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“Stanley’s Global Adventures”

n PROGRAM OVERVIEW According to the United States

Department of Education’s National Center for Education Statistics, the number of students in public schools, ages 5-17, that spoke a different language other than English in the home, rose dramatically from 4.7 to 11.2 million between 1980 and 2009. Clearly, our students are being exposed to students from a variety of cultural backgrounds-- some of which parents were not exposed to as students themselves years ago. As a result, it is important that cultural awareness, sensitivity, and diversity are integrated amongst our curriculum, even at an early age.

Stanley’s Global Adventures was developed to shed light on the issue of cultural awareness in the public school setting. This program features a kid-friendly curriculum featuring a beloved book character that has been around for decades. With this program, students in grades kindergarten through second grade will follow the exciting travel plans of “Flat Stanley” as he globe trots. Students will receive digital postcards and emails from Stanley based on the countries that he visits. Along with the visits, Stanley oftentimes sends exciting new games, websites, video links, and much, much more. Students maintain a “passport” to show all of the locations they have traveled with

For further information contact…

Amber McCormickRidgeview Global Studies Academy

1000 Dunson Road

Davenport, FL 33896 (Route C)

School Phone: (863) 419-3171

[email protected]

2012 - 2013 IdeA CAtAloG of exCellenCe

Stanley on his journeys. Along with the passport, Flat Stanley is stored in a traveling suitcase where he collects souvenirs, postcards, and traditional clothes from all of his adventures. Our students learn about the exciting places that Stanley has visited, without ever leaving the comfort of our classroom. The amazing part of this journey is that students are completely submerged into several countries within the context of a single school year. We have traveled to locations from the United Kingdom all the way to Morocco and up into the northernmost parts of Canada where the Inuit call home. Stanley also does an excellent job of integrating journal writing and providing students with examples of traditional literature, folktales, music, and art.

One particular journey we went on focused on the North African country of Morocco. This journey was a great eye-opener for many of our students (and teachers alike!). Our school has a large Moroccan population and the culture is oftentimes misunderstood. Many do not even realize that Morocco is part of the African continent and automatically associate it with being a “Middle Eastern” country. During our study of Morocco, we received a postcard from Casablanca, Morocco, the country’s capital. This postcard informed students that they were going to be invited to partake in a traditional Moroccan

meal, but must first learn proper table etiquette. To prepare, we invited one of our Moroccan families to come in to share a little about their culture. The mother that came in brought examples of all types of traditional clothes, as well as her table settings for the dining table. After explaining to us what proper dinner etiquette looked like, students were invited to sample couscous. They learned how many people from this country actually roll the couscous into a small ball with their hands before eating it, and it is not considered improper manners in their culture.

After our dining experience, students were asked to journal their experience about their day eating with a Moroccan family. As a class, we completed a Venn Diagram to compare and contrast the things that were similar and different about their culture and that of ours here in the United States. We then received exciting new clothes based on the ones that we had just seen during class. The girls received a long dress-like piece of clothing called a caftan, and the boys received a gown known as a djellabah.

The fantastic thing about this program is that it can vary in length, depending on your classroom needs. For the purposes of my class, it is integrated throughout the entire school year. We focus our reading, writing, and social studies skills into cultural diversity whenever possible. If you are crunched

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“Stanley’s Global Adventures” Amber McCormickProgram Information (cont.)


for time and only want to focus on a single culture, this program will work for you as well. Perhaps look at your school’s population and find a culture to represent each year.

Students, and parents alike, are very excited to share their culture and traditions with each other. This knowledge provides many students with the only “glimpse” into the life of someone other than themselves.

n OVERALL VALUE This program opens students’

awareness and eyes to the fact that people all over the world are different, and that ’s ok! Perhaps the most innovative part of this curriculum is that it is presented in a kid-friendly manner, but tackles a major issue that many people face in the United States on a daily basis. We are quickly becoming a melting pot of the world and our cultures are mixing as well. There are many people that are completely unaware or misinformed about entire subcultures of people. These ideas “stick” and get passed down from generation to generation.

It is now, and with this group of young students, that we must work to eliminate those misconceptions and break down the barriers. Students need to be informed of our cultural dif ference… but more importantly, they need to experience our cultural similarities.

To live peacefully in this world, we need to take a step towards getting to know one another better! Although Stanley’s Global Adventures is just a small project, it is a step towards embracing differences and welcoming each other, no matter where we come from, what we look like, how we dress, or the language we speak.

n LESSON PLAN TITLES1. Stanley’s Adventures in Egypt

a. Saying Hello and What to Wear

b. Travel Buddy and Story Time

c. Animals in Egypt

d. Places to Visit in Egypt and Mummies!

e. Game Time — Senet

n MATERIALS Materials for each lesson are listed

with each lesson plan. Overall materials budget, including pricing and vendors follows the lesson plans.

* *Teachers choosing to adapt this program can also receive other country information and reproducibles for more lesson plan ideas by contacting the developer.

n ABOUT THE DEVELOPER Amber McCormick has a Bachelor

of Science in Elementary Education from Indiana Wesleyan University and a Master’s of Curriculum and Instruction with a focus on technology. She has been teaching for nine years and is a Nationally Board Certified teacher.

Ms. McCormick currently teaches global studies to grades kindergarten through fifth grade at Ridgeview Global Studies Academy.

This program was developed for her kindergarten through second grade students as they travel the globe. This is her second time as a T2T grant developer.

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n SUBJECTS COVERED Writing in Social Studies

n GRADESKindergarten - Second

n OBJECTIVES Students will…

• learn about traditional clothes worn in Egypt through pictures as well as from a guest speaker that will demonstrate what each piece of clothing is called and when is an appropriate time to wear each.

• experience the Arabic language through an online tutorial that shows the character formations of each letter, the sounds, and the sound used in a word. Students will understand that Arabic is the modern language of Egypt and is read and written from right to left.

• locate Africa as the continent and Egypt as the country on a map.

n SUNSHINE STATE STANDARDS

SS.K.G.1.2 Explain that maps and globes help to locate different places and that globes are a model of the Earth.

WL.K12.NM.6.2 Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s).

WL.K12.NM.6.4 Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).

WL.K12.NM.8.3 Identify celebrations typical of the target culture and one’s own.

LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly;

LA.K.1.6.2 The student will listen to and discuss both familiar and conceptually challenging text;

LA.K.3.2.1 The student will draft writing by drawing, telling, or writing about a familiar experience, topic or text

n MATERIALS • Computer access to YouTube link:

http://www.youtube.com/watch?v=5g6QS67UsmQ&feature=related

• Map

• Examples of traditional Egyptian clothing (or pictures if you do not have this resource)

• Travel Journals/pencils

• Arabic translation of each child’s name

n DIRECTIONS • Students will be asked to demonstrate

on the SMARTboard how you read a piece of text. If students are not understanding, the teacher will redirect and pose appropriate questions to guide students to the fact that we read, in English, from left to right. Teacher will show students the word “HELLO” in Arabic. And ask how it looks different than our English characters.

• Students will learn to say “HELLO” in Arabic, then greet our guest speaker using this new skill.

• Guest speaker will demonstrate multiple types of traditional garments that would be worn in Egypt. Speaker will also explain when certain types of clothing would be worn. For example, certain items cannot be worn outside the house, others would only be worn for special occasions (such as weddings or funerals).

• Students will be given an opportunity to ask questions to the guest speaker regarding the clothing and language spoken by the Egyptian people.

“Stanley’s Global Adventures” Amber McCormickLesson Plan No. A: Stanley’s Adventures in Egypt:

Saying Hello and What to Wear

• Following the guest speaker, students will watch a short video clip online that explains a bit more about the Arabic language and its pronunciation and character formation. Students will learn to say the 28 letters of the Arabic alphabet.

• Finally, students will be given a chance to “write” their name in Arabic, using a printout of their name. These can be printed from the internet, using Google Translate. A copy of the student name will be written into their travel notebook.

• Students will convene as a group to discuss the similarities and dif ferences between Egyptian clothing, writing, and speaking to that of their native language—English.

• Students will respond to the following journal question in their travel notebook: Based on the information you learned today, what do you see as the most shocking difference between our culture and that of the Egyptian people?

n EVALUATION/ASSESSMENT See attached rubric for evaluation

and assessment information

n EXTENSION ACTIVITIES If a guest speaker is unavailable

to come in to speak to your class, utilize online resources to find further information and examples of traditional clothing from Egypt.

Look up the current weather in Cairo, Egypt using www.weather.com. Based on these findings, how are the clothes that you just experienced today important or make more sense?

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RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

n MATERIALS • Jumbo People Shapes (Or Flat

Stanley worksheets printed on white cardstock)

• Markers/Crayons/Colored Pencils

• Travel journals/pencils

• Teacher copy of The Egyptian Cinderella by Shirley Climo

• Venn Diagram to compare and contrast the original Cinderella story to that of The Egyptian Cinderella

• A Mixed Up Story: Cinderella sequencing cards

n DIRECTIONS • Teacher will give students the brief

overview of the Flat Stanley story. It is up to the teacher’s discretion if he/she wants to read the entire story to the students so that they have an idea of who it is that they are traveling with around the world. Following this, the teacher will ask students to create a flat version of themselves using the jumbo people shapes. If cost is too much to use the people shapes, you could also opt to use the reproducible Flat Stanley included after this lesson.

• After finishing their flat traveling b u d d y, s t u d e n t s w i l l w o r k cooperatively with the class to tell the original story of Cinderella. (http://www.learner.org/interactives/story/sequence.html or use the sequence cards included with this lesson). Once the class has

sequenced the story in the correct order, the teacher will read aloud The Egyptian Cinderella, and ask students to listen for similarities and differences.

• Students will work with a partner to decide the similarities and the differences between the original version of Cinderella and The Egyptian Cinderella. This will be finished on a Venn Diagram inside of the student travel journal.

• Class will come back together to check their Venn Diagrams and create a large class diagram to compare and contrast the two stories. This chart will be an ongoing chart that will be used throughout the journeys taken by Flat Stanley. There are seven Cinderella stories listed in the budget. Although not all of the stories will be addressed in the lessons, these will be the basis for Stanley’s journeys. He will learn about the version of the story along with the remainder of the culture.

n EVALUATION/ASSESSMENT Informal assessment of compare

and contrast activity using a Venn Diagram

n EXTENSION ACTIVITIES H a v e s t u d e n t s c r e a t e a n

advertisement sign that Prince Charming could have posted in order to find Cinderella after she lost her shoe.

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n SUBJECTS COVERED Writing in Social Studies


n OBJECTIVES • Students will create a travel buddy

that will go along on the yearly adventures around the globe.

• Teacher will read aloud The Egyptian Cinderella. Students will compare and contrast the traditional story of Cinderella that they grow up hearing to the Egyptian equivalent.

• Students will record their thoughts in their travel journal for the day.





WL.K12.NM.8.3 Identify celebrations typical of the target culture and one’s own.



LA.K.3.2.1 The student will draft writing by drawing, telling, or writing about a familiar experience, topic or text


“Stanley’s Global Adventures” Amber McCormickLesson Plan No. B: Stanley’s Adventures in Egypt:

Travel Buddy and Story Time

n SUBJECTS COVERED Science, Reading, Writing



• learn about the importance of the Nile River to the people of Egypt. Students will locate, label, and identify the Nile River on a blank map of Africa.

• learn about the wildlife that relies on the Nile River as a home, food source, etc.

• record their thoughts in their travel journal for the day.







SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.

n MATERIALS • Markers/Crayons/Colored Pencils


• Computer with Internet access

• Reproducible Worksheet: Nile Animal Facts¸ and Nile River K-2

n DIRECTIONS • Teacher will ask table teams of four

to list as many wild animals as they can with a timer set for two minutes. After this list is written, teacher will ask one student to share at a time. Teacher will create a T-chart to separate the animals between African animals and non-African animals. Teacher will then ask the students, “What are the three things that all living things need in order to stay alive?” (Answer: water, food, and shelter).

• Students will be introduced to the major river that flows through the eastern part of Africa, the Nile River. Using a physical map, teacher will show that most of northern Africa, including MOST of Egypt is covered with deserts. Because of this, many animals have learned to adapt without the use of water; however, many rely on the Nile River as a food, water, and source of shelter. Teacher will provide students with a foldable that features the Nile River, the Nile Crocodile, and a Nile Hippopotamus. Students will glue the facts on the inside of the foldable, then label the appropriate animals and locations on the cover of the foldable. Students will trace the Nile River in blue crayon.

• This foldable will then be glued into the travel journal.

“Stanley’s Global Adventures” Amber McCormickLesson Plan No. C: Stanley’s Adventures in Egypt:

Animals of the Nile

• Teacher will share two website links that show interesting facts about both the hippo and the crocodile. ht tp://kids.nationalgeographic.com/kids/animals/creaturefeature/hippopotamus/

http://kids.nationalgeographic.com/kids/animals/creaturefeature/nile-crocodile/

• Students will be asked to respond in their journal to the following prompt:

Imagine that you were a scientist out on a safari to discover the life on the Nile River. Explain what it is that you would see on the Nile River.

n EVALUATION/ASSESSMENT Teacher will look over student

responses to travel journals

n EXTENSION ACTIVITIES Have students research different

animals that call the Nile River or delta/basin home. Students could create mini reports or PowerPoints to present the information to their fellow classmates.

Students could create an ABC book based on the animals of Africa. Each child could be responsible for one animal.

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• Reproducible Worksheet: Places to Visit in Egypt

• Glue

• Metal fasteners (brads)

• Reproducible Worksheet: Mummy Foldable

• Computer with Internet access: YouTube link http://www.youtube.com/watch?v=ed1f3DdhGt0&feature=related

n DIRECTIONS • Teacher will ask students to share

the first word that comes to mind when they hear the word “mummy.” This will be the teacher’s opportunity to clear up the misconceptions that mummies are “monsters” like they are portrayed on television and in movies. Teacher will explain that mummies were actually the way of preserving their kings and wanting to live forever.

• Students will watch the Reading Rainbow clip http://www.youtube.com/watch?v=ed1f3DdhGt0&feature=related, then discuss the mummy making process.

• Students will create a mummy sarcophagus and mummy using the Mummy Foldable. This foldable will then be put inside of their travel journals.

• Students will respond to the following question in their travel journal:

The ancient Egyptians buried almost everything they would need in their afterlife inside of their pyramids. They even buried food and extra clothes and games! If you were to build a pyramid for yourself, what kinds of things would you absolutely NEED to put inside of it?

n EVALUATION/ASSESSMENT Teacher will look over student

responses to travel journals

n EXTENSION ACTIVITIES Older students can complete the

Mummy Maker game:

http://kids.discovery.com/games/just-for-fun/mummy-maker

In this game, students will get a chance to simulate the mummification process through use computer animated graphics. Although this is not “graphic,” it may be something best used for older students.

Create an “Apple Mummy” to show the students how the actual mummification process works to remove all of the moisture from an object. This is great for your hands on kids and for those visual learners that want to SEE it in real life.

http://www.sciencefairadventure.c o m / P r o j e c t D e t a i l .aspx?ProjectID=142

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n SUBJECTS COVERED Social Studies in Writing



• learn about the many places that you can visit in Egypt, including: King Tut’s Tomb, Abu Simbel, the Sphinx, and many more.

• learn about how the ancient Egyptians buried their kings in pyramids and prepared them as mummies.

• compare and contrast modern Egypt to Ancient Egypt








“Stanley’s Global Adventures” Amber McCormickLesson Plan No D: Stanley’s Adventures in Egypt:

Places to Visit in Egypt and Mummies!

“Stanley’s Global Adventures” Amber McCormickLesson Plan No. E: Stanley’s Adventures in Egypt:

Game Time – Senet!


n SUBJECTS COVERED Social Studies, Writing



• learn about an ancient Egyptian game called Senet that was discovered inside of King Tut’s tomb.

• learn about why it was that the “boy king” had a game inside of his tomb, due to his young age.

• compare and contrast a popular game that we play today to senet.









• Reproducible Worksheet: Senet

• Glue

• Computer with Internet access

n DIRECTIONS • Students will brainstorm a list of games that they enjoy playing. Once the list is

complete, the teacher will ask which of the games require a great deal of thinking and strategy. These games will be highlighted or circled on the list.

• Teacher will give a brief history of King Tut, the boy king. Explain that Tut was only a child when he took over as the king of Egypt. Since he died at a young age, his tomb contained great treasures, but it also held things that young children would enjoy, such as games. Using the link below, explain what the game Senet is like and how to play it:

http://www.ancientegypt.co.uk/life/activity/main.html

• Students can play the game interactively on the SMARTboard to learn how to play. The rules can be a bit complicated to understand. For younger students, I made a life-size board game on the floor of my classroom, using painters tape. For the game pieces, I used two plastic cups taped together. Choose two different colors so that each team has a separate color. This hands-on version allows the kids to become the game pieces, so they are better able to understand how to move around the board.

• Students will get a version of the board to put inside of their travel journal. Game pieces can be kept inside of a plastic bag, along with a number cube.

n EVALUATION/ASSESSMENT Students will respond in their travel

journal to the following question: Using what you know about games that we have today and the ancient Egyptian game of Senet, make a Venn Diagram to compare and contrast the two games.

n EXTENSION ACTIVITIES

Additional information about King Tut:

http://www.woodlands-junior.kent.sch.uk/Homework/tut.html#2

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Materials Budget SuPPLIEr ITEM DESCrIPTIoN CoST QuANTITy ToTAL CoST

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ToTALBuDGETAMouNT


“Stanley’s Global Adventures” Amber McCormickLesson Plans Materials Budget

Lakeshore Learning Jumbo People Shapes—24 paper cutouts $16.95 1 $16.95

Children of the World Poster Pack—20 $29.95 1 $29.9

Hello from Around the World—25 $10.95 1 $10.95

Cultures of the World Theme Book Library $35.50 1 $35.50

World Playground CD $14.99 1 $14.99

Giant Inflatable World Globe $26.99 1 $26.99

Barnes and Noble The Egyptian Cinderella $6.64 1 $6.64

Mufaro’s Beautiful Daughters $10.97 1 $10.97

The Rough-Face Girl $7.99 1 $7.99

Cendrillon: A Caribbean Cinderella $8.54 1 $8.54

Yeh-Shen: A Cinderella Story from China $7.59 1 $7.59

The Golden Sandal: A Middle Eastern Cinderella Story $6.95 1 $6.95

Adelita: A Mexican Cinderella Story $6.64 1 $6.64

Office Depot 2 Pocket Pronged Folders $0.49 18 $8.82

Amber McCormickRidgeview Global Studies Academy

$199.47

-

$.53

$200.00


“Stanley’s Global Adventures” Amber McCormickRubric


“Stanley’s Global Adventures” Amber McCormickAdditional Information - Flat Stanley

Travel to www.fl atstanleybooks.com for games, global facts, pen pal opportunities, and more activities for kids, parents, and classrooms!

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“Stanley’s Global Adventures” Amber McCormickAdditional Information - Flat Stanley

Travel to www.fl atstanleybooks.com for games, global facts, pen pal opportunities, and more activities for kids, parents, and classrooms!

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“Stanley’s Global Adventures” Amber McCormickAdditional Information - Mixed Up Story - Cinderella


“Stanley’s Global Adventures” Amber McCormickAdditional Information-Mummy Foldable


“Stanley’s Global Adventures” Amber McCormickAdditional Information - Nile Animal Facts


“Stanley’s Global Adventures” Amber McCormickAdditional Information - Nile River


“Stanley’s Global Adventures” Amber McCormickAdditional Information - Places to Visit in Egypt

Lake Victoria

CairoGreat

Pyramids of Giza

Places to Visit in Egypt


“Stanley’s Global Adventures” Amber McCormickAdditional Information - Senet

Documents

~ A Returning Developer ~ For further information contact ... · PDF filefriendly curriculum featuring a beloved ... mother that came in brought examples ... of each letter, the sounds,