone else's poster. They can add to it -- labels to the drawings, or new drawings, or words, or sentences. 6. Rotate posters until they are all done, then look and admire your work!

Materials:


 * 5 posters
 * drawing paper in case it gets too crowded or there are conflicts -- things can be stuck on later
 * pencils
 * pens
 * colored pencils
 * crayons
 * markers?

Share/Debrief:

Tell a partner the most interesting thing you learned or remember about one area. Tell a partner one thing you are proud of in your work with the team or on the field trip (character).

= Lesson 8: = Culture Stationary: __Learning Target:__
 * I can write a thank you letter.

__Plan:__
 * Brainstorm the things that should go in a thank you letter to Mark, Lisette, and other members of the CPA (or a letter to the mayor asking for a library for Chinatown)
 * Possible things that students might say:
 * date
 * greeting
 * signature
 * body
 * asks how they are
 * tells how you are
 * explains something you learned
 * asks any additional questions you might have
 * Students draft letters.

__Post:__
 * Teacher sends letters
 * Teacher attaches a personal letter
 * Teacher include pictures and/or video

Writing about Chinatown
Use notes from carousel; write a paragraph that will be the radio show script AND resources for other kids making brochures about each neighborhood. Click on the above link to find curriculum for this, cross-listed under Writing.


 * //NOTE FOR NEXT YEAR://** Steven Levy helped us brainstorm some ideas to launch the Villa trip. One idea was to get 5 images from the neighborhood and cut them into puzzle pieces (20-21 pieces in all for all of the puzzle pieces combined). Students would walk around and find people who had the same image and then put their image together. Once the image was put together the teacher would give them a flat sheet with the image. Students would then work together to make inferences about the image. On the next day students from each group would be given the image they worked to put together. Then they would split up and go into groups with people with a different image. There students would educate each person from the group about their image. The original idea was to do this with the Villa. We were hoping students would think that the images came from a different country. We realize now that this would have been a better introductory thing to do with Chinatown.

Plan this visit with the tour guides from ACDC; make booklets with learning targets for kids to use on the trip


 * Learning Targets**

I can find China, Japan, Vietnam, and Cambodia on a map. I can list where the residents of Chinatown came from. I can explain some reasons that people immigrated to Chinatown. This means they moved to Chinatown from another country. I can use a map to write directions to get from Young Achievers to Chinatown on the MBTA. I can list reasons why people in Chinatown are losing their houses. I can explain what I learned about the people of Chinatown from their murals. (make predictions about murals before we go; write a story about a mural) I can write about a deep connection I made when I was in Chinatown. I can be a polite and appropriate patron at a restaurant. I can write a thank you letter to the CPA and the restaurant, using correct letter form.
 * Do some writing about stories in murals at centers.

Details of field trip: 9:30 bus arrive 10:15 get to CPA at 10:25 Tour until 11:30 Recess