User Image

Hongli Holloman

Other : Mandarin Chinese Teacher

Hongli Holloman's collections

 

Read and Write Qin Small Seal 认写秦小篆

<p><strong>About This Collection:</strong><br /></p> <p>This collection was designed by Hongli Holloman, a Chinese language teacher at Washington International School, as a basic introduction to use learning lab for language educators. It is a collection of resources from Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery. Each resources includes key information about the resources, as well as ideas for class discussion using Project Zero Global Thinking Routines, and class activities. Feel free to copy the collection and adapt it to your own use. <br /><br /></p> <p><em>Keyword: ancient history; artifact; China; sculpture; Chinese; cross-cultural comparison; think puzzle explore; project zero; visible thinking routine; terra cotta; qin shi huang; shihuangdi; shi huang di; Qin Small Scrip; ancient script; terracotta army</em></p> <p><strong>Teaching Goals:</strong></p> <p>To help students review and learn about the origin of Chinese written language and the evolution of the scrips. </p> <p>Students with proficiency level of Intermediate Low to Intermediate Med would have more reinforcement to advance to Intermediate High Advanced Low level. Please check <a href="https://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf">here</a> to get the description of ACTFL Proficiency Guidelines.</p> <p>1. Develop international-mindedness through the study of Chinese languages, culture of China, and ideas and issues of global significance.</p> <p>2. Enable students to communicate in Chinese they have studied to introduce ancient Qin dynasty and its first Emperor.</p> <p>3. Encourage, through the study of Qin Small Seal, an awareness and appreciation of a variety of perspectives of people from China</p> <p>4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.</p> <p>5. Develop students’ awareness of the importance of language in relation to other areas of knowledge, such as history and art.</p> <p>6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills specifically using Project Zero thinking routines such as PARTS-PURPOSE-COMPLEXITIES, Looking Ten Times Two, THREE Y’S.</p> <p>7. Provide students with a basis for further study, work and leisure through the use of Chinese.</p> <p>8. Foster curiosity, creativity and a lifelong enjoyment of language learning.</p> <p><strong> Standards Targeted:</strong></p> <ol><li><a href="https://www.actfl.org/publications/all/world-readiness-standards-learning-languages">ACTFL WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES</a></li></ol><p><strong><em>Communication</em></strong></p> <p><strong>Standard 1.1: </strong>Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.</p> <p><strong>Standard 1.2: </strong>Students understand and interpret written and spoken language on a variety of topics.</p> <p><strong>Standard 1.3: </strong>Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.</p> <p><strong><em>Cultures</em></strong></p> <p><strong>Standard 2.2</strong>: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.</p> <p><strong><em>Connections</em></strong></p> <p><strong>Standard 3.1:</strong> Students reinforce and further their knowledge of other disciplines through the foreign language.<br /><strong>Standard 3.2:</strong> Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.<br /><br /></p> <p><strong><em>Comparisons</em></strong></p> <p><strong>Standard 4.1: </strong>Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.</p> <p><strong>Standard 4.2: </strong>Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.</p> <p><strong><em>Communities</em></strong></p> <p><strong>Standard 5.1: </strong>Students use the language both within and beyond the school setting.</p> <p><strong>Standard 5.2: </strong>Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.</p> <p><a href="https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_2_langb_guu_1409_1_e%E2%88%82=3&amp;chapter=2"> IB <strong>DP: Language Acquisition Aims</strong></a></p> <p>1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.</p> <p>2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.</p> <p>3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.</p> <p>4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.</p> <p>5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.</p> <p>6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.</p> <p>7. Provide students with a basis for further study, work and leisure through the use of an additional language.</p> <p>8. Foster curiosity, creativity and a lifelong enjoyment of language learning.</p>
Hongli Holloman
22