File - Carrie Daugherty

Around the World 3rd Grade Carrie Daugherty

Unit Objectives: -Students will learn a few key differences in United States cultures and those around the world. -Students will be able to demonstrate good letter writing techniques. (Greetings, body, salutations, etc.) -Students will begin to understand international travel. (passports, brochures, etc.) -Students will demonstrate good reading, listening, and research skills to gain knowledge. List of Materials: 

SmartBoard

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Computers

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Journals

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Pencils

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Paper

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Flat Stanley Template

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Crayons

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Passport Templates

List of Resources: Brown, Jeff. Flat Stanley. New York: Harper and Row Junior Books, 1964. Print. Oppel, Kenneth. The King’s Taster. New York: Harper Collins, 2009. Print. Jackson, Ellen. It’s Back to School We Go. Brookfield, CT: The Millbrook Press Inc., 2003. Print.

Description of Home Connection: Students will be making a flat Stanley and a passport at school to take home for the weekend. They will use the passport to tell the story of where they took Stanley over the weekend. For each place they took Stanley they will create a stamp related to where they traveled and write 2-3 sentences to tell about what he did. Unit Introduction: We will be taking a small trip around the world. We will be using books and research to better extend our knowledge on different cultures and customs around the world. Using activities such as letter writing, passports, and brochures we will expand our views of the world as a global community.

Reading Activities: 1. It’s Back to School We Go! – We will be reading the book aloud as a class. After reading the story, students will go back to their seats and we will make a compilation of all of the back to school rituals based on each country discussed in the story on the SmartBoard. After completing the lists, students will be required to choose one child from the story to become their pen pal. Students will write letters to the chosen pen pal telling about back to school traditions they have. They will write their letters and switch with a partner, who will proofread it. After the proofread, students will submit the final copy. The students will be assessed by their peers during the proofread. Type of Writing: Descriptive CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

2. The King’s Taster – We will read book together as a class. After reading, we will have a brief discussion on the various meals and places the taster traveled. Students will then return to their seats and prepare for the next part of the assignment. They will be given a writing prompt (What is a meal you consider fit for a king?) As a class we will travel to the computer lab and students will be given time to research various foods and delicacies from around the world. After researching, they will fill out their selected meal. After writing, students will gather on the carpet and take turns presenting their chosen meals. Students will be observed while using the computers to research, and also when they are sharing their meal ideas. Type of Writing: Informative CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Social Studies Activities: 1. Flat Stanley – Over two days students will listen to the book Flat Stanley by Jeff Brown (read aloud and a discussion to follow) Students will then create their own Flat Stanley (using a template, cut out and color) and a

passport for Flat Stanley. They will take Stanley and the passport home for the weekend. They will create “stamps” or small pictures of the places they took Stanley. Example a shopping cart for the grocery story or a swing set for the park. If the students don’t go anywhere that weekend they can use the different rooms in their house for stops for Stanley, such as a couch for the living room or stove for the kitchen. After each stamp they will need to write 2-3 sentences about what Stanley did. Each student should bring back their passport on Monday with at least 5 stamps explained in it. They will pick their favorite Stanley stamp and share it with the class. Students will turn in their passport and will also be observed while presenting one Stanley stamp. Type of Writing: Descriptive CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace 2. Travel Brochure- Students will think of a place they would like Flat Stanley to go. They will use the computer to research that place. They will need to include things such as 3 major cities, types of food eaten there, major religions, interesting facts, landmarks, tourist hot spots, recreational activities, languages, and the best ways to get there from here. They will use that information to create a tri-fold trying to persuade Flat Stanley to go there. This assignment will be the closing of our world travel unit. We will do a world showcase event for Flat Stanley, where each student will share with the class why they chose that place, what they learned, and

why Flat Stanley should visit there (2-3 minutes max). Students will be graded by the rubric that is attached. Type of Writing: Persuasive SS.3.G.10 -obtain information from appropriate types of maps, globes, charts, graphs and timelines in a research project (e.g., political, physical and historical) SS.3.C.3 -investigate significant cultural contributions of various groups creating our multicultural society. CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others Culminating Event: At the end of our unit students will have created a brochure for Flat Stanley trying to persuade him where he should go and why. Students will present to the class (and Flat Stanley) their brochure and give reasons why they think Flat Stanley should go to that place.

Rubric for Flat Stanley Travel Brochure: Great (5 pts.)

Research Skills (uses computer and internet to gain information correctly) Includes native language, major religions, foods, landmarks, tourist spots, recreational activities) Neat and Organized brochure At least three major cities Presentation at World Showcase

Good (3pts.)

Needs Improvement (1 pt)

Passport Template

Name: Flat Stanley Address: ___________________ ___________________________ Nationality: _________________

____________________________________________ ____________________________________________ ____________________________________________ _________________

____________________________________________ ____________________________________________ ____________________________________________ _________________