Children Around The World

Project Based Learning Unit 2 ReadyGen/Social Studies

Possible Resources: Its back to School we go! By Ellen JacksonGoing to School by Margaret Clyne, Rachel Griffits, and Cynthia BenjaminMap (Print or Display on SmartBoard) Possible Graphic Organizers (see below)

Objective: To learn about many different cultures and the way that children live and go to school around the world.

Standards:

Reading:R.I.1.1- Ask and answer questions about key details in a text. RI:1.3-Describe the connection between two individuals, events, ideas or pieces of information in a text. RI1.7- Use the illustrations and details in a text to describe its key ideas.

Writing: W.1.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W1.5- With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Speaking and Listening:SL.1.1- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.4- Describe people, places, things and events with relevant details, expressing ideas and feelings clearly. SL.1.5-Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Science Scope and Sequence S.S. 1.1 - Language, beliefs, customs and traditions help shape the identity and culture of a family and a community. S.S. 1.3 - A citizen is a member of a community or group, Students are citizens of their local and global communities.

Task: Create two paper dolls. One doll will represent you and one doll that will represent a child from another country. Write three informative writing pieces. One informative piece is about themselves. One informative piece will be about the character from a different country. The last piece of Informative writing is a comparison of the student and one from the book.

Lessons overview:The regular Readygen reading lessons for Unit 2B will be used to support the information for this project. As each child is read from It’s Back To School We Go!, an anchor chart will be made with a picture of the child as well as facts from the text for each child in the book. Please note, if you do not want to do all of the lessons (all of the children), do to time constraints, you can choose which lessons/children you want to do.

For the writing portion of Part A of the project:

Teachers will model using the graphic organizer prior to students working on it independently (or in a small group). Graphic organizer options are attached below.

The students should use their graphic organizer to write an INFO writing piece about themselves. They will write facts about themselves. They must include an introduction, at least 3 facts, and a conclusion. A model may look like this: Do you want to learn all about me, child’s name, who lives in (may say Corona or United States)? I wear a uniform to school. It has a white shirt and blue pants. I eat pizza for lunch in school. I learn math, reading and writing in school. Now you know all about child’s name.

Interview Questions:- How do you get school?- What color is your hair?- What languages do you speak? - What do you do after school? Why? (Games/Sports?) - What do you wear to school during the different seasons? - Which months do you go to school? - Which months do you have vacation?

Project Connection For the Unit

● Students will receive a paper cut out of a doll shape● They will be instructed to make themselves dressed in their uniform● Conversations should be had around what colors a uniform is and what

it looks like● Conversations should be had about different hair and eye color● A model should be done by the teacher as to how to make the shirt

and pants/skirt● Details that the child sees fit can be added to the doll● A nameplate on an index card should be added to the feet of the

completed doll which also include the name and where they come from After the lessons are complete the students will be given a choice of what child/country they would like to make a doll representing.

For part B of the Unit: Researching different children of the world

It’s Back To School We Go! Text will be provided for each student as a resource.

Students will receive a graphic organizer/planning page, in order to plan out their chosen characters and the facts they will use for their dollTeacher will model the whole process from start to finish about the writing of the character.

The students should write an INFO (Informational) writing piece about a character from the book. They will write facts about the character. They must include an introduction, at least 3 facts, and a conclusion.

A model may look like this: Do you want to learn all about (character’s name from text). ________ lives in ________________? _________wears _________ to school. ______ eats _________ for lunch in school. ________learns ________, ________, and ________ in school. Now you know all about character’s name. Project Connection For the Unit; Part B

● Students will receive a paper cut out of a doll shape

● They will be instructed to make a doll representing one character from the book It’s Back To School We Go

● Conversations should be had around what the different children wear, and about the different hair and eye colors - refer to interview questions

● A review model should be done as to how to choose the proper pattern paper or construction paper and how to cut out the shirt and pants/skit/dress

● Details that the child sees fit can be added to the doll● A nameplate on an index card should be added to the feet of the

completed doll that includes the place of the character Part C Writing Suggestions for the graphic organizer ( venn diagram, T chart, children around the world pictures with lines, t-chart with sides contrast and box at bottom to compare)

The students should write an INFO writing piece about themselves and the character they chose. They can write facts about themselves as well as the character chosen. They must include an introduction, at least 3 facts comparing (possibly) contrasting, and a conclusion.

A model may look like this: Do you want to learn all about me, child’s name, who lives in (may say Corona or United States) and _____________________ who lives in _______________________? I wear a uniform to school. ___________________ wears _________________________________. I eat pizza for lunch in school. _______________________ eats __________________________. I learn math, reading and writing. _____________________________ learns ________________________. Now you know all about me and ___________________________. Share:The children will show their dolls and read their INFO writing. This can be done in small groups or whole group.

Evaluation:Students will be assessed on their accuracy of the dolls, their writing and their speaking and listening using the presentation rubric. Graphic Organizer Samples:

Self:

Name _______________________ Date ________________ My name is _______________________________________. Eyes:______________________________________________ Hair:________________________________________________

Clothes: _______________________________________________ Shoes: ________________________________________________ Facts about me: 1.

____________________________________________________________________________

____________________________________________________________________________

2.

____________________________________________________________________________

____________________________________________________________________________

3.

____________________________________________________________________________

____________________________________________________________________________

4.

____________________________________________________________________________

____________________________________________________________________________

T- Chart for Comparing Me and ____________________________

Name:______________________ Date:______________________

In the T- Chart, write your name and the student’s name you will be selecting for your PBL activity. Make sure to write about how you and the student you picked are different or the same. Match the correct feature to the correct person from your T-Chart.

My name ________________________

Student’s name _______________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

All About ________________ Family

Sports/Games

Clothes

Food

School

Language