Patrice Bacote

EDTC 645: Integration of technology: Global Perspectives

Global Classroom Module: Lesson Plan Assignment
July 17, 2018
Joseph Wieczorek
Pre- Planning Template

Here is a copy of the Pre-Planning Template that I submitted. The template includes edits

which are explained in the “Statement of Revisions Made” section:

Global Lesson Plan: Planning Template

EDTC 645

Designer Patrice Bacote

Summary My global lesson plan idea is for students to complete the Journal

Swap for Peace activity found on the https://knowmyworld.org

website (Know My World LLC., 2015). Students will work

independently, in small groups, and sometimes as a class to create

digital journals to swap with a class of students in the Philippines.

The goal of the unit/lesson is for students draw conclusions about

the struggles in the Philippines and to learn about how

understanding the culture of Filipino people can help foster

effective communication (Crockett, 2017).

School and Student This Global Classroom Module has been created for a class of
Background
forty-five 6th grade students attending public school in Prince

George’s County, MD. The students attend Princeton Elementary

School, a small school in Suitland, MD.

The chart below highlights some important demographic

information about my students:

Number of Students 45
 Male 31

Female 14

SPED 2

2 (one high-performing
LEP
and one low-performing)

African American 38

Hispanic 7

TAG 2

FARMS 31

Time Frame The lessons included in this Global Classroom Module will take

place during a 6-week time frame. During the first three weeks,

students will learn about the geography and history of the

Philippines. Students will also learn about socio-economic issues

faced by Filipino citizens today. During the last three weeks of

the module, students will complete the Journal Swap activity and

their summative assessment.

Global Classroom Module Time Frame

Part I: The ● Week 1- Geography of the Philippines

● Week 2- History of the Philippines
Philippines
 ● Week 3- Filipino Social Economic
Issues
Part II: Comparing ● Weeks 4-5- Journal Swap for Peace
Activity- A Day in the Life of a
Cultures Filipino Child
● Week 6- Applying Knowledge:
Similarities and Differences Essay or
Webpage

Subject & Reading/Social Studies Grade 6

Grade Level

Proposed Topic and The topic for this unit is centered around what it is like to
Rationale
be a student/child in the Philippines. The reason I chose this topic

is not only because I want students to know what life is like in

other countries, but also to provide them with an opportunity to

compare their lives to other cultures, draw conclusions about the

economics and culture in the Philippines and use technology in an

effective, meaningful way.

The global learning outcome that I hope to accomplish by

the end of this unit, as stated by AAC&U (2018) is for my

students to “become informed, open-minded, and responsible

people who are attentive to diversity across the spectrum of

differences”. As of right now, the majority of my students are

unaware of the differences between their own lives and culture

and the lives and cultures of individuals living in other countries.

Some of my students have never left the state of Maryland. I want

to find ways to help my students learn about other countries

across the globe so that we can think of ways that we can help
 others beyond our community, internalize practices that we can

learn (“takeaways”) from other cultures to improve life in

America, and be more aware of and respectful towards

differences in cultures.

Global Network You https://knowmyworld.org

Plan to Use

Key Challenges Initially I thought that the greatest problem I would encounter

would be a language barrier. After researching the country, I

discovered that most professionals in the Philippines speak

English well enough to communicate simple messages and many

speak English fluently. Now I believe that the greatest struggle I

may run into is finding a class that has consistent access to

technology.

To overcome this issue, I will communicate with the classroom

teacher in the Philippines prior to the lessons. We can discuss the

best ways to use technology to share information and decide

which digital tools (Google Classroom, student blogs, etc.) would

work best for our project.

Prior Knowledge Students must have prior knowledge in the following areas in

order to successfully complete this project:

● Using a computer to type, research, communicate and

collaborate
 ● Creating and Uploading Videos

● Google Classroom

● Creating a Webpage

● Inserting Media into a presentation

● Making and uploading screencasts

To assess whether students have the required prior knowledge, I

will have students complete a “App Task Challenge”. The

challenge will be presented to students in Google Classroom and

will require them to complete a Google Slides template. Each

slide will ask them to do something different. Some example

tasks are:

● Type a paragraph about yourself. Put your name in bold

font and underline the most important thing.

● Type the name of a country you want to visit. Change the

font to Arial and the font size to 14.

● Insert a video about the Philippines from YouTube.

● Find 3 pictures of a classroom in the Philippines and insert

them on this slide.

● Record a 90 second video about how to find the central

idea of a text using your laptop, save it to your Google

Drive folder, and insert the video into this slide.

 ● Make a screencast that could teach someone how to

submit work in Google Classroom. Insert the Screencast

here.

● Share this Slides presentation with your teacher and one

other person

This “App Task Challenge” will be useful because it will 1) allow

me to see which students are struggling, 2) address small

misconceptions and/or lack of knowledge right away, 3) plan

whole group lessons for tasks that many students struggled with,

and 4) give students a chance to ask questions.

Standards State Standards

Social Studies (NCSS, 2013)

● D1.5.6-8. Determine the kinds of sources that will be

helpful in answering compelling and supporting questions,

taking into consideration multiple points of views

● D2.Geo.4.6-8. Explain how cultural patterns and

economic decisions influence environments and the daily

lives of people in both nearby and distant places.

● D2.Geo.5.6-8. Analyze the combinations of cultural and

environmental characteristics that make places both

similar to and different from other places.

● D2.Geo.6.6-8. Explain how the physical and human

 characteristics of places and regions are connected to

human identities and cultures.

● D3.3.6-8. Identify evidence that draws information from

multiple sources to support claims, noting evidentiary

limitations.

English Language Arts (National Governors Association

Center for Best Practices, Council of Chief State School

Officers, 2010).

● W.6.2- Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant

content.

● W.6.3- Write narratives to develop real or imagined

experiences or events using effective technique, relevant

descriptive details, and well-structured event sequences.

● W.6.4- Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience.

● W.6.6- Use technology, including the Internet, to produce

and publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of

keyboarding skills to type a minimum of three pages in a

single sitting.
ISTE Standards (ISTE, 2018)

● Standard 7: Global Collaborator

○ 7a- Students use digital tools to connect with

learners from a variety of backgrounds and

cultures, engaging with them in ways that broaden

mutual understanding and learning.

○ 7c- Students contribute constructively to project

teams, assuming various roles and responsibilities

to work effectively toward a common goal.

○ 7d- Students explore local and global issues and

use collaborative technologies to work with others

to investigate solutions.

● Standard 6: Creative Communicator

○ 6a- Students choose the appropriate platforms and

tools for meeting the desired objectives of their

creation or communication.

○ 6d- Students publish or present content that

customizes the message and medium for their

intended audiences.

● Standard 1: Empowered Learner

○ 1a- Students articulate and set personal learning

goals, develop strategies leveraging technology to

achieve them and reflect on the learning process

Pre-Lesson Steps Necessary steps to connect with another classroom and teacher

before introducing the lessons to your students:

● Find a teacher in the Philippines with similar goals for

his/her students

● Connect with the teacher in the Philippines using email or

video conferencing

● Discuss the project outcomes (what do we want our

students to learn from this global connection project)

● Decide how we will overcome language barriers if any are

present

● Choose digital/ Web 2.0 tools that best support the

students in both countries

● Discuss what kinds of technology are available for student

use

● Discuss and create parental consent forms

Technology Use Technology will be used to:

● Contact the teacher/class in the Philippines

● If possible, do a live video conference with class in the

Philippines

● Create vlogs of students’ lives in school

● Share digital journals

● Create websites for summative assessment

 ● Take photos (iPads and smartphones)

● Share photographs into a shared Google Drive Folder

● Create digital presentations using Google Slides

● Submit work

● Explore resources (videos, webpages, articles, maps)

about the Philippines

Essential Question(s) • What is life like for 6th graders in other countries?

• How is my life similar to and different from the life of a

6th grader from another country? Why do these similarities

and differences exist?

Differentiated SPED→ The special education students in my classroom struggle

Instruction
with reading on grade level, internalizing/understanding complex

concepts, and producing writing. In order to differentiate for these

students, I will allow them to use text-to-speech software to listen

to articles and text instead of having to read independently,

scaffold lessons and encourage the use of graphic organizers, pair

SPED students with higher-performing students, utilize SPED

teachers and allow students to use a voice recording web tool or

app to record thoughts to be transferred to paper later.

TAG→ My TAG students are above grade level readers that

quickly pick up concepts and finish work. In order to keep these

students engaged throughout the unit, I will provide them with a

choice matrix that I have filled with activities they can complete

once their work is done. Some examples of activities that will be

included in the matrix are:

• Plan a trip to the Philippines- How will you get there and

what hotel will you stay in. What will you need to bring

and why? What are 4 activities you will do there? What

are some important customs to keep in mind while you are

there?

• Create a brochure to persuade people to either come to the

Philippines or help the Philippines in some way.

• Build a model of one landform you can find in the

Philippines. Create a poster that tells all about the

landform.

LEP→ The limited English proficient students in my classroom

struggle with organizing writing, editing their own writing, and

understanding some concepts due to limited background

knowledge. In this case, the entire class will have limited

background knowledge about the Philippines so I will focus on

differentiating the writing activities. LEP students will:

● Be provided with sentence frames and/or an exemplar for

 extended writing activities

● Have access to a writing checklist that will remind them to

go back and check for mistakes in punctuation,

capitalization and grammar

● Be allowed to use a thesaurus or children’s dictionary to

help with spelling and word choice

Starting Activity for To start off this lesson, I plan to break students into four groups.
Module
Groups will complete four rotations. In each rotation, students

will read or watch something about the Philippines. After each

rotation, students will hold discussions with their group members

and add information to graphic organizers. The graphic organizers

will have the following questions:

● What conclusions can you draw about the Philippines?

● What information challenged, changed or confirmed your

thinking about life in the Philippines?

● What did you see/read that reminded you of your own

life?

● What did you see/read that is different from life in the

United States?

Rotations

● Rotation 1: Explore website

(https://www.blackpencilproject.org/). The website

 describes what life is like for Filipino children in rural

areas. It also gives many facts about Filipino children and

schools.

● Rotation 2: Read the short essay by Renella, “I Am

Filipino” https://www.booksie.com/posting/renella/i-am-

a-filipino-80660

● Rotation 3: Watch the YouTube video “Philippines A Day

at School”

https://www.youtube.com/watch?v=0L156voW_YQ

● Rotation 4: Watch the YouTube video “Focus on

Philippines! Country Profile and Geographical

Information”

https://www.youtube.com/watch?v=NXovEYsng1c

After all rotations are completed, students will come together as a

class and share information from their graphic organizers. We

will then come up with a list of questions about life in the

Philippines. The list of questions will give us a “focus for

learning” for the Journal Swap for Peace project.

Summary of Two Lesson Lesson 1: Students will work in groups of 2-3 to create a class
Plans:
video presentation about a school day in America. We will cover

the following topics: getting to school, morning routine, specials

 (art, music, P.E., media), technology, grade levels, school rules

and student expectations, subjects studied in school, lunch, dress

code, homework. We will use iPads to make videos and then

combine the videos into one presentation to send as a group

journal activity.

Lesson 2: Students will use cellphones and iPads to create a photo

presentation of their community. Students will take pictures at

school, at home, and when they are out and about in their

community. Each student will be required to submit 7 photos

along with an explanation of why the photograph would be

important/useful for a student in the Philippines. All photos will

be compiled into a shared Google Drive file so that he teacher can

approve photos. Once approved, students will add photos to

Journal Swap for Peace presentations along with interesting and

useful captions.

Summative Assessment The final assessment of the Global Classroom Module will

require students to either write an essay or create a webpage that

compares life in the Philippines to life in America. No matter

which assessment they choose, students will be required to meet

the same expectations. Students will need to:

 ● Give an overview about the Journal Swap for Peace

project (paragraph one or homepage on website)

● Discuss what was learned about life in the Philippines

using at least three specific examples from the Journal

Swap for Peace activity (paragraph 2 or link on website)

● Discuss how life for 6th graders in the Philippines is

similar to and different from life from 6th graders in the

United States (paragraph 3 and 4 or 2 separate links on

website)

● Discuss how learning about the life of one class in the

Philippines helped them to draw conclusions about what

could be going on in the country as a whole (concluding

paragraph or link on website)

The last two bullet points are reflective of the essential questions

for the unit.

Statement of Revisions Made

I received the following feedback on my template:

“I don't ever remember seeing HIGH-CRIME as part of demographics. How is that

information known? You might consider, for this purpose, to look at a very specific

element of what you want to compare. An overarching/essential question might help you

there. The essential question you have is a bit broad and may be too vague for what you

want to accomplish”.

Based on the feedback I received, I decided that it was important for me to make some
revisions before submitting the final assignment. First I did some research on what the word

demographics actually means. I found out that demographics has less to do with the surrounding

community and more to do with the exact population of students that the lesson is being prepared

for. I decided to take out “high-crime” and include the following demographic information:

number of students, male students, female students, ELL, TAG, SPED, FARMS, and ethnicity.

I also took another look at my essential questions. The essential questions that I included

in the pre-planning template were:

• How can one individual’s experience reflect the struggles of an entire nation?

• How does our understanding about the culture of a people help us communicate with

them most effectively?

(Crockett, 2017)

Knowing that these questions were too broad, I reviewed my module and began to think about

the “umbrella topic” (or overarching theme) that all of the lessons I planned would fit under. I

came to the conclusion that maybe this Global Classroom Module could be thought of as a unit

plan, and the Philippines is just one of many countries that we will learn about. With this in

mind, I changed my essential questions to:

• What is life like for 6th graders in other countries?

• How is my life similar to and different from the life of a 6th grader from another country?

Why do these similarities and differences exist?

Lesson Plans
Lesson Plan 1

Title School in America vs. School in the Philippines

Grade/Subject Area Grade 6/Reading and Social Studies
Concept/Topic Students will work in groups of 2-3 to create a class video presentation

about a school day in America. We will cover the following topics:

getting to school, morning routine, specials (art, music, P.E., media),

technology, grade levels, school rules and student expectations, subjects

studied in school, lunch, dress code, homework. We will use iPads to

make videos and then combine the videos into one presentation to send

as a group journal activity.

Length of Lesson Four 50-minute Sessions

Standards Addressed State Standards

Social Studies (NCSS, 2013)

● D2.Geo.4.6-8. Explain how cultural patterns and economic

decisions influence environments and the daily lives of people in

both nearby and distant places.

● D2.Geo.5.6-8. Analyze the combinations of cultural and

environmental characteristics that make places both similar to

and different from other places.

● D2.Geo.6.6-8. Explain how the physical and human

characteristics of places and regions are connected to human

identities and cultures.

English Language Arts (National Governors Association Center for

Best Practices, Council of Chief State School Officers, 2010).

 ● W.6.4- Produce clear and coherent writing in which the

development, organization, and style are appropriate to task,

purpose, and audience.

● W.6.6- Use technology, including the Internet, to produce and

publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a

minimum of three pages in a single sitting.

ISTE Standards (ISTE, 2018)

● Standard 7: Global Collaborator

○ 7a- Students use digital tools to connect with learners

from a variety of backgrounds and cultures, engaging

with them in ways that broaden mutual understanding

and learning.

○ 7c- Students contribute constructively to project teams,

assuming various roles and responsibilities to work

effectively toward a common goal.

● Standard 6: Creative Communicator

○ 6a- Students choose the appropriate platforms and tools

for meeting the desired objectives of their creation or

communication.

○ 6d- Students publish or present content that customizes

the message and medium for their intended audiences.

● Standard 1: Empowered Learner

 ○ 1a- Students articulate and set personal learning goals,

develop strategies leveraging technology to achieve them

and reflect on the learning process

Lesson Objectives • Students will be able to use smartphones and laptops to create an

audio-visual presentation that reveals important aspects of public

school in Prince George’s County.

• Students will compare and contrast a public-school day in Prince

George’s County, United States with a public-school day in

Cebu City, Philippines.

Procedures for Teacher Day 1- 50 Minutes

• Introduce the lesson: Ask students- How do you think your

school day differs from the school day of a student in another

country?

• Tell students that they will be participating in a global activity

entitled “Journal Swap for Peace”. Tell students that they will

create digital journal entries to share with students in the

Philippines and they will, in turn, share digital journals with

them.

• Pass out note-taking sheet. Explain to students that they must

take notes on 1) similarities they see between their school day

and the school day of the children at BK Birla Centre for

Education in India and 2) major differences.

 • Show video: “A day on BK Birla school, the best cbse school in

India” (BK Birla Centre for Education, Pune, 2014).

• After video, have students turn-and-talk to their table mates

about the similarities and differences they saw.

• Use equity sticks to have students share similarities and

differences. Have one student chart responses on a digital note-

taking sheet.

• Regain the attention of the class. Tell the class that the first

digital journal entry that they will send to the students in the

Philippines will be a video presentation about what it is like to

go to their school in America.

• Tell students that the things that were different (morning

routines, lunch, classroom setup, etc.) in the video are the parts

of their school day they will focus on in their class video

presentation.

Days 2-3

• Display the list of differences from the previous day.

• Turn each difference into a topic (for example- if students said

the students in the video sleep at school but we walk, ride buses,

or ride in vans to get to school, this statement could be turned

into ‘Getting to School’)

• Break class into groups of 3-4. Be sure to create groups of mixed

abilities.
 • Assign each group a topic to cover.

• Have each group meet to plan out what they will say in their 90

second informational videos).

• Send groups with tablets (one tablet for each group) to various

locations in the school to record their videos (i.e. the students

recording the video about lunch time could go to the cafeteria).

To ensure that students are being monitored during the activity,

you may be able to get parent volunteers or staff members to

help out.

• After groups record videos, have students come back to the

classroom and begin uploading videos to YouTube.

• Have each group upload their video onto the correct slide in the

shared Google Slides presentation. Google Slides link will be

shared via Google Classroom.

Note: Teacher will upload a video introduction.

• Send the video presentation to the 6th grade class of students

located in the Philippines and wait for their response before

moving on to Day 4.

Day 4

• Once students receive a response from the students in the

Philippines, have students predict some similarities and

differences they may see in the video.

• Play the video sent from the Philippines.

 • Have students complete a Changed, Challenged or Confirmed

worksheet. Students will take notes about how the video

response either changed, challenged or confirmed their thinking

about what it could be like being a Filipino student.

• Have students share thinking.

• Complete the activity described in the ‘Assessment’ part of the

lesson plan.

Technology Requirements • Laptops to put together presentations

• Internet Connection

• Access to G Suite (Docs and Slides)

• Tablets to record videos

Resources Used Rubric:
http://www.phschool.com/atschool/writing_grammar_08/pdfs_6_7_8/r_
comp_cont.pdf

Video:
https://www.youtube.com/watch?v=EfoCLW7kOu0&t=84s

Assessment Objective: Students will compare and contrast a public-school day in

Prince George’s County, United States with a public-school day in Cebu

City, Philippines.

Assessment: Students will use the knowledge they’ve gained about life

in the Philippines to 1) write an essay, 2) create an infographic, or 3)

create a Slides presentation that compares and contrasts a public-school

day in Prince George’s County, United States with a public-school day

in Cebu City, Philippines.

Students will be scored using the following rubric:

(Prentice-Hall, Inc., n.d.)
Accommodations SPED

• Allow use text-to-speech software

• Scaffold lessons

• Provide and encourage use of graphic organizers

• Pair SPED students with higher-performing students

• Utilize SPED teachers

• Allow students to use a voice recording web tool or app to

record thoughts to be transferred to paper later.

TAG

Provide TAG students with a choice matrix with meaningful activities

they can work on if they finish early:

• Plan a trip to the Philippines- How will you get there and what

hotel will you stay in. What will you need to bring and why?

What are 4 activities you will do there? What are some

important customs to keep in mind while you are there?

• Create a brochure to persuade people to either come to the

Philippines or help the Philippines in some way.

• Build a model of one landform you can find in the Philippines.

Create a poster that tells all about the landform.

LEP

● Provide sentence frames and/or an exemplar for extended

writing activities

● Be sure students have access to a writing checklist that will

 remind them to go back and check for mistakes in punctuation,

capitalization and grammar

● Allowed usage of a thesaurus or children’s dictionary to help

with spelling and word choice

Lesson Worksheets

Similarities and Differences Individual Worksheet

https://docs.google.com/document/d/1kTZsvOidr9jSuEQX6uYl5Dxx6htZcBboH2kwevxvX4E/e
dit?usp=sharing

Similarities and Differences Class Worksheet (Digital Note-Taking Sheet)

https://docs.google.com/document/d/1poBSxrNqGKo6ibODXuGt2L8x8i8D-
mlEQypVcpr7sdY/edit?usp=sharing

Changed, Challenged, Confirmed Worksheet

https://docs.google.com/document/d/1in0HPA7lKjDQldM0JDRJBlnj2-yxHfS-
9krPmkCMnbM/edit?usp=sharing

Lesson Plan 2

Title My Community: Suitland, MD

Grade/Subject Area Grade 6/Reading and Social Studies
Concept/Topic Students will use cellphones and tablets to create a photo presentation of

their community. Students will take pictures at school, at home, and

when they are out and about in their community. Each student will be

required to submit 7 photos along with an explanation of why the

photograph would be important/useful for a student in the Philippines.

All photos will be compiled into a shared Google Drive file so that he
 teacher can approve photos. Once approved, students will add photos to

Journal Swap for Peace presentations along with interesting and useful

captions.

Length of Lesson Three 50-minute Lessons

Standards Addressed State Standards

Social Studies (NCSS, 2013)

● D1.5.6-8. Determine the kinds of sources that will be helpful in

answering compelling and supporting questions, taking into

consideration multiple points of views

● D2.Geo.5.6-8. Analyze the combinations of cultural and

environmental characteristics that make places both similar to

and different from other places.

● D2.Geo.6.6-8. Explain how the physical and human

characteristics of places and regions are connected to human

identities and cultures.

English Language Arts (National Governors Association Center for

Best Practices, Council of Chief State School Officers, 2010).

● W.6.2- Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.

● W.6.4- Produce clear and coherent writing in which the

development, organization, and style are appropriate to task,

purpose, and audience.

 ● W.6.6- Use technology, including the Internet, to produce and

publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a

minimum of three pages in a single sitting.

ISTE Standards (ISTE, 2018)

● Standard 7: Global Collaborator

○ 7a- Students use digital tools to connect with learners

from a variety of backgrounds and cultures, engaging

with them in ways that broaden mutual understanding

and learning.

○ 7c- Students contribute constructively to project teams,

assuming various roles and responsibilities to work

effectively toward a common goal.

○ 7d- Students explore local and global issues and use

collaborative technologies to work with others to

investigate solutions.

● Standard 6: Creative Communicator

○ 6a- Students choose the appropriate platforms and tools

for meeting the desired objectives of their creation or

communication.

○ 6d- Students publish or present content that customizes

the message and medium for their intended audiences.

● Standard 1: Empowered Learner

 ○ 1a- Students articulate and set personal learning goals,

develop strategies leveraging technology to achieve them

and reflect on the learning process

Lesson Objectives • Students will use Google Slides to create a photo presentation of

their community.

• Students will write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.

Procedures Day 1

• Tell students that today they will take a close look at some

photographs that will give them clues about a culture.

• Share the article “55 Incredible Photos of Girls Going to School

Around the World” with students in Google Classroom.

• Have students work in groups of 4 to find 4 photographs that

stand out to them and that they were able to gain a lot of

information from.

• Groups should use the Note-Taking worksheet

(http://freeology.com/wp-content/files/generalnotetaker.pdf)to

take notes on what they learned about each culture from the 4

photographs they chose.

• Have groups share some of the photographs and notes.

• Ask students what they could take pictures of (in their home or

around their community) that could be interesting/informative to

 someone from another country (i.e. dinner table setup, parent

praying, playground, church, hills, roads, grocery store, etc.).

• Tell students that the next Journal Swap project they will

complete requires them to create a photographic presentation of

their community. The students in the Philippines will, in turn,

send photographic presentations of their communities.

• Give students 3 days to complete the following homework

assignment: Use smartphones, tablets, or cameras to take 10

pictures that you think would be interesting/informational to

someone from another country. Upload the photos into the

shared Google Drive folder (link available in Google Classroom)

for teacher review.

Day 2-3

• After all photographs have been reviewed, tell students that it is

now time for them to put together their presentations.

• Have students log into Google Classroom and go to the My

Community: Suitland, MD assignment.

• Students should start a Slides presentation. Each student should

make a presentation that is 16 slides long. Slide 1- Cover, Slide

2- Introduction, Slides 3-16 photographs along with

explanations.
 • Teacher should present writing rubric to students. The rubric

will explain how students’ writing for each explanation slide (the

ones that explain the pictures taken by the students) will be

scored.

• Teacher will show students a model to give them a better

understanding of what they are required to do.

• Once students’ presentations are completed, the teacher will

share the presentations with the students in the Philippines. The

students in the Philippines will send back a similar activity.

Follow-Up Lesson:

• Once the teacher receives the photo presentations from the

Philippines, he/she will have students create and upload videos

(using http://flipgrid.com) about how their community is similar

and different to Cebu City, Philippines.

• Students will respond to classmates’ video postings.

Technology Requirements • Laptops to put together presentations

• Internet Connection

• Access to G Suite (Slides and Google Drive)

• Tablets to take pictures

• Smartphones to take pictures

Resources Used Rubric:

https://www.sde.idaho.gov/academic/ela-
literacy/files/exemplar/grade-06/literature/Spinelli-Literature-Circles-
Smarter-Balanced-Informative-Explanatory-Writing-Rubric.pdf
 Website:
https://www.huffingtonpost.com/entry/55-incredible-photos-of-girls-
going-to-school-around-the-world_us_5aa01a8de4b002df2c6014da

Worksheet:
http://freeology.com/wp-content/files/generalnotetaker.pdf

Flipgrid:
https://flipgrid.com/

Assessment Objective: Students will write informative/explanatory texts to

examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.

Assessment: Teacher will score the writing parts of each student’s

Google Slides Presentation. Teacher will use the Smarter-Balanced
Informative –Explanatory Writing Rubric, Grades 6-11 created by
the Idaho State Department of Education (n.d.).

Rubric: https://www.sde.idaho.gov/academic/ela-
literacy/files/exemplar/grade-06/literature/Spinelli-Literature-Circles-
Smarter-Balanced-Informative-Explanatory-Writing-Rubric.pdf
Accommodations SPED

• Allow use text-to-speech software

• Scaffold lessons

• Provide and encourage use of graphic organizers

• Pair SPED students with higher-performing students

• Utilize SPED teachers

• Allow students to use a voice recording web tool or app to

record thoughts to be transferred to paper later.

TAG

Provide TAG students with a choice matrix with meaningful activities

they can work on if they finish early:

• Plan a trip to the Philippines- How will you get there and what

hotel will you stay in. What will you need to bring and why?

What are 4 activities you will do there? What are some

important customs to keep in mind while you are there?

• Create a brochure to persuade people to either come to the

Philippines or help the Philippines in some way.

• Build a model of one landform you can find in the Philippines.

Create a poster that tells all about the landform.

LEP

● Provide sentence frames and/or an exemplar for extended

writing activities

● Be sure students have access to a writing checklist that will

 remind them to go back and check for mistakes in punctuation,

capitalization and grammar

● Allowed usage of a thesaurus or children’s dictionary to help

with spelling and word choice

Lesson Worksheets

The note-taking worksheet that will be used for this lesson is included in the actual lesson plan.
 References

Association of American Colleges and Universities (AAC&U). (2018). Global learning

outcomes. Retrieved from https://www.aacu.org/global-learning/outcomes

BK Birla Centre for Education, Pune. (8 May 2014). A day on BK Birla school, the best cbse
school in India [Video file]. Retrieved from
https://www.youtube.com/watch?v=EfoCLW7kOu0

Black Pencil Project Organization. (2018). Championing the Filipino pupil. Retrieved from
https://www.blackpencilproject.org/about/

Crockett, L. W. (2017). A list of over 100 awesome essential questions examples by subject.
Retrieved from https://globaldigitalcitizen.org/100-awesome-essential-questions

Freeology. (n.d.). Blank fillable notes template. Retrieved from http://freeology.com/wp-

content/files/generalnotetaker.pdf

GEOgraphy Focus. (2015, September 26). Focus on Philippines: Country profile and
geographical information. Retrieved from
https://www.youtube.com/watch?v=NXovEYsng1c

Idaho State Department of Education. (n.d.). Smarter-balanced informative –explanatory

writing rubric, grades 6-1. Retrieved from https://www.sde.idaho.gov/academic/ela-
literacy/files/exemplar/grade-06/literature/Spinelli-Literature-Circles-Smarter-
Balanced-Informative-Explanatory-Writing-Rubric.pdf

International Society for Technology in Education. (2018). ISTE standards for students.
Retrieved from http://www.iste.org/standards/for-students

National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3)
framework for social studies state standards: Guidance for enhancing the rigor of k-12
civics, economics, geography, and history. Retrieved from
https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

National Governors Association Center for Best Practices, Council of Chief State School
Officers. (2010). Common core state standards: English language arts standards writing
grade 6. Retrieved from http://www.corestandards.org/ELA-Literacy/W/6/

Know My World, LLC. (2015). Journal swap for peace. Retrieved from
http://knowmyworld.org/journal-swap-for-peace/

Prentice-Hall, Inc. (n.d.). Exposition: Comparison and contrast essay. Retrieved from
http://www.phschool.com/atschool/writing_grammar_08/pdfs_6_7_8/r_comp_cont.pdf
Renella. (2009). I am a Filipino. Retrieved from https://www.booksie.com/posting/renella/i-am-
a-filipino-80660

Vagianos, A. & Dalen, D. (2018). 55 incredible photos of girls going to school around the world.
Retrieved from https://www.huffingtonpost.com/entry/55-incredible-photos-of-girls-
going-to-school-around-the-world_us_5aa01a8de4b002df2c6014da

White, P. (29 March 2016). Philippines a day at school. [Video file]. Retrieved from
https://www.youtube.com/watch?v=0L156voW_YQ