Description

Students are given their "Global Folders" and the teacher explains to them how it will be used throughout this learning unit. The teacher introduces the global issue of: challenges children face in trying to go to school around the world. This lesson was taught to my dual language students in English during their social studies content time. All available resources are provided in English.

Content

Student Engagement/Motivation

The teacher will begin the lesson by asking students to think of the things they love most about their school. The students will turn and share their thoughts to a nearby partner. The teacher will ask a few students to share what they love most about their school. The teacher will give the students the, List of favorite things about school (in attachments). The students will work at their tables or desks to write down ten things they love most about their school.

Learning Targets and Criteria for Success

Learning Target:

I can participate in conversations with my peers on a topic.

I can write information to convey ideas about a topic.

I can use a globe or a map to locate countries on a map.

I can use a globe or a map to locate the seven continents.

Criteria for success:

I will participate in class discussions and define what a challenge is and what education means.

I will write information in a Send My Friend To School Table (see attachments), every time I learn about a new "friend" who can't go to school.

I will locate Nigeria on a globe or a map.

I will locate the seven continents on a globe or a map.

Supplies/Resources

Supplies:

• Global Folders with prongs or a 3 ring binder, for each student
• Chart paper
• Markers
• Pencils
• Computer
• Projection Device
• Smartboard/board
• Copies of List of favorite things aboutschool, handout (in attachments), for each student.
• Copies of the Send My Friend To School Table, handout, (see attachments), copied front and back for each student.
• Copies of List of challenges (see attachments), for each student.
• World map or globe (or an online maps)

Resources:

• http://www.sendmyfriend.org/
• https://www.sendmyfriend.org/resource/sefiyat-from-nigeria-film/

Learning Tasks and Practice

(Day 1)-- 45 minutes

1.   The teacher will give each student their Global Folder (see attachments for a photo example) in which the students will use to put any document related to this global learning unit. This can be a 3-ring binder with pockets or a 3-pronged folder with pockets. The teacher will emphasize to the students to keep it organized and clean. The teacher will demonstrate how to add pages to their folder when necessary. The teacher will hole-punch all assignments and activity sheets for the Global Folder prior to the lesson.

2.   After the students complete their list on the List of favorite things aboutschool (see attachments), the students can volunteer to share their completed list of what they like most about their school with their classmates. The students will put this list in their Global Folder as the first document in their folder.

3.   Next, the teacher will create a graphic organizer that says: "What is a challenge?" (See attachments for photo example). The students will help generate ideas for a definition of a challenge, and the teacher will write what the students say in the graphic organizer.

4.   Next, the students will make a list of challenges (see attachments) that they have at school or at home that make it difficult for them to learn. The teacher will assist the students by giving them some concrete examples that will help them get started, such as having a large family living at home; sharing a room with a sibling; not having clean clothes to wear in the morning; not enough money to buy food for the house; not having a way to get to school; not having books at home to read; parents work a late shift and you don’t see them often, etc.

5.  The students will sit down at their desks to work on their list of challenges. This list will get added to the Global Folder when they complete it.

6.   Next, the teacher will gather the students to discuss what “education” means to them. The teacher will make an education graphic organizer (see attachments for photo example) on chart paper. The teacher will call on students to share what education means to them. The teacher will write down the ideas that come to the students’ minds on the education graphic organizer.

7.   The teacher will explain to the students that the following day, they will dig deeper into the topic of challenges in education and what that means to some children around the world.

(Day 2)-- 45 minutes

1. The teacher will introduce the global issue of: challenges children face in trying to go to school and get an education around the world. 
2. The teacher will tell the students that they will be learning about children all over the world who are challenged because they want to go to school but they cannot based on some type of challenge that holds them back from receiving an education. 
3. The teacher will introduce this website: Send My Friend To School: http://www.sendmyfriend.org/ by pulling it up on the computer and projecting it using the Smartboard/board. The teacher will explain how it is an organization from the UK that works together to help children all over the world go to school. They are here to educate people on the issue of, access to schools/education and help create a voice to help those students go to school or have a school. 
4. The teacher will show the students this video from the Send My Friend to School website: Sefiyat’s Story: https://www.sendmyfriend.org/resource/sefiyat-from-nigeria-film/. This is a video about a girl who is challenged because of a dangerous river she has to cross in order to go to school each day.
5. After the students watch the video, the teacher will ask the following questions to the students: "Why couldn't’t Sefiyat go to school?" "What was her biggest challenge?" (The river; her gender). "Where was Sefiyat from?" (Nigeria). The teacher will use a map, globe or resource of a map to have students locate Nigeria on the map? The teacher will ask, "What continent is Nigeria in?" The teacher will use a map, globe or online resource of a map to have students locate the continent where Nigeria is found. The teacher will ask, "What were the girl’s feelings and emotions for not being able to go to school? How did she feel? What are her hopes and dreams?" These questions are used to complete the, Send My Friend to School Table (see attachments).
6. Next, the teacher will introduce to the students the, Send My Friend to School Table, handout. The teacher will model how to fill out the Send My Friend to School Table, handout, using information from the video they watched about Sefiyat’s Story. The teacher will model by using a large version of it that the teacher will create on chart paper, Send My Friend to School Teacher Cart (See attachments for photo example). Please note that the Send My Friend to School Table, handout, will be placed in the students' 3 ring Global Folder, after completing it, but it will be placed in the side pocket. This handout will be used often throughout this unit and must be able to come out easily.

Technological Engagement

The teacher will use the computer and Smartboard/board in this lesson to give the students a virtual tour of the website, http://www.sendmyfriend.org. Also, the teacher will use the Smartboard/board to show the students a video that highlights one child's challenge in Nigeria, named Sefiyat, in trying to go to school, https://www.sendmyfriend.org/resource/sefiyat-from-nigeria-film/.

Collecting and Documenting Evidence of Learning

•  Information about Sefiyat written on the, Send My Friend to School Table (see attachments) after watching Sefiyat's story from the website, "Send My Friend to School.
• Informal assessment of observations of student engagement during the video and discussions.

Student Self-Reflection and Action Steps

The students really enjoyed getting their Global Folder. They were excited to have another folder, labeled with his/her name, in which they could add work to.

Some students really wanted to keep their List of Challenges private and did not want students to read it. Some students were embarrassed about it and didn't want to share with the class.

Extended Learning Opportunities

Students who complete their Send My Friend to School Table handout early, can write a reflection on notebook paper or a writing journal that states their feelings and emotions after watching the video of Sefiyat's story from the Send My Friend to School website.

Teacher Reflection of Learning

Using technology and the use of the video from the website, Send My Friend to School, really helped to capture the students' engagement. I noticed that the students were expressing a lot of emotions after watching Sefiyat's story from the video. I enjoyed seeing the students' excitement as they each received their new Global Folders.