table of contents - kids storytelling about the world · formative and summative assessment...

TABLE OF CONTENTS

Overall Explanation 2 Structure 2 Final Project: Publishing Book 2 Complement Work/Projects with Art Teacher 3 Illustrations and Visuals 3 Methodology 3 Creativity and Children 3

Interactive Online Stories 5

Standards 9

Session-by-Session Explanation 9 Session 1: 9 Session 2: 11 Session 3: 12

Formative and Summative Assessment Questions 13

Storytelling Resources and Ideas 13

Grade 5, Unit 1 Teacher’s Manual ISBN:

Grade 5, Unit 1 Fall 2017

All Rights Reserved @2017 Global Sleepover, Forty Winks, LLC

Grade 5, Unit 1 Teacher’s Manual ISBN: 978-0-9893515-6-0 Grade 5, Unit 1, Fall 2017

1

Overall Explanation

Structure ● This Grade has two units. Unit 1 is designed for use in the Fall 2017 semester while Unit 2

is designed for use in the Winter 2018 semester.● Each unit has 12 sessions, designed for approximately 40 minutes per session. The

suggested format is twice a week, 40 minutes per session, over a period of 6-8 weeks depending on classroom pacing.

● Each Unit comes with: ○ Teacher’s Manual○ Fun Facts○ Photo Gallery○ Summative and Formative Questions○ Student Interactive Stories○ Student Activity Book○ Vocabulary Words

● Each session is divided into two parts. The first half (approximately 20 minutes) is for reading and engaging with the materials for that session. The second half (approximately 20 minutes) will be for arts and imagination based interactive activities and ongoing project-based work.

● The Interactive Stories are written and meant to be used as core learning materials. All games, activities, and lessons are centered around the stories and require prior interaction or familiarity with the stories to satisfactorily complete.

● Project-based work is a combination of individual, group or classroom-wide projects. ● Each unit culminates in a final creation/presentation. The students will work on this final

creation/presentation throughout the unit and present in Session 12.

Complement Work/Projects with Art TeacherArt projects:

● Making a book and bookbinding. Art teacher can work with students on deciding what type of book they want to create and creative ways to bind their final story. Please see links for creative ways to bind books in the Annotation and Resources page.

● Postal Stamp, Session 2● Family Seal, Session 7● Map/Timeline Session 8 and Session 10

Illustrations and VisualsAll illustrations, character drawings and visual aids such as photographs are located in the Photo Gallery and in the Student Interactive Stories document.

MethodologyThis curriculum is based on storytelling as a vehicle. Activities and assignments are based on aspects of reading and writing literacy. The facts and assignments are designed to be flexible so


2

you as a teacher can guide students, offer supplementary information, point out linkages, direct them to conduct independent research, or assist them to formulate sentences, thoughts, text.

Creativity and Children Oftentimes in our programs, children do not know what to write about creatively. Sometimes when you ask them to write a sentence or illustrate a scene, they will mimic what is being presented to them. This is a perfectly good starting point but we have found that student mimic creatively because they are nervous and unsure. Once they realize they have a creative ability, they quickly become more creative. This also happens over time and as they become familiar with the subject matter. We have found this specifically to be true for boys. If students say “I don’t know what to write about,” it can help if you tell them to start illustrating or if you give them a specific subject matter to start writing about. You and the student can build from there as the Sessions progress.

We have also found that when children have a final presentation to work towards or a project to complete over a period of time, it gives them a sense of empowerment and promotes learning. Our hope is that as they create their own characters and stories, these characters and stories become like friends to them. For this reason, encouraging them to storyboard, do draft sketches, or outline elements of their work can be useful. They don’t have to create something in one session but rather can build/create it as the Unit progresses.


3

Interactive Online Stories

Student Interactive Stories are accessible via the Grade 5, Unit 1 web page. Go to the Online Student Interactive Stories button and click to be taken to the stories.

Interactive Stories can be read on a Web Browser such as Safari, Internet Explorer, Google Chrome, etc. Stories can be read on any device that has a Web Browser (tablet, iPad, desktop computer, laptop computer, iPhone, Android phone). The stories function on operating systems such as Apple / Mac and/or PC/Windows.

Please make sure the internet is on and volume turned up to a audible level.


4


5


6


7

Standards

Each Session is detailed online (and in the Teacher’s Manual) in the following structure:

Session Goal and Corresponding Standards:Reading Assignment:

Formative Assessment Activity: How to Score the Formative Assessment Activity:

UAE Ministry of Education Standards are listed with each Session.

Grade 5, Unit 1 aligns with the following New York Standards:

● Individual Development and Cultural Identity● Interaction Between Societies● Development, Movement and Interaction of Cultures● Time, Continuity, and Change● Power, Authority and Governance● Civic Ideals and Practices

Session-by-Session Explanation

Session 1: This Session aligns with the following Ministry of Education Standards:

1.1.1.41.2.1.11.3.1.51.3.1.81.4.1.52.1.1.12.1.1.22.1.1.5

Session Goal: Student will be able to identify typical UAE and British figures that had a role in the

development of the Trucial States.Reading Assignment: Page 1-2 of Story One, The Postmaster of Dubai

Formative Assessment Activity: Trucial States Mad LibScoring the Formative Assessment Activity:

Using a scale of 1-3, rate students work with the following criteria.Score of 1: If students come up with 3-5 independent words and phrases.


8

Score of 2: If students come up with 5-7 independent words and phrases.Score of 3: If students come up with 7 or more independent words or phrases.

Reading: Class will be reading the play “The Postmaster of Dubai.” The play is structured in a way that you can instruct the class to read the play aloud (and assign characters each time) or you can instruct them to read by themselves.

Minor and major characters include:

1. Sheikh Saʻīd bin Maktūm bin Hasher Āl Maktūm, Ruler and Sheikh of Dubai 2. Charles Geoffrey Prior, British Political Agent at the British Residence, Dubai 3. Khan Sahib Hussain, Postmaster in Dubai 4. Nasereddin Ali Khan, Secretary at the British Residence, Dubai 5. Henry Tucker, Secretary - Secretary at the British Residence, Dubai 6. Fatima, Wife of Saʻīd bin Maktūm bin Hasher Āl Maktūm Ayesha, Wife of Nasereddin Ali

Khan

Formative Assessment Activity: Students will complete their own Mad Libs activity using a list of terms they create.

1. Have children fill out a list of words and phrases under each of the following categories. Examples have been provided for them in the Activity Book. Ask them to brainstorm a list of words, terms and phrases under each category. Give them a score based on the number of words, terms and phrases they come up with.

Climate/Setting of Trucial States: What do you think the Trucial States sounded and felt like? This could be in terms of climate, setting, weather, location.

Awesome Adjectives of Trucial States: List adjectives that you think could describe the Trucial States.

Things People Did During the Time of Trucial States: What do you think people did during that time period?

For example, the Climate/Setting of Trucial States category could contain phrases such as: before oil was discovered; hot desert air; Dubai; sound of prayer

3. Instruct the students to use the words and phrases they come up with to fill out the below Mad Libs. Encourage them to use a few funny words and terms as well.

The British Political Agent lived in ___________. The job of the postmaster in Dubai is to _______. When the Political Agent sent a letter to the head offices in India, ____________.


9

The Trucial Coast was known to Europeans as the Pirate Coast in the late eighteenth and early nineteenth century. The British and the Rulers of the Sheikhdoms came to many agreements and negotiations, such as the Maritime Truce. The Maritime Truce was ______________ and _____________. One day suddenly _______________showed up on the sands of the Trucial Coast.

They wished to fly in a ___________________. Instead they took a boat. On the boat, something strange happened! When ____________________ happened, the British Political Agent and the Sheikh of Dubai were shocked! But the Sheikh of Abu Dhabi __________________________.

All the way from India came __________________________. The people that worked at the East India Company also _____________________________. Everyone seemed happy and ________.


10

table of contents - kids storytelling about the world · formative and summative assessment...

Documents