Unit Plan Different Countries of the World EDRL 451A Persephoni Moore December 4, 2011

Text Set
Russia
Books: Look What Came from Russia by Miles Harvey The Magic Nesting Doll by Jacqueline K. Ogburn and Laurel Long Article: Find People and Places http://kids.nationalgeographic.com/kids/places/find/russia/ A Kids Life in Russia http://library.thinkquest.org/CR0212302/russia.html Fact Sheet: Kids from Russia Continent: Eastern Europe and Central Asia Climate: Varies; includes Arctic tundra in the north, sub-Arctic forestland in eastern Asia, desert in central Asia and a temperate and humid region in Europe School: o Russian children have nine years of elementary education. The school day usually runs from 8:30 a.m. to 2:30 p.m.; lunch is eaten at school. o School uniforms were abolished in the 1990s. For attire, the emphasis is on warmth-children may even wear fur coats. Play: o Chess is a national obsession. Other pastimes include the card game Durak (Russian Fool) and the computer game Tetris, which was invented in Russia. o Soccer is the top sport in Russia. Ice hockey and ice skating are also popular in this chilly country. Family: o About three-quarters of Russian families live in small city apartments. Some families also have a country cottage, which is called a dacha. o In Russia, grandmothersbabushkasare famous for the strong role they play in families, public life and fairy tales. Signature foods: o Borscht, a beet soup served hot or cold, topped with sour cream and sprinkled with dill or chopped green scallions o Pelmeni, small, moist dumplings filled with chopped meat. They are often served with butter, sour cream and vinegar. Interesting animals: o The European mink, a small, solitary animal famed for its beautiful coat; its feet are semi-webbed o The polar bear, whose three- to four-inch layer of fat keeps it warm in northern Russia; its oily fur is transparent, but looks white when it reflects light

Unique holiday: On Defenders of the Motherland Day, February 23, families honor men and boys with cards, gifts and other special treats. (Women and girls are not neglected International Women's Day, March 8, is a big holiday in Russia.) Did you know? Russia is the largest country in the world. It covers 6.6 million square miles (17 million sq km), eleven time zones and two continentsEurope and Asia.

India
Books: Look What Came from India by Miles Harvey The Drum: A Folktale from India by Rob Cleveland Illustrated by Tom Wrenn Articles: Find People and Places http://kids.nationalgeographic.com/kids/places/find/india/ A Kids Life inIndia http://library.thinkquest.org/CR0212302/india.html

Fact Sheet: Kids from India Continent: Southern Asia Climate: Varies; northern areas have winter snow, while elsewhere it is generally hot. The rainy season begins in June and lasts four to seven months, depending on location. School: o The school year begins in April in most of north and east India, and in June in most of south and west India. o Barely half of children in India finish primary school. Dropout rates are higher for girls; only about 40% of adult women in India can read. Play: o Pachisi (Parcheesi) has been called India's national game. Kite flying is also a widespread passion. o Hockey, cricket and soccer are very popular. Kabaddi, a complex, fast-paced team contact sport, is now played throughout Asia. Family: o The joint family system is a common tradition, in which the families of several brothers (usually) live together. o Tens of millions of children in Indiamore than in any other countrywork to help support their families. Signature foods: o Chapati, an unleavened bread that is cooked on a griddle until brown and bubbly, then spread with butter or oil o India's famous chutneysfresh or cooked relishesare used at almost every meal. Nuts, chilies, fruits, herbs and spices are common chutney ingredients. Interesting animals:

The Indian rhinoceros, a solitary, single-horned animal that spends much of its time wallowing in mud o The quick-moving pygmy hog, the world's smallest pigweighing just 10 pounds Unique holiday: Diwali, the five-day autumn festival of lights that illuminates homes and temples throughout India with candles and oil lamps. Did you know? Two of the world's major religions, Hinduism and Buddhism, were founded in India. Today India also has significant populations of Muslims, Christians, Sikhs and Jains. (Fact Monster)

Egypt
Books: Look What Came from Egypt by Miles Harvey Were Sailing down the Nile by Laurie Krebs Illustrated by Anne Wilson Articles: People and Places http://kids.nationalgeographic.com/kids/places/find/egypt/ Ancient Egypt for Kids 3 Tall Tales by Egyptologist Jacques Kinnaer http://egypt.mrdonn.org/talltales.html

Fact Sheet: Kids from Egypt Continent: North Africa/Middle East Climate: Hot desert! In summer, temperatures average more than 100 degrees. School: o School attendance is required for six years, generally beginning at age six or seven. However, many do not attend; literacy in Egypt is less than 60%. o Besides lessons in reading and writing, the school week includes religious education. Muslim and Christian children receive separate instruction. Play: o Shooting marbles is a popular pastime, and one thatlike tic tac toemay have been passed down from ancient Egypt. o Soccer is the number one sport; tennis, squash and wrestling are also favorites. Family: o Egyptians generally live in nuclear family households, but close to extended family; in a city, related families may live in the same apartment building. o In most families, girls help with indoor chores, such as laundry, while boys help with outdoor chores, such as shopping. Signature foods: o Fool medames, a dish of seasoned fava beans; the number-one dish in Egypt today, it has been eaten since ancient times o Koshari, a stewlike dish of lentils, rice and noodles topped with spicy tomato sauce and fried onions

Interesting animals: o The bushy-tailed jird, a fast-climbing desert gerbil with big ears and a distinctive plume-like tail o The little green bee eater, a tiny bird with a bright green body and turquoise face; it usually removes the stinger from a bee or wasp before eating it Unique holiday: One of the oldest festivals in the worlddating back 4,500 years Sham el-Nessim (Sniffing the Breeze) marks the beginning of spring. Families celebrate this national holiday with daylong picnics. Did you know? Egypt is home to the Nile, the world's longest river. Its shores are home to both modern cities and ancient ruins. About 200 species of fish, 350 species of birds and the famous Nile crocodile all depend on this great river.

Japan
Books: Look What Came from Japan by Miles Harvey The Way We Do It in Japan by Geneva Cobb Iijima Illustrated by Paige Billin-Frye Articles: People and Places http://kids.nationalgeographic.com/kids/places/find/japan/ A Kids Life in Japan http://library.thinkquest.org/CR0212302/japan.html Interesting Facts about Japan http://www.tooter4kids.com/Japan/interesting_facts.htm

Two-Week Calendar Day 1 Country Russia Readings Reading Book: Look What Came from Russia by Miles Harvey Article: Find People and Places (SMART Board): Russia Activities Introduction/ Warm Up: Russia Lesson: - SMART Board exploring: Russia -Reading about Russia -Comprehension strategy activity -Short Video: Russian Children Lullaby (YouTube) Close Review: Russia, What do we remember? Introduction/ Warm Up: Reading: The Nesting Doll Lesson: -Read Article: A Kids Life in Russia -Go over Russian Facts -Write in the Voice of a Russian Child Close Introduction/ Warm Up: -Review what we learned about Russia. -Introduce new country: India -SMART Board exploring: India Lesson: -Reading: Look What Came from India -Create a Venn Diagram: Russia vs. India -Listen to Indian Assessment/Reflection Ticket Out the Door: What would you see if you visited Russia tomorrow? Would you like to visit Russia? Why or why not?

Russia

Reading Book: The Nesting Doll by Jacqueline K. Ogburn and Laurel Long Articles: A Kids Life in Russia Supplemental Reading: Fact Sheet: Kids from Russia

Teacher Assessment: The teacher will use the students writing journals to assess them. The teacher will be looking for specific facts about Russia in their writing.

India

Reading Book: Look What Came from India by Miles Harvey Article: Find People and Places (SMART Board): India

Teacher Assessment: The teacher will assess students using their Venn Diagrams. Ticket Out the Door: Describe 3 things that come from India. What was one fact that Wowed you?

music Close 4 India Review: India, What do we remember? Introduction/ Warm Up: Reading: The Drum Lesson: -Reading: A Kids Life in India -Go over India Fact Sheet -Illustrate one scene from the story The Drum. - Comprehension Strategy Activity Close Reading Introduction/ Warm Book: Look What Up: Came from Egypt by Review what we Miles Harvey learned about India Article: Find People and -Introduce new Places (SMART Board): country: Egypt. Egypt -SMART Board Activity Lesson: -Reading: Look what Came from Egypt - Journal Write: What would you do if you lived in Egypt? - Make your own pyramid out of clay. Close Review: Egypt, What Reading Book: Were do we remember? Sailing Down the Nile by Introduction/ Warm Laurie Krebs and Anne Up: Reading :Were Wilson Sailing Down the Article: Ancient Egypt Nile for Kids 3 Tall Tales by -Go over Facts about Egyptologist Jacques Egypt Kinnaer Lesson: Reading Book: The Drum: A Folktale From India by Rob Cleveland and Tom Wrenn Article: A Kids Life In India Supplemental Reading: Fact Sheet Kids from India Discussion: What did we learn from our story The Drum today? Comprehension Strategy Assessment

Egypt

Teacher Assessment/Ticket Out the Door: The teacher will use the students Journal Write as the assessment for today.

Egypt

Comprehension Strategy Assessment

Supplemental Reading: Fact Sheet: Kids from Egypt

Japan

Reading Book: Look What Came from Japan by Miles Harvey Article: Find People and Places (SMART Board): Japan

Japan

Reading Book: The Way We Do It In Japan by Geneva Cobb Iijima and Paige Billin-Frye Article: A Kids Life in Japan Supplemental Reading: Interesting Facts About Japan

9-13

All 4 Reading Countries Review Fact Sheets

-Read 3 Tall Tales of Egypt. -Comprehension Strategy Activity -Create your Egyptian own tall tale Close Introduction/ Warm Up: -Review what we learned about Egypt. Lesson: --Read: Look What Came from Japan -SMART Board Exploring: Japan - Create a Venn Diagram: Japan vs. Egypt -Origami Close Review: Japan, what do we remember? Introduction/ Warm Up: Reading: The Way We Do It In Japan Lesson: -A Kids Life in Japan -A Kids Life in the United States Letter -Comprehension Strategy Activity Close Work on Group Projects

Teacher Assessment: Teacher will assess students on their Venn diagrams.

Comprehension Strategy Assessment Ticket Out the Door: Out of the Four Countries, which one would you like to visit the most? Explain why.

Teacher Assessment: Teacher will check the status of students projects each day. On the last day, before presentations, the teacher will have the Project Checklist to ensure the students have all the components to their projects and that they are complete.

14

All 4 Countries

Presentations

Rubric Assessment

Day 1

Objectives
Students will be able to: -identify the region and culture of the country Russia -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
23 copies of Look What Came From Russia Structure Note Taking Sheets Index Cards for Ticket Out the Door

Activities
Introduction/ Warm Up: Look What Came From Russia Lesson: -SMART Board Exploring: Russia -Reading about Russia -Comprehension Strategy Activity: Structured Note Taking -Short Video: Russian Children Lullaby (YouTube) Close

Assessment/Reflection
Ticket Out the Door: What would you see if you visited Russia tomorrow? Would you like to visit Russia? Why or why not?

Resources
Look What Came from Russia by Miles Harvey

Find People and Places http://kids.nationalgeographic.com/kids/places/find/russia/ Russian Children Lullaby (YouTube) Billmeyer, Rachel Teaching Reading in the Content Areas: If Not Me Then Who? Structured Note Taking pgs. 137-138

Day 2 Objectives
Students will be able to: -identify the region and culture of the country Russia -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
1 copy of The Magic Nesting Doll Writing Journals 23 copies of Russian fact sheet

Activities
Review: Russia, What do we remember? Introduction/ Warm Up: Reading: The Magic Nesting Doll Lesson: -Read Article: A Kids Life in Russia -Go over Russian Facts -Write in the Voice of a Russian Child Close

Assessment/Reflection

Teacher Assessment: The teacher will use the students writing journals to assess them. The teacher will be looking for specific facts about Russia in their writing.

Resources
The Magic Nesting Doll by Jacqueline K. Ogburn and Laurel Long A Kids Life in Russia http://library.thinkquest.org/CR0212302/russia.html Fact Sheet: Kids from Russia (Fact Monster)

Day 3 Objectives
Students will be able to: -identify the region and culture of the country India -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
23 copies of Look What Came From India Indian Music CD 23 Venn Diagram templates Index cards for Ticket Out the Door

Activities
Introduction/ Warm Up: -Review what we learned about Russia. -Introduce new country: India -SMART Board Exploring: India Lesson: -Reading: Look What Came from India

-Create a Venn diagram: Russia vs. India -Listen to Indian Music Close

Assessment/Reflection
Teacher Assessment: The teacher will assess students using their Venn Diagrams. Ticket Out the Door: Describe 3 things that come from India. What was one fact that Wowed you?

Resources
Look What Came from India by Miles Harvey Find People and Places http://kids.nationalgeographic.com/kids/places/find/india/ Billmeyer, Rachel Teaching Reading in the Content Areas: If Not Me Then Who? Venn Diagram pgs. 102-103

Day 4 Objectives
Students will be able to: -identify the region and culture of the country India -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
1 copy of the story The Drum 23 copies of Story Frame Template 23 copies of Indian Fact Sheets

Activities
Review: India, What do we remember? Introduction/ Warm Up: Reading: The Drum Lesson: -Reading: A Kids Life in India -Go over India Fact Sheet -Illustrate one scene from the story The Drum. - Comprehension Strategy Activity: Story Frame Close

Assessment/Reflection
Discussion: What did we learn from our story The Drum today? Comprehension Strategy Assessment

Resources
The Drum: A Folktale from India by Rob Cleveland Illustrated by Tom Wrenn A Kids Life inIndia http://library.thinkquest.org/CR0212302/india.html Fact Sheet: Kids from India (Fact Monster) Billmeyer, Rachel Teaching Reading in the Content Areas: If Not Me Then Who Story Frame pgs. 95-96

Day 5 Objectives
Students will be able to: -identify the region and culture of the country Egypt -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
23 copies Look What Came From Egypt Writing Journals Clay for Pyramids

Activities
Introduction/ Warm Up: -Review what we learned about India -Introduce new country: Egypt. -SMART Board Exploring: Egypt Lesson: -Reading: Look what Came from Egypt - Journal Write: What would you do if you lived in Egypt? - Make your own pyramid out of clay. Close

Assessment/Reflection
Teacher Assessment/Ticket out the Door: The teacher will use the students Journal Write as the assessment for today.

Resources
Look What Came from Egypt by Miles Harvey People and Places http://kids.nationalgeographic.com/kids/places/find/egypt/

Day 6 Objectives
Students will be able to: -identify the region and culture of the country Egypt -understand that different countries have different customs -make connections to the text they are reading

-use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
1 copy Were Sailing Down the Nile 23 copies of Egypt Facts 23 copies of Egyptian Tall Tales 23 copies of Structured Note Taking Template

Activities
Review: Egypt, What do we remember? Introduction/ Warm Up: -Reading: Were sailing down the Nile -Go over Facts about Egypt Lesson: -Read 3 Tall Tales of Egypt. -Comprehension Strategy Activity: Structured Note Taking -Create your Egyptian own tall tale Close

Assessment/Reflection
Comprehension Strategy Assessment

Resources
Were Sailing down the Nile by Laurie Krebs Illustrated by Anne Wilson Ancient Egypt for Kids 3 Tall Tales by Egyptologist Jacques Kinnaer http://egypt.mrdonn.org/talltales.html Fact Sheet: Kids from Egypt (Fact Monster) Billmeyer, Rachel Teaching Reading in the Content Areas: If Not Me Then Who? Structured Note Taking pgs. 137-138

Day 7 Objectives
Students will be able to: -identify the region and culture of the country Japan -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
23 copies Look What Came From Japan 23 Venn Diagram Templates Origami Paper and Instructions (Talking Dog, Ladybug, and Sailboat)

Activities
Introduction/ Warm Up: -Review what we learned about Egypt. -Introduce New Country: Japan Lesson: -Reading: Look What Came from Japan -SMART Board Exploring: Japan - Create a Venn diagram: Egypt vs. Japan -Origami Close

Assessment/Reflection
Teacher Assessment: Teacher will assess students on their Venn diagrams.

Resources
Look What Came from Japan by Miles Harvey

People and Places http://kids.nationalgeographic.com/kids/places/find/japan/ Billmeyer, Rachel Teaching Reading in the Content Areas: If Not Me Then Who? Venn Diagram pgs. 102-103

Day 8 Objectives
Students will be able to: -identify the region and culture of the country Japan -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
1 copy The Way We Do It In Japan 23 copies facts about Japan Loose leaf paper 23 copies Character Map Template Index cards for Ticket Out the Door

Activities
Review: Japan, what do we remember? Introduction/ Warm Up: Reading: The Way We Do It in Japan Lesson: -Character Map- A Child of Japan -A Kids Life in Japan -A Kids Life in the United States Letter -Interesting Facts About Japan Close

Assessment/Reflection
Comprehension Strategy Assessment Ticket Out the Door: Out of the Four Countries, which one would you like to visit the most? Explain why.

Resources
The Way We Do It in Japan by Geneva Cobb Iijima Illustrated by Paige Billin-Frye A Kids Life in Japan http://library.thinkquest.org/CR0212302/japan.html Interesting Facts about Japan http://www.tooter4kids.com/Japan/interesting_facts.htm Billmeyer, Rachel Teaching Reading in the Content Areas: If Not Me Then Who Character Map

Day 9-13 Objectives

Students will be able to: -identify the region and culture of the countries Russia, Japan, India and Egypt -understand that different countries have different customs - make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials
***Children Unique*** May Bring Their Own Materials from Home to Make their Projects Poster Boards Markers Scissors Glue/Rubber Cement

Construction Paper Computers (To Print Out Pictures)

Activities
Group Project: Students will be places in groups to complete a project on one of the four countries we studied. Each student in the group will have to participate. The students will need the following on their poster boards: The name of the Country The flag of the Country What they like to eat What type of clothing do they wear What do the children do in the Country Students Choice: 1 interesting fact The poster board will have to include pictures and captions of the pictures. Students will have to make the posters nice and neat as well.

Assessment/Reflection
Teacher Assessment: Teacher will check the status of students projects each day. On the last day, before presentations, the teacher will have the Project Checklist to ensure the students have all the components to their projects and that they are complete.

Day 14 Objectives
Students will be able to: -identify the region and culture of the countries Russia, Japan, India and Egypt -understand that different countries have different customs -make connections to the text they are reading -use comprehension strategies to better understand the text

Nevada State Standards

G6. [6-8].1: Describe physical and human features, i.e., cultural characteristics, of places and regions in Nevada, the United States, and the world. G6. [6-8].7: Compare how cultural characteristics affect different points of view with regard to places and regions.

Materials

Students will need to bring their poster board to class today for presentations. Project Rubrics for each groups

Activities
Presentations

Assessment/Reflection
Project Rubric

Worksheets
Structured Note-Taking
Write Topic Here _____________________________

What would you see if you visited this country?

What do the kids in this country like to do? What do they like to eat?

Where would you go if you could visit this country? Why?

Character Map Directions: Describe 6 things about a character using this map, and then draw them using the stick figure.

Venn Diagram

Story Frame In this story the problem starts when__________________________ _______________________________________________________. After that_______________________________________________ _______________________________________________________. Next,__________________________________________________ ______________________________________________________. Then,_________________________________________________ ______________________________________________________. The problem was finally solved when________________________ ______________________________________________________. The story ends with______________________________________ ______________________________________________________.

Project Rubric
Teacher Name: Ms. Moore

Student Name:

________________________________________

CATEGORY Preparedness

4
Student is completely prepared and has obviously rehearsed.

3
Student seems pretty prepared but might have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Props

Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student is able to accurately answer almost all questions posed by classmates about the topic.

Student uses 1 prop Student uses 1 prop that shows which makes the considerable presentation better. work/creativity and which make the presentation better. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic.

The student uses no props OR the props chosen detract from the presentation.

Comprehension

Student is unable to accurately answer questions posed by classmates about the topic.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most Stays on topic some It was hard to tell (99-90%) of the time. (89%-75%) of the what the topic was. time.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Origami Directions Talking Dog

1. Start with your paper white side up.Fold in half then open.

2. Fold the top corner down to the bottom corner.

3. Fold the two top corners down to the points shown

4. Fold the uppermost layer of the bottom corner up a little way

5. Fold this layer up again, from the top of the triangle as shown

6. Add eyes and a nose to the dogs face. If you like you can even add a tongue!

Finished Talking Dog! To make your dog talk, hold the model by the ears and move back and forwards shown by the arrows.

LadyBug

1. Start with a square piece of paper, white side up. Fold in half.

2. Fold this triangle in half, crease well then open.

3. Fold the top 2 corners downwards, but not right to the centre line: leave a little gap.

4. Turn model over. Fold down top corner to the centre point of the model.

5. Now fold this corner upwards, and flatten.

6. Turn back over. Finished Ladybug

Sailboat

1. Start with a square piece of paper, white side up. Fold the paper in half, then open.Cut the paper in half along this crease.

2. With one of the triangles, fold in half, and open.

3. Fold the top corner downwards to meet the bottom edge of the triangle

4. Fold the two bottom corners upwards to meet together in the middle.

5. Fold the bottom corner up to the centre of the model. Then turn the model over.

Finished Sail boat. Now you can make another one with the other triangle, and you will have two sail boats!