Global Nomads Group - Collaborating Classrooms Educator Guide 2019-2020 by PhotoWings

COLLABORATING CLASSROOMS EDUCATOR GUIDE 2019-2020

Today there are more than two billion young people in our world. Each one of them is inherently powerful and capable of incredible humanity. They are teaching us. They inspire us. They are truly leading the way. Young people have access to information, the ability to connect with others, and the opportunity to shape our world in ways that are unlike anything we could have imagined. In 1998, when Global Nomads Group (GNG) was founded, we needed to create the conditions that allowed young people to connect across difference and distance. We had to bring video conferencing equipment into remote areas so that these connections could happen for youth no matter where they lived. Today, in many parts of the world, young people’s access to and comfort with technology is extraordinary. Connecting with others around the world is easy. So now, our work is focused on making these connections meaningful, giving all young people the skills and opportunity to engage with difference, harness the power of their voice, and experience deep empathy. GNG’s work is anchored by our belief in and respect for the young people with whom we work. We know that given the right opportunities and supports, they will far exceed anything we can dream of today. Ultimately, GNG envisions them as the generation that will lead us forward into a more just world, one that preserves the human dignity of each and every person.

GLOBAL NOMADS GROUP CAMPFIRE PROGRAMS ARE MADE POSSIBLE BY:

The Bezos Family Foundation supports rigorous, inspired learning environments for young people, from birth through high school, to put their education into action. Through investments in research, public awareness and programs, the foundation works to elevate the field of education and improve life outcomes for all children.

PhotoWings is aÂ 501(c)(3) nonprofit organizationÂ dedicated to utilizing the power of photography to further deep thinking, communication, and action. PhotoWings' mission is to highlight and help facilitate the power of photography to influence the world. They help photography to be better understood, created, utilized, seen, and saved.

Poly is the global communications company that powers authentic human connection and collaboration. Face to face, they sift and sort millions of verbal and non-verbal cues to glean meaning. Poly is finding new ways to inject these cues into audio and video communication to replicate the face to face experience. To build intimacy. To break walls and span distance. To nurture the simplicity and beauty of human connection.

Global Nomads Group Campfire programs are supported by the Stevens Initiative, which is sponsored by the U.S. Department of State, with funding provided by the U.S. Government, and is administered by the Aspen Institute. The Stevens Initiative is also supported by the Bezos Family Foundation and the governments of Morocco and the United Arab Emirates.

The Public Affairs Section of the U.S. Embassy in Tunis explains and advocates U.S. foreign policy, American culture, and society while promoting dialogue between the U.S. and Tunisia through a variety of educational exchange programs, media relations, cultural activities, and English language training support.

TABLE OF

STNETNOC

WELCOME

LESSON ONE

LESSON TWO

LESSON THREE

LESSON FOUR

LESSON FIVE

LESSON SIX

GLOBAL NOMADS GROUP WELCOME! Welcome to Global Nomads Group (GNG) and our global community of educators! Guided by academic research and deep empathy for young people’s interests and experiences, GNG’s curricula leverage storytelling and peer learning as the mechanisms for helping youth develop the knowledge, skills, and attitudes they need to thrive in the 21st century. Through sharing stories and building human connections, youth are inspired to learn and lead positive change in their communities, both local and global, and in ways both large and small.

WHO WE ARE

CAMPFIRE

Global Nomads Group (GNG) is an international non-profit organization that fosters dialogue and understanding among the world’s youth. Since its founding in 1998, GNG has conducted programs in 60 countries on all seven continents, reaching one million young people. GNG's flagship program, Campfire, partners middle- and high school-age youth in the United States and the Middle East-North Africa region in virtual exchange through online dialogue and collaborative curricula. By providing opportunities to interact and engage with different perspectives, GNG helps youth break down stereotypes, address community challenges, develop 21st century skills, and explore what it means to be a global citizen.

Across history and cultures, campfires have brought together people of diverse backgrounds to share warmth and shelter, conversation and storytelling. GNG is taking this campfire concept digital, giving youth a virtual space to exchange their experiences, bypassing the imagined or physical borders that prevent them from meeting in person. Collaborating Classrooms is a Campfire program that expands middle- and high-school students’ exposure to and understanding of their global peers and the contexts and communities in which they live. Classrooms are partnered with up to three other classrooms of their global peers and they complete an 8-10 week long curriculum in tandem, collaborating virtually through GNG's online platform.

COLLABORATING CLASSROOMS CURRICULUM OUTLINE The Collaborating Classrooms curriculum engages students in creating curricular content for one another through storytelling. The curriculum relies on virtual exchange among students, and successful completion requires interdependence and mutual accountability on the part of educators and students. Please note when each lesson will be completed by your students below.

LESSON TITLE

LESSON DESCRIPTION

GNG ONLINE POSTING

COMPLETION DEADLINE

Students will learn about GNG and the Collaborating Classrooms program. Students will complete the Pre-Program Survey.

Students will take the PreProgram Survey

1. Who Am I on the Inside?

Students will explore storytelling as a tool for connecting across distance and difference. Students will also learn about the final Story Share event.

Students will create profiles. Students will post their Photo Stories in the Photo Stories Forum.

2. How People See Me On The Outside

Students will analyze labels that are used to describe groups of people and themselves, explaining the terms used for people with disabilities as a case study.

Students will respond to global peers' Photo Stories. Students will post I Am Not These Labels Flipgrid videos.

3. Crafting My Story for the Story Share

Students will learn the elements of good stories and think of a moment when their internal and external selves conflicted.

Students will respond to global peers' posts. Students will post a picture/drawing in the Crafting My Story Forum.

November 2, 2019

4. Writing My First Draft

Students will choose a format in which to tell their story whether in prose, poetry, video or otherwise.

Student will respond to global peers' posts. Students will post the first draft of their story in the First Draft Forum.

November 16, 2019

5. Getting Peer Feedback

Students will collaborate with local and global peers by exchanging feedback on first drafts to prepare for the Story Share.

Students will respond to global peers' stories with feedback in the First Draft Forum.

November 30, 2019

Students will finalize and present their own stories, and share the stories of global peers with their local community.

Students will post final stories in My Final Story Forum. Students will post pictures & videos in the Story Share Event Forum

December 14, 2019

Pre-Program

6. Revising & Presenting at the Story Share

Post-Program

Students will complete the PostProgram Survey.

Students will take the PostProgram Survey

September 28, 2019 October 5, 2019

October 19, 2019

December 22, 2019

COLLABORATING CLASSROOMS VOCABULARY G L O B A L P E E R : A student in a classroom in a different part of the world. G N G O N L I N E An online platform that Campfire programs use for virtual dialogue. PLATFORM: S E A T A T T H E Opportunity for real-time conversations with individual global youth after T A B L E : students have completed a Campfire program. P R E A N D P O S T Opportunities for educators and students to give feedback on programs. PROGRAM SURVEY: L O C A L P E E R : A student in the same classroom. S T O R Y S H A R E : The Story Share is hosted at the end of the Collaborating

Classrooms program where youth share their stories generated from this curriculum with their local communities.

Many students are participating in Collaborating Classrooms to develop and practice their Englishlanguage skills. Additional vocabulary and resources are available throughout the program to assist students who are learning English.

GETTING STARTED

PREPARING YOUR CLASS

Please make sure to explore the online student course thoroughly before you implement the Collaborating Classrooms program. GNG will assign your students into 5 global peer discussion groups on the GNG Online Platform to ensure international representation in each group. Students can only access their assigned discussion groups; educators can access all of their class' discussion groups.

We highly encourage educators to lead interactive sessions that fully engage all students. You may do so by... arranging students’ seating in groups adopting the role of a facilitator by asking questions and encouraging students to ask questions of each other distributing devices for students to use printing out handouts that students can use during sessions

This educator guide will take you through the entire implementation process of Campfire: Collaborating Classrooms. © GLOBAL NOMADS GROUP

GETTING STARTED

GNG'S ONLINE PLATFORM

The Campfire: Collaborating Classroom's program uses technology via the GNG Online Platform to bridge distance and difference between your students and their global peers. Distribute devices among students. Devices can be desktop computers, laptops, tablets or students’ own mobile phones. If students need to share a device, make sure to evenly divide students per device so they all have access to the Internet. If students are sharing devices, they should take turns completing online activities.

BROWSER LAUNCH Students can access the GNG Online Platform through a browser (GoogleChrome works best!) or through the Canvas mobile app. They each have their own username and password. If they are launching a browser, type: https://gng.instructure.com/login/canvas in the address bar. If they are using the Canvas mobile app, they can download the app on their phone and then type "Global Nomads Group" when asked for the name of the school.

COURSE NAVIGATION Students can view the GNG Online Platform and Course Navigation video tutorials found on the Canvas Tutorials page. Throughout the program, students will click through pages on the GNG Online Platform to access content and activities. For easy navigation, they can click on the Modules button on the left side of the screen to select the exact page they'd like to access. They can also click the Next button on the bottom-right of each individual page to progress forward.

To get started, have students select the button below from the GNG Online Platform Homepage.

GETTING STARTED

INTRODUCTION

When your students begin the Collaborating Classroom's program, they will start with a page on the GNG Online Platform that looks like this:

Click "Modules" to find a specific page in the course.

Click here to begin the program. Click here for quick access to each Lesson's Discussion forum. Click here for Online Platform video tutorials.

Click here for quick access to the Educator Weekly Updates Forum ÂŠ GLOBAL NOMADS GROUP

GETTING STARTED

INTRODUCTION

When your students begin the Collaborating Classroom's program, they will start with a page on the GNG Online Platform that looks like this:

Introduction for your students to GNG and the Campfire: Collaborating Classroom's program.

Vocabulary used throughout the Collaborating Classroom's program.

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GETTING STARTED

INTRODUCTION CONTINUED

A video for your students to watch to see the impact of Collaborating Classrooms.

TIP:Â If your students each have their own device and headphones, they can watch the video independently. If they are sharing devices, project the video so that the whole class can watch together.

{ Discussion questions that you can use to begin conversations with your students in the classroom. You may choose to organize formal discussions related to these questions or just have your students consider them independently.

ÂŠ GLOBAL NOMADS GROUP

GETTING STARTED

CODE OF CONDUCT

Next, your students will see GNG's Code of Conduct. This is a very important agreement made between everyone who participates in a Global Nomads Group program. It is available in both English and Arabic on the GNG Online Platform, but students only need to complete it once. Have students read the Code of Conduct thoughtfully.

They will need to check off each box on the Code of Conduct, committing themselves to posting and responding to their global peers in respectful, appropriate ways.

NOTE: This Code of Conduct ensures that all students treat the GNG Online Platform as a safe space to interact with new perspectives. Encourage your students to embrace the differences they may encounter throughout the program.

Make sure your students click SUBMIT on either the English or Arabic Code of Conduct before they progress to the next page. ÂŠ GLOBAL NOMADS GROUP

GETTING STARTED

COURSE OVERVIEW & PRE-PROGRAM SURVEY

Next, your students will see an overview of the Collaborating Classroom's course. This page will explain the ideas and activities in each lesson with a short video. Students can read through the entire scope of the program to understand what they are working towards. You can have students navigate through the overview independently or all together as a class.

Explain to students that each lesson will bring them closer to the culminating Story Share, during which they will be able to share their stories and the stories of their global peers. Next, your students will take a short Pre-Program survey. Please make sure each student fills out the survey completely and honestly. Clicking the link to the Pre-Program survey will redirect your students to SurveyMonkey. Please make sure they click "Submit" at the end of the survey so their responses are counted. When they are finished with the PreProgram survey, they can continue on to the next page of the course.

ÂŠ GLOBAL NOMADS GROUP

GETTING STARTED

PROFILE CREATION

Before your students can officially begin the program, they will each need to create their own profile on the GNG Online Platform. The next page in the course instructs them how to do this:

If students are sharing devices, have them write their personal information down on paper before it is their turn to type. If students do not have internet connection, have them type their personal information into a word document, so they can easily post when the connection is stronger.

Once students have agreed to the Code of Conduct, completed the PreProgram survey, and created their profiles on the GNG Online Platform, they are ready to begin Lesson One! © GLOBAL NOMADS GROUP

WHO AM I ON THE INSIDE? LESSON ONE

Â© GLOBAL NOMADS GROUP

LESSON ONE OVERVIEW

OBJECTIVES

Students will use Photo Stories to introduce their values and their community to their global peers.

What Are Stories and Why Do We Tell Them?

CLASS CONTENT

Values Exercise

Photo Stories

GNG ONLINE PLATFORM ASSIGNMENTS

Students will post their photo stories in our Photo Stories Forum

Internet connection

CURRICULAR RESOURCES

One device per student (where possible); a minimum of 5 devices per classroom Videos: Spelling Father, Hayaka Storytelling Night Handouts: Values Exercise, Photo Story Criteria, Support for English Language Learners Handouts

ESTIMATED LESSON TIME © GLOBAL NOMADS GROUP

2 - 3 hours

LESSON ONE

WHAT ARE STORIES AND WHY DO WE TELL THEM?

Explain to your students that sharing and exchanging stories is a powerful tool to make sense of the world. When you choose to share your story, you are building a connection with those around you.

NOTE: Spelling Father is 4 minutes long, and Hakaya Storytelling Night is 7 minutes long. Have students watch individually with headphones or together as a class.

After they have watched both videos, have a discussion with your class about the stories they've heard. They will have discussion questions to prompt the conversation, but you can always add other topics and ideas to inspire them.

NOTE:

IMPORTANT!

Students will need to collect 2-3 photos that show people or places that are important to them. They should have their photos ready to be uploaded online by the next Campfire: Collaborating Classrooms session.

Depending on available class time, this may be a good point to conclude this session, and complete the remainder of the lesson in the next Collaborating Classrooms session.

LESSON ONE

WHO AM I ON THE INSIDE? MY VALUES

After students have discussed the importance of stories, they will complete an activity designed to help them articulate their own values.

Create copies of the Values ExerciseÂ Handout (the next page of this guide). Each student should have their own handout. They will each fill in the handout with their own personal top 10, then top 3, and finally their top value. TIP: It can be helpful to model the activity for your students. If you'd like, fill out the Values Exercise Handout along with your students.

Once students have picked their top value, provide paper and markers for the students to write their value in English and Arabic (along with any additional languages they know on a piece of paper. Assist students as they take pictures holding up their value, like the sample shown. They will then use their values photo as their profile picture on the GNG Online Platform. NOTE: Students are free to use a drawing or an online avatar in place of a photograph if they prefer. Please direct such students to upload a drawing or avatar of them holding their value. ÂŠ GLOBAL NOMADS GROUP

VALUES HANDOUT

ENGLISH

ARABIC

TOP TEN From the list above choose the 10 values that are most important to you. Write in Arabic & English.

TOP THREE Now do the same with your top three.

TOP VALUE

Now pick your top value.

LESSON ONE

SHARINGÂ OUR PHOTO STORIES

Once students have decided on their top value and uploaded their profile photo, they are ready to create their Photo Story.

Assist students as they write a story about a time when their most important value affected a decision they made or an action they took.

Create and distribute copies of the Photo Story Criteria handout (the next page of this guide). If you would like, you can use this criteria to assess each students' Photo Story.

Students should read the sample Photo Story and use Fiona's example as a model for their own.

ÂŠ GLOBAL NOMADS GROUP

PHOTO STORY CRITERIA CRITERIA

CHECK WHEN COMPLETE

Photographs and images are of real people and places.

The photographs and images are unique to the student and are not owned by anyone else.

The story describes a time when the student made a decision based on a top value.

English language used in the photo story reflects the student's best effort.

A photo or avatar of the student and their top value written in Arabic and English is included. © GLOBAL NOMADS GROUP

LESSON ONE

SHARING OUR PHOTO STORIES CONTINUED

TIP: If there are students in your class who need assistance structuring their Photo Stories, provide copies of the Support for English Language Learners (the next page of this guide) form for assistance.

If students are sharing devices, have each student write their Photo Story on a piece of paper before it is their turn to post.

LESSON 1 - SUPPORT FOR ENGLISH LANGUAGE LEARNERS My name is _________________________________________. My top value is ______________________________________. (Insert photo of your value or of yourself holding your value).

The reason this value is so important to me is because____________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________. A decision I made based on my value was ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________. (Insert a photo or two that relate to this moment)

LESSON ONE VOCABULARY Decision (‫)ﻗﺮار‬: The action or process of choosing a course of action. Important (‫)ﻣﻬﻢ‬: High in value. Reason (‫)ﺳﺒﺐ‬: Why someone wants, does, says, chooses or feels something. Value (‫)ﻗﻴﻤﺔ‬: A belief to live by. © GLOBAL NOMADS GROUP

LESSON ONE

SHARING OUR PHOTO STORIES CONTINUED

Students will share their Photo Stories in the Lesson 1: Photo Stories Forum. Students will only have access to their own Group's forum, but you will have access to each Group's forum. You can navigate between Groups by clicking on the links at the top of the page.

TIP: Have students watch the tutorial video if they have trouble embedding their photos.

Students should scroll down, click "Reply" and type their Photo Story in the text box that appears, embedding the 2-3 photos they prepared earlier along with their profile photo.

Be sure to instruct students to click "Post Reply" when they have completed their Photo Story. Once it is posted, their global peers will be able to read and comment on their Photo Stories.

NOTE: While students cannot save drafts of their Photo Stories on the GNG Online Platform, they may choose to post an unfinished reply and then make changes to it later. They may also choose to write their Photo Stories in a word processor offline before copying and pasting it onto the platform. © GLOBAL NOMADS GROUP

LESSON ONE

SHARING OUR PHOTO STORIES CONTINUED

Once your students have posted their Photo Stories, you will be able to see them in the discussion forum.

You have the ability to edit or delete any student's post. Students have the ability to edit or delete their own post.

NOTE: To edit or delete a post, click the three vertical dots on the upper right side of the post.

Once your students have posted their Photo Stories, they have completed Lesson One and are ready to move on to Lesson Two!

REMEMBER!

Be sure to let your global peer educators know that your class has completed Lesson One! You can post a message to them in the Educator Weekly Updates Forum. © GLOBAL NOMADS GROUP

HOW PEOPLE SEE ME ON THE OUTSIDE LESSON TWO

Â© GLOBAL NOMADS GROUP

LESSON TWO OVERVIEW Students will explore how society sees them and their global peers.

OBJECTIVES

Students will develop empathy for and global awareness about others. Students will identify challenges within societal structures that influence our interactions with one another. Responding to Our Global Peers: Questions for Lesson One

CLASS CONTENT

Labels & the Stories They Tell

Activity: I Am Not These Labels

GNG ONLINE PLATFORM ASSIGNMENTS

Students view and respond to Global Peers' Photo Stories with Clarifying, Probing, and Contextualized Questions Students post Flipgrid videos in the "I Am Not These Labels" Forum

Internet connection

CURRICULAR RESOURCES

One device per student (where available), a minimum of 5 devices per classroom 2 optional news articles One World Many Stories Video & I Am Not These Labels Video

ESTIMATED LESSON TIME © GLOBAL NOMADS GROUP

3 - 4 hours 28

LESSON TWO

FOSTERING DIALOGUE THROUGH QUESTIONS

Your students will begin Lesson Two by responding to their global peers' Photo Stories. By communicating with your global peer educators in the Educator Weekly Updates Forum, you can coordinate a time to begin Lesson Two.

NOTE: If you are beginning Lesson Two before the other classes in your Quad have finished Lesson One, that's okay! Simply have your students skip the first page of Lesson Two and come back to it later.

If the other classes in your Quad have completed Lesson One, the first step of Lesson Two will be to respond to their Photo Stories with questions.

Have students think of questions that they might ask Fiona from the sample Photo Story.

ÂŠ GLOBAL NOMADS GROUP

LESSON TWO

FOSTERING DIALOGUE THROUGH QUESTIONS CONTINUED

Then, students will see a table explaining three different questioning techniques that they can use to ask their global peers in response to the Photo Stories they posted in Lesson One.

Direct students back to the Lesson One: Photo Stories Forum and have them ask 1 - 2 students a question. Advise them to select which students in their Group Forum they will respond to so that each global peer receives a response.

Â© GLOBAL NOMADS GROUP

LESSON TWO

LABELS AND THE STORIES THEY TELL

Lesson Two focuses primarily on labels and assumptions. Your students can read through the content online independently or you can structure a whole-class lesson based on the content.

Like other videos, Abdel's story can be shown to students individually or it can be projected to the class as a whole.

NOTE: Abdel's story is a 360 degree video, which means you can click and drag on the screen to rotate the camera. Be sure to let students know this if they are watching individually or to navigate the 360 capabilities for them if projecting it to the whole class.

ÂŠ GLOBAL NOMADS GROUP

LESSON TWO

LABELS AND THE STORIES THEY TELL CONTINUED

Lead a discussion with your students about the labels that have been used to describe them.

When you feel like your students understand the idea of labels, pass out copies of the Labels and Assumptions Table (available in Course Resources). Each student should fill in the table with 5 - 6 labels and assumptions that people have used or made about them.

If you would like your students to explore the concept of labels more, there are two enhancement options. Please see additional information on the next two pages of this guide. ÂŠ GLOBAL NOMADS GROUP

LESSON TWO

ENHANCEMENT OPTIONS

If you would like to go deeper with your students and their understanding of labels, there are two enhancement activities available in Lesson Two. Enhancement activities are optional.

The first enhancement option shows students two articles with different perspectives about the labels we use to describe people with disabilities.

Have students read the articles and then lead a discussion based on the perspectives offered.

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LESSON TWO

ENHANCEMENT OPTIONS CONTINUED

The second enhancement option features a TED Talk by Chimamanda Adiche called "The Danger of a Single Story."

Have students watch the video and then lead a discussion based on the topics raised.

Â© GLOBAL NOMADS GROUP

LESSON TWO

ACTIVITY: I AM NOT THESE LABELS

After learning about labels and filling out the Labels and Assumptions Table, students will complete an activity to show that they are more than the labels that others have put on them.

Students can watch the "I Am Not These Labels" video individually with headphones or together as a class.

Give your students sticky notes and have them write the assumptions that they added to the middle column of the Labels and Assumptions Table on each sticky note.

Once they have prepared their sticky notes, they are ready to record their own "I Am Not These Labels Video." ÂŠ GLOBAL NOMADS GROUP

LESSON TWO

ACTIVITY: I AM NOT THESE LABELS CONTINUED

Students will create their "I Am Not These Labels" Videos using a tool called Flipgrid. Make sure that students give camera access to Flipgrid if prompted.

To begin recording a Flipgrid video, students should click on the green plus button.

Then, they can hold up their value page with their sticky notes attached and press record.

ÂŠ GLOBAL NOMADS GROUP

Once the video is recording, students can remove each of the sticky notes one by one. They can choose to have their face in the video or not. 36

LESSON TWO

ACTIVITY: I AM NOT THESE LABELS CONTINUED

When they are finished recording, they can click the green Next button to review their video and click Redo if they'd like to record again.

Once they are content with their video, they can click Next again to snap a selfie and add stickers and emojis.

Lastly, they can click Next again and then click the green Submit my video! button.

Once they have submitted their Flipgrid "I Am Not These Labels" Video, they have completed Lesson Two and are ready to move on to Lesson Three!

REMEMBER! Be sure to let your global peer educators know that your class has completed Lesson Two! You can post a message to them in the Educator Weekly Updates Forum.

CRAFTING MY STORY FOR THE STORY SHARE LESSON THREE

Â© GLOBAL NOMADS GROUP

LESSON THREE OVERVIEW Students will identify elements of a story that are memorable and promote empathy connected to labels.

OBJECTIVES

CLASS CONTENT

Students will practice visual techniques and methods to tell their story for the Story Share.

Responding to Lesson 2 posts in the Reflection Forum: I Am Not These Labels Story Elements and Formats Story Idea

GNG ONLINE PLATFORM ASSIGNMENTS

Students view and respond to global peers' posts and respond to comments and questions they received on previous posts. Students post their story drawing/photograph in the Crafting My Story Forum Internet connection One device per student (where possible), a minimum of 5 devices per classroom

CURRICULAR RESOURCES

Videos: Story Elements, The Bad Haircut, I am Limitless, Siroun: The VR Story, The Moth Story: In a Moment My Voice Drawing

ESTIMATED LESSON TIME © GLOBAL NOMADS GROUP

2 - 3 hours 39

LESSON THREE

NOTE:

RESPONDING TO LESSON TWO POSTS Your class can only complete this section of Lesson Three after their global peers have completed Lesson Two. If the other classes in your quad have not finished Lesson Two yet, skip to the next section of Lesson Three "Story Elements and Formats" and come back to this section later.

When students log into the GNG Online Platform to begin Lesson Two, they will begin by responding to the Flipgrid videos that their global peers created in Lesson Two. They will choose the videos of 2-5 students from another country who haven’t been responded to and have them reply with a Flipgrid video. They'll click the button that looks like this:

Encourage them to share their feelings about the Labels Activity with their global peers and to ask about their peers' feelings as well. They can note any similarities or differences in the labels selected to begin a conversation with their global peers.

You can use the discussion questions found on the GNG Online Platform to prompt students to think about their responses to their global peers. Be sure to share some of your students' responses with your fellow educators in the Educators Weekly Updates forum!

LESSON THREE

NOTE:

STORY ELEMENTS AND FORMATS As students begin to think of the elements that make up stories, remind them that the stories they create will be presented at the end of the program at the Story Share!

Once your students have finished posting and responding to the "I Am Not These Labels" videos, they will be introduced to the core components of stories as they prepare for the Story Share.

Have your students watch the Story Elements video. They can watch individually with headphones or watch together as a class. TIP: If the class is watching the video together as a class, pause the video at appropriate intervals to check for understanding and allow for questions.

Have your students explore four different ways of telling a story with the links provided.Â

ÂŠ GLOBAL NOMADS GROUP

LESSON THREE

STORY ELEMENTS AND FORMATS CONTINUED

Lead a discussion using the questions on the GNG Online Platform based on the examples of stories provided. Help your students identify the characters, setting, plot, theme and conclusion in each of the examples. You can also discuss other stories that your students know well. Consider popular television shows, books, and films to help them consider the elements that make up successful stories and the different ways they can be communicated in a story.

NOTE:

Depending on available class time, this is a good point to conclude your Collaborating Classrooms session, and complete the remainder of the lesson in the upcoming session.

LESSON THREE

STORY IDEA

When your students understand the elements that make up a story, they are ready to begin thinking of the stories that they will share with their global peers for the Story Share Event! Provide students with the story idea prompt:

Picture in your mind a time when you realized someone was making assumptions about you based on labels and not on your actual values. Focus on a moment when a label someone gave you was in conflict with your personal values. Give students paper, pencils, markers and any other art supplies you'd like. Have them focus on one moment when they took action to prove the incorrect labels or assumptions others had wrong. If some students are having a difficult time thinking of a time when their labels and values were in conflict, share some story examples. If you feel comfortable, you can share a story from your own life. If not, make up a story or use one from a book or film. Once your students have a moment in mind, have them draw that moment with the supplies you've provided. If they would prefer, they can use photos or write a short script to capture the moment they're imagining. To help students who are learning English or having difficulty understanding the concepts central to this lesson, there are vocabulary words defined on the GNG Online Platform.

ÂŠ GLOBAL NOMADS GROUP

LESSON THREE

STORY IDEA CONTINUED

Whatever medium your students have chosen to share, they can upload it to the GNG Online Platform. Have students give a title to their post in the Crafting My Story Forum.

If they are embedding a drawing or a photo, they can watch the Embedding an Image in Canvas tutorial for help.

Students can review their response in this box before they click "Post Reply."

REMEMBER! Be sure to let your global peer educators know that your class has completed Lesson Three! You can post a message to them in the Educator Weekly Updates Forum. © GLOBAL NOMADS GROUP

LESSON THREE

SEAT AT THE TABLE

Once your students have posted their inspiration drawings in the Crafting My Story forum, they will have completed Lesson Three! At this point in the program, they will hear about an exciting opportunity to connect with global youth through a video conference called:

Seat at the Table. This program will become available to them once they complete the Collaborating Classrooms program. They will learn more at the end of Lesson Six. If your students are interested in participating in Seat at the Table, please let Global Nomads Group know!

ÂŠ GLOBAL NOMADS GROUP

WRITING MY FIRST DRAFT LESSON FOUR

LESSON FOUR OVERVIEW

OBJECTIVES

Students will think critically about each other's stories and contexts. Students will practice curiosity and creativity.

CLASS CONTENT

GNG ONLINE PLATFORM ASSIGNMENTS

Planning My Story Drafting My Story

Students Post the First Draft of their Story in video or written format in the First Draft Forum

Internet connection

CURRICULAR RESOURCES

One device per student (where available), a minimum of 5 devices per classroom Handouts: 1. Storytelling Template 2. My Voice 3. The Story Checklist Video: “Yasser's Story"

ESTIMATED LESSON TIME

2 - 3 hours

LESSON FOUR

PLANNING MY STORY

Now that your students have formed an idea for their story and have figured out how they'd like to tell it, they can begin work on their first drafts!

Before they begin the lesson, make sure they go back to the discussion forums from previous lessons and answer any questions they've received from their global peers.

Make copies and provide the Storytelling Template and the Example Template (the next two pages of this guide). They can use the Example Template as a model to follow as they fill in their own Storytelling Template. The Storytelling Template is a great tool to help students figure out the story elements that will appear in the stories they create.

NOTE:

Remind students that the story they will work on should be connected to their drawing or photo. Ask them to think of the events that led to that moment.

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EXAMPLE TEMPLATE This is an example template based on the story of 'My Voice'.

MY VOICE

TITLE

1- THEME: Introduce the label that people put on you, and how that relates to, is aligned with or conflicts with your values:

VALUE/s: Fun, Friendship

LABEL: Slow, Shy, Stutterer

Connect your label and value with 1 sentence: This is the story of how I showed my class through singing that I wasn't shy and slow, that I had a fun personality. 2- MAIN CHARACTERS ( ‫) اﻟﺸﺨﺼﻴﺎت اﻟﺮﺋﻴﺴﻴﺔ‬: Who is in your story? 1- Yasser (Me)

2- My Mother

My Classmates

3- SETTING ( ‫) اﻟﻤﻜﺎن واﻟﺰﻣﺎن‬: When and where does the story happen? WHERE: In my Classroom

WHEN:

3 years ago, during a class presentation

4- PLOT ( ‫) اﻟﻌﻘﺪة‬: What happens in the story? BEGINNING 3 years ago, I was facing a big problem. I would stutter when I spoke, and this made students think I was shy and slow. MIDDLE Our teacher told us we had to do a presentation in front of the class. The words of my mother, encouraged me to finally make a change. I discovered that when I sang, my stutter didn't show. END

I sang for my presentation, and all my classmates cheered for me!

Conclusion: Why is this story important? How does it continue to impact your life? This moment was so important, because it was when I truly showed everyone my personality. It was a turning point that allowed me to have more confidence, and make friends. © GLOBAL NOMADS GROUP

STORYTELLING TEMPLATE Now it's your turn to share your story! Use the template below to plan your story using the Story Elements you learned in Lesson 3.

TITLE 1- THEME: Introduce the label that people put on you, and how that relates to, is aligned with or conflicts with your values:

VALUE/s:

LABEL:

Connect your label and value with 1 sentence:

2- MAIN CHARACTERS ( ‫) اﻟﺸﺨﺼﻴﺎت اﻟﺮﺋﻴﺴﻴﺔ‬: Who is in your story? 1-

3- SETTING ( ‫) اﻟﻤﻜﺎن واﻟﺰﻣﺎن‬: When and where does the story happen (Setting)? WHERE:

WHEN:

4- PLOT ( ‫) اﻟﻌﻘﺪة‬: What happens in the story? BEGINNING

MIDDLE

END Conclusion: Why is this story important? How does it continue to impact your life?

LESSON FOUR

DRAFTING MY STORY

Your students will be completing the first draft of their story based on the Storytelling Template they filled out.

Make copies of the written form of the story My Voice (the next page of this guide) and distribute them for the students to read. They can see how to incorporate the details from the Storytelling Template into their first drafts. Most students should have decided on a medium for their story in Lesson 3. For those who haven't, they can choose the medium that works for them: prose text, poetry, photo story, video, comic, or any other option. The more creatively the story is told, the better! Students will then share their drafts with their global peers by recording and posting a video or text version of their story. Students can watch the video of Yasser’s story, My Voice, to give them an idea of how their first draft videos can look.

NOTE

If students are sharing devices, have a plan for students to take turns recording videos. Alternatively, ask students to bring devices from home, or to record their videos at home.

TITLE INTRODUCTION What are the labels others put on you, and how do they conflict or relate to your value? (Theme) Who is in the story? (Main Character) Where and when does the story take place? (Setting)

PLOT EVENT 1

MY VOICE My name is Yasser and I am 16 years old. Three years ago, I was too shy to talk

because of my stutter, which I've had since a very early age. People labeled me as

"slow" and assumed I couldn't understand what they were saying because of the way

I spoke. Eventually, I became afraid to say a single word because people would make fun of me. This made me seem like the most unsocial and boring person in class, during football practice, after school... anywhere. I wished people could see how I was at home. I was so silly and cheerful, and I really valued having fun with my

family. On the inside, I was smart and friendly, but I began to believe what people thought about me.

My mother was the only one who understood my situation. She would say, “Yasser, you have to speak up. Just try.” I would respond, “No, I cannot.” She always

encouraged me to show what she saw; her fun and smart boy. But she didn't see the looks other students would give when I spoke. They weren't laughing with me; they were laughing at me. It’s very difficult to describe the inner battle to her. I always

knew the right answers in class, but never raised my hand. I had so much to share

with other students about the things I heard them talk about. Things like homework, the new trending television show, family events no one wanted to go to. Instead, I sat all alone and didn't speak a word.

EVENT 2

One day, our Arabic class teacher told us that 15% of our final grade would go to presentations. My classmates cheered as they felt this was an easy assignmentanything is better than studying for an exam. But for me, I would have definitely

preferred the written exam. I started practicing my presentation in my room, but it was no use. My five-minute presentation will take me 5 hours!

EVENT 3

The day of the presentation, I woke up in the morning with a wild desire to make a big change. I heard my mother's encouraging voice and I realized that if I cannot

change myself, no one can. The first thing I did that day was sing! I remember that

day very well. It was bright and sunny. I felt as if I was in tune with the singing birds. I felt like their light-hearted songs were how I felt on the inside. When I sang, I didn’t hear the stutter in the same way. I felt free. I felt alive. I started to sing so loud that even the neighbors could hear me.

CONCLUSION

For my presentation, I decided to sing, too. My classmates groaned when the

teacher called for me to present. They didn’t know that I could sing. I still remember the shocked look on their faces when the words flowed out of my mouth without a

How does the story end? How does this experience continue to impact your life?

bump. Even the teacher couldn’t hold back a gasp. After class, my classmates

clapped and cheered. It was the best presentation they had ever seen if I do say so

myself. I finally felt like the class was seeing the real me. From that day on, I allowed myself to talk more and more. I made friends because they finally saw my fun

personality. More importantly, they saw that I accepted myself and had confidence in who I am. © GLOBAL NOMADS GROUP

LESSON FOUR

DRAFTING MY STORY CONTINUED

Once students have completed the first drafts of their stories, they can post them in the First Draft and Peer Feedback forum.

Students can use the Record/Upload Media button to include a video in their post. Just click, then select "Record Media" to record a video or "Upload Media" to select a video file from your device.

NOTE

Students will return to this forum in the next lesson to give and receive feedback from their global peers.

Once your students have posted the first drafts of their stories, they have completed Lesson Four!

REMEMBER! Be sure to let your global peer educators know that your class has completed Lesson Four! You can post a message to them in the Educator Weekly Updates Forum. © GLOBAL NOMADS GROUP

GETTING PEER FEEDBACK LESSON FIVE

LESSON FIVE OVERVIEW Students will develop communication skills by providing each other with constructive feedback on their story drafts.

OBJECTIVES

CLASS CONTENT

GNG ONLINE PLATFORM ASSIGNMENTS

Students will develop collaboration skills with local and global peers. Feedback activity with local peers Providing feedback to global peers

Students post their feedback on the first drafts of their global peers

Internet connection

CURRICULAR RESOURCES

One device per student (where available), a minimum of 5 devices per classroom Handout: Light-bulb, Star, Wish, & Question

ESTIMATED LESSON TIME

1 - 2 hours

LESSON FIVE

GIVING AND RECEIVING FEEDBACK

Now that students have posted the first drafts of their stories, they will give and receiveÂ feedback from their local and global peers.

Lead a discussion with your class about feedback using the questions provided on the GNG Online Platform. You can add your own questions as well.

Make copies of the Light-Bulb, Star, Wish & Question form (the next page of this guide) so that each of your students has one.

NOTE

A local peer is a student in the same classroom. A global peer is a student in a classroom in a different part of the world.

Divide your class into pairs of students. You may want the students to select who they will work with or you may want to assign them. The pairs will read one another's first drafts and write their feedback for one another on the Light-Bulb, Star, Wish & Question form. They can use the examples of feedback from "My Voice" as a guide. When they are done, they can give the form to their partner and discuss the feedback.

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A LIGHT-BULB, A STAR, A WISH, AND A QUESTION Use feedback structure below as you read your peers' stories. Use the examples from "My Voice" as a guide. Type of Feedback

Example from "My Voice"

A LIGHT-BULB (what new thing you learned about your global peer's community, your own community, or the world more generally from reading their story)

I never realized how similar our schools are to those in Moroccowe also have to do presentations. I also found it interesting that students considered the presentation easier than a written exam- presentations absolutely terrify me and my classmates! Another thing I learned was that the way we react to others, how we treat them, is very important. I will be more mindful to be inclusive and friendly to everyone.

A STAR (something you really liked about the story)

I loved how you described your feelings in the story. It made me relate to moments I felt that way.

A WISH (a constructive comment of what you wish to see improved)

I wish you wrote more about what happened after you gave the presentation.

A QUESTION (something you're curious to know more about)

After all these years, do you still enjoy singing? Do you have any plans to do it professionally?

Feedback for Peer(s)

LESSON FIVE

GLOBAL PEER FEEDBACK

After your students have given one another feedback on their first drafts, they will be ready to give feedback to their global peers.

NOTE

Your students will go back to the discussion forum from the last lesson (where they posted their first drafts) to read their global peers' first drafts and give feedback.

They can click "Reply" directly under the story they'd like to review and type their feedback in the text box that appears.

Encourage students to offer feedback on stories that others have not responded to so that everyone's story gets reviewed.

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LESSON FIVE

LESSON FIVE WRAP UP

Once your students have written feedback for their global peers, they have completed Lesson Five!

In the next lesson, your students will incorporate the feedback that their global peers have provided for them when they complete Lesson Five.

REMEMBER! Be sure to let your global peer educators know that your class has completed Lesson Five! You can post a message to them in the Educator Weekly Updates Forum.

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REVISING & PRESENTING: THE STORY SHARE LESSON SIX

LESSON SIX OVERVIEW

Students will share their final story, and the stories of their global peers.

OBJECTIVES

CLASS CONTENT

Through presentations, storytelling, and online discussions, students will develop empathy for one another, awareness of their global peers, and the ability to become more actionoriented in their daily lives.

Posting Final Story and Choosing Global Peer Story Hosting the Story Share Event Students post their stories in the My Story Forum

GNG ONLINE PLATFORM ASSIGNMENTS

Students post photographs and recorded video from the event to the Story Share Event Forum Students take post program survey Internet connection

CURRICULAR RESOURCES

ESTIMATED LESSON TIME

One device per student (where available), a minimum of 5 devices per classroom

2 - 3 hours

LESSON SIX

POSTING THE FINAL STORY

Students will begin the final lesson by incorporating the feedback they've received from their global peers and finalizing their stories.

Students do not need to incorporate all of the feedback that they've received, but they should do their best to make the requested changes and include any additional information.

When they are ready, they can post their completed story in whatever medium they've picked in the My Final Story Forum on the GNG Online Platform.

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LESSON SIX

CHOOSING GLOBAL PEER STORIES & PREPARING FOR THE STORY SHARE

Students will view their global peers’ final stories on the GNG Online Platform and choose the most impactful stories. These can be stories they find moving or inspiring, relatable or simply funny and entertaining. Students will choose at least 5 global peer stories to showcase in the Story Share. Students can opt to present more than 5 stories if time permits. The class can vote on which stories they'd like to share, and decide on how they will be sharing them. Students can prepare for the Story Share by practicing their own stories and their global peer’s stories with one another. Make sure they are ready to present before the Story Share.

NOTE

You can have the class vote on which stories will be shared, have your students volunteer to share their favorite story from their global peers, or select the stories yourself. You can decide for your class how you'd like the Story Share to be structured.

TIPS: For stories in video format, you can have your students (a) introduce and show the original video to the Story Share audience or (b) tell the story themselves. Give students the option to use Google Translate to translate their global peer’s story if they prefer to present it in a language other than the one in which it was written. © GLOBAL NOMADS GROUP

LESSON SIX

PREPARING FOR & HOSTING THE STORY SHARE

NOTE The purpose of the Story Share is for youth to share global stories with their local communities. Options for Story Share audiences can be the general local community, a community-based or civic organization’s members, the students’ families, another classroom of students at your school, younger students in your community, a gathering of community elders, local politicians—whatever works for your students!

REHEARSAL Make sure that students will be sharing at least 5 of their global peer class stories. Give students time to practice reading and presenting their global peers' stories, focusing on voice, posture, and eye contact. As many of our global peers will have written their stories in a language they are still learning, determine whether your students should read stories exactly as written or make grammatical changes where appropriate. PHYSICAL SPACE Determine and book an appropriate space for your Story Share. Audiences can be seated in a circle (as they would around a campfire) or in rows. Students can present their global peers’ stories from a podium, a stage, or their seats. EVENT DURATION Story Shares can be held over one or multiple class periods or during out-ofclass time. Students may opt to share a written summary of the stories they will read to audiences, and/or a description of the Campfire: Collaborating Classrooms experience. HOSTING THE STORY SHARE Choose a student representative to introduce the audience to the Campfire program, including the purpose of the global collaboration, and what the students have learned from the experience. Assign 1-2 student(s) to take photos and record videos of the event. Please post these videos and photos in the Story Share Forum on the GNG Online Platform.

LESSON SIX

POST-PROGRAM SURVEY

Our educators and students provide great insight into how we can improve our programs. Your own response, as well as your students' responses to our surveys are very important in helping us make our programs better.

DURATION Our post-program surveys take from 10 - 20 minutes to complete. Please make sure to schedule time either after your Story Share or during another session for students to complete the survey.

IMPORTANT NOTES Surveys work best to help improve our programs when two things happen: (1) lots of educators and students take them and (2) people who start surveys answer all of the questions. Please ensure that ALL of your students take the survey from their individual accounts, and complete ALL of the questions. The program will not be considered complete if students do not take their surveys. Tell students that taking this survey will help improve this virtual exchange experience for other students in the future. Similar to when you gave feedback to local and global peers, this is a great chance to share your personal insight based on your context. This is insight that only YOU can provide. There are no right or wrong answers when taking the survey. Encourage students to answer honestly. If they are not sure of the answer, they should choose the first answer that comes to mind. It is important that all students do the survey on their own, without being influenced by their classmates' answers.

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CONGRATULATIONS ON COMPLETING CAMPFIRE! Thank you for participating in the Global Nomads Group Campfire: Collaborating Classrooms Curriculum. By completing this curriculum, you have amplified the voices of your students and of students from other parts of the world. You have provided your students with opportunities for global collaboration, allowed your students’ stories to be told in different countries and encouraged youth to build bridges across distance and difference. Educators like you help build a global future for youth--a future in which we focus on human connection and compassion. SPREAD THE WORD! CONNECT THE WORLD! SHARE THE STORIES! Please tell your colleagues about Global Nomads Group!

From all of us at Global Nomads Group, Thank You, ‫! ﺷﻜﺮا‬

LESSON ONE STANDARDS Receptive Modalities

ENGLISH LANGUAGE PROFICIENCY

Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing Determine the meaning of words and phrases in oral presentations and literary and informational text

Productive Modalities

Adapt language choices to purpose, task, and audience when speaking and writing

Interactive Modalities

Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions Conduct research and evaluate and communicate findings to answer questions or solve problems

Listening

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

Recognize/respond to idiomatic expressions in familiar situations Follow detailed multi-step directions and instructions in familiar situations Respond to requests for clarification, elaboration, opinion, etc. Obtain detailed information in a variety of contexts (e.g. from conversation or broadcast)

Reading

• Determine the meaning of unfamiliar words in text • Interpret factual materials (e.g. prose text, charts/graphs, and other visual presentations) • Take notes from texts/documents on unfamiliar topics Take notes while reading

21st CENTURY SKILLS) CASEL'S SOCIAL & EMOTIONAL LEARNING ASIA SOCIETY GLOBAL EDUCATION

Communication Critical Thinking Creativity and Innovation

Speaking

Participate in discussions on topics beyond immediate survival needs (e.g., local news) Explain concepts/ideas in organized manner using examples or details Tell anecdotal stories as a part of conversation Clarify utterances by rewording or repeating in order to be understood by the general public Select and report pertinent information (e.g., regarding an accident, change in procedure, etc.) Request specific information in person or by phone Use a variety of sentence patterns, new vocabulary, and high-frequency idioms in spontaneous conversation Participate in social interactions using the appropriate degree of formality

Writing

Write complex sentences in paragraphs • Demonstrate the correct use of capitalization, punctuation, and spelling (e.g., using reference materials to edit and revise) Use pre-writing skills to organize and develop a paragraph

Information, Media, and Technology Literacy Social and Cross-Cultural Skills Productivity and Accountability

Self Awareness Self Management Relationship Skills

LESSON TWO STANDARDS Receptive Modalities

ENGLISH LANGUAGE PROFICIENCY

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing Determine the meaning of words and phrases in oral presentations and literary and informational text

Productive Modalities

Speak and write about grade-appropriate complex literary and informational texts and topics Construct grade-appropriate oral and written claims and support them with reasoning and evidence Adapt language choices to purpose, task, and audience when speaking and writing

Interactive Modalities

Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions Analyze and critique the arguments of others orally and in writing

Listening

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

Respond to topics beyond immediate survival needs (e.g. news and events in the workplace or community) Follow detailed multi-step directions and instructions in familiar situations Respond to requests for clarification, elaboration, opinion, etc. Identify details in a description (e.g., of a person, place or an event) Obtain detailed information in a variety of contexts (e.g. from conversation or broadcast) Recognize/respond appropriately to social cues in conversation in familiar contexts

Reading

Determine the meaning of unfamiliar words in text Interpret factual materials (e.g., prose text, charts/graphs, and other visual presentations) Take notes from texts/documents on unfamiliar topics Take notes while reading

21st CENTURY SKILLS)

Communication Critical Thinking Creativity and Innovation

CASEL'S SOCIAL & EMOTIONAL LEARNING

Self Awareness Self Management Relationship Skills Responsible Decision-Making

ASIA SOCIETY GLOBAL EDUCATION

Investigate the world Communicate ideas Recognize Priorities

Speaking

Participate in discussions on topics beyond immediate survival needs (e.g., local news) Explain concepts/ideas in organized manner using examples or details Tell anecdotal stories as a part of conversation Give detailed, multi-step directions and instructions in familiar settings Clarify utterances by rewording or repeating in order to be understood by the general public Select and report pertinent information (e.g., regarding an accident, change in procedure, etc.)

Writing

Write complex sentences in paragraphs Demonstrate the correct use of capitalization, punctuation and spelling (e.g., using reference materials to edit and revise) Summarize articles on familiar topics

Information, Media, and Technology Literacy Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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LESSON THREE STANDARDS Receptive Modalities

ENGLISH LANGUAGE PROFICIENCY

Productive Modalities

Interactive Modalities

Listening

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

21st CENTURY SKILLS

Reading

Determine the meaning of unfamiliar words in text Interpret factual materials (e.g. prose text, charts/graphs, and other visual presentations) Take notes from texts/documents on unfamiliar topics Take notes while reading

Communication Creativity and Innovation Technology Literacy Initiative and Self Direction

CASEL'S SOCIAL & EMOTIONAL LEARNING

Self Awareness Self Management Social Awareness Relationship Skills

ASIA SOCIETY GLOBAL EDUCATION

Investigate the world Recognize perspectives Communicate ideas

Speaking

Writing

Write complex sentences in paragraphs Demonstrate the correct use of capitalization, punctuation, and spelling (e.g. using reference materials to edit and revise) Use pre-writing skills to organize and develop a paragraph

Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibilty

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LESSON FOUR STANDARDS Receptive Modalities

ENGLISH LANGUAGE PROFICIENCY

Productive Modalities

Interactive Modalities

Listening

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

21st CENTURY SKILLS)

Follow detailed multi-step directions and instructions in familiar situations

Reading

Interpret factual materials (e.g. prose text, charts/graphs, and other visual presentations) Interpret and summarize descriptions and narratives on familiar topics Take notes from texts/documents on unfamiliar topics Vary reading strategies for understanding content on unfamiliar topics or technical information Take notes while reading

Communication Collaboration CriticalÂ Thinking and Problem Solving Creativity and Innovation Information and Technology Literacy

CASEL'S SOCIAL & EMOTIONAL LEARNING

Self Management Social Awareness Relationship Skills Responsible Devision Making

ASIA SOCIETY GLOBAL EDUCATION

Investigate the world Communicate ideas Recognize perspectives

Speaking

Participate in discussions on topics beyond immediate survival needs (e.g., local news) Explain concepts/ideas in organized manner using examples or details Give detailed, multi-step directions and instructions in familiar settings Participate in social interactions using the appropriate degree of formality

Writing

Edit and revise drafts

Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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LESSON FIVE STANDARDS Receptive Modalities

ENGLISH LANGUAGE PROFICIENCY

Productive Modalities

Construct grade-appropriate oral and written claims and support them with reasoning and evidence Adapt language choices to purpose, task, and audience when speaking and writing

Interactive Modalities

Listening

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

21st CENTURY SKILLS)

Follow detailed multi-step directions and instructions in familiar situations

Reading

Communication Collaboration CriticalÂ Thinking and Problem Solving Creativity and Innovation Information and Technology Literacy

CASEL'S SOCIAL & EMOTIONAL LEARNING

Self Management Social Awareness Relationship Skills Responsible Devision Making Self Awareness

ASIA SOCIETY GLOBAL EDUCATION

Investigate the world Communicate ideas Recognize perspectives Take action

Speaking

Writing

Edit and revise drafts

Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

ÂŠ GLOBAL NOMADS GROUP

LESSON SIX STANDARDS Receptive Modalities

ENGLISH LANGUAGE PROFICIENCY

Productive Modalities

Interactive Modalities

Listening

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

21st CENTURY SKILLS)

Identify details in a description Obtain detailed information in a variety of contexts Recognize/respond appropriately to social cues in conversation in familiar contexts Recognize/respond to idiomatic expressions in familiar situations

Reading

Communication Collaboration Critical Thinking and Problem-Solving Creativity and Innovation Information and Technology Literacy

CASEL'S SOCIAL & EMOTIONAL LEARNING

Self Awareness Self Management Responsible Decision-Making

ASIA SOCIETY GLOBAL EDUCATION

Investigate the world Communicate ideas Recognize and perspectives Take action

Speaking

Participate in discussions on topics beyond immediate survival needs (e.g. local news) Explain concepts/ideas in organized manner using examples or details Give detailed, multi-step directions and instructions in familiar settings Participate in social interactions using the appropriate degree of formality

Writing

Write complex sentences in paragraphs Demonstrate the correct use of capitalization, punctuation and spelling (e.g. using reference materials to edit and revise) Write a detailed paragraph with topic sentence, supporting details, and conclusion Describe a detailed procedure in writing

Flexibility and Adaptability Initiative and Self-direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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