Curriculum Excerpts by Global Game Changers

Childrenâ&#x20AC;&#x2122;s Education Initiative

Excerpt

Teacher Resource Guides Pre-K and Elementary (K-2 & 3-5)

Nurture a lifetime of giving back

Teacher Resource Guide

Preschool Program

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

PreSchool Teacher Resource Guide

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Letter to the Educator

Dear Educators,

Thank you for taking the time to show interest in The Global Game Changers. The Global Game Changers is a national initiative whose mission is to provide interactive, entertaining, engaging and charitable platforms that inspire kids to be catalysts for change in the world by doing good things for others without expecting anything in return. What we have created is a fun and engaging program that encourages children to help others and Ignite Good!, and is aligned with preschool standards and benchmarks. Preschool is the optimum time to introduce and expose children to all areas that they will build upon in preparation for elementary school. As any teacher can tell you, students learn best when they are engaged. What can be more engaging for preschoolers than superheroes that Ignite Good!? They will explore through their senses and learn skills in language arts, social studies, arts and humanities, mathematics, physical development, science, and health and mental wellness. The Global Game Changers Preschool Program is based on best practices in youth philanthropy. Research shows that those who participate in “philanthropic activities often learn new ways to view and address social problems, and become better-educated and inspired to do even more with their own charitable initiatives.” In addition, children who participate in high-quality preschool programs are far more likely to experience greater educational achievements, strive toward higher vocational aspirations and contribute to society later in life. We hope you find the program as exciting and useful as

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ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

The Global Game Changers

we do. The book The Global Game Changers will serve as a starting point and springboard for creative lessons and activities. All lessons and activities are aligned with the educational component of the Head Start program: to provide a variety of learning experiences to help children grow intellectually, socially, and emotionally. The learning activities in The Global Game Changers Preschool Program were designed to meet NAEYC Early Childhood Program Standards, specifically those addressed within the Head Start program, The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3–5 Years Old. This framework was used to guide our curriculum for The Global Game Changers Preschool Program. The Global Game Changers will help each child realize that every child can be a Superhero with a superpower: the power to make a difference.

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The Global Game Changers

Language Arts

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Standard 1: Demonstrates general skills and strategies of the communication process. • Benchmark 1.1: Uses nonverbal communication for a variety of purposes. • Benchmark 1.2: Uses language (verbal, signed, symbolic) for a variety of purposes. • Benchmark 1.3: Communicates with increasing clarity and use of conventional grammar. Standard 2: Demonstrates general skills and strategies of the listening and observing process. • Benchmark 2.1: Engages in active listening in a variety of situations. • Benchmark 2.2: Observes to gain information and understanding. Standard 3: Demonstrates general skills and strategies of the reading process. • Benchmark 3.1: Listens to and/or responds to reading materials with interest and enjoyment. • Benchmark 3.2: Shows interest and understanding of the basic concepts and conventions of print. • Benchmark 3.3: Demonstrates knowledge of the alphabet. • Benchmark 3.4: Demonstrates emergent phonemic/ phonological awareness. • Benchmark 3.5: Draws meaning from pictures, print and text. • Benchmark 3.6: Tells and retells a story. Standard 4: Demonstrates competence in the beginning skills and strategies of the writing process. • Benchmark 4.1: Understands that the purpose of writing is communication. • Benchmark 4.2: Produces marks, pictures and symbols that represent print and ideas. • Benchmark 4.3: Explores the physical aspects of writing.

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PreSchool Teacher Resource Guide

Circle Time Activity

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• As the class is gathered around for circle time, ask students what they liked best about The Global Game Changers. Let each student share his/her favorite character from the story. Tell students they can be more like the GGC superheroes just by being a good person and following rules in preschool.

• Ask students to name some things they can do to be good in school. Tell them this is called “Igniting Good!” when we are good people, follow rules, and help others. This is how they can become a GGC superhero. If students do not give the following answers, try to lead them to these 4: using listening ears, walking feet, keeping hands to themselves and sharing with others. As students share, write on sentence strips: • • • •

We use listening ears. We use walking feet. We keep our hands to ourselves. We share our things.

• Place sentence strips on the flannel board as they are mentioned, and discuss why they are important. (For example, listening ears let us hear important information and keep us safe; walking feet help us not run into things in the classroom, or other people; keeping hands to ourselves helps us be good friends and not hurt others; sharing our things lets everyone get a turn.) • Show students the 4 pictures of students Igniting Good! in school. Ask students what the kids in the pictures are doing. Tell them that these students are Igniting Good! because they are following rules and being a good people. Tell them this makes their teacher happy, and show students the happy face. Have students smile to make a happy face.

• Show students the other 4 pictures (not listening, running, hitting, and not sharing) and ask what the kids

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The Global Game Changers

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The Global Game Changers

Lesson 4: Jaylen’s Story

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Standards-Based Benchmarks • • • • •

LA 1.2, 2.1, 2.2 SS 1.2, 1.6 S 1.4 MA 1.4 HMW 1.2

Materials Needed • • • • • • •

Picture of Jaylen and drawing of Jaylen US Map Stickers in different colors Picture of Krumi Cotton balls Tape Measuring tape or rulers

SPEAKING

MY HEART

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PreSchool Teacher Resource Guide

Badge March with Sequence of Movements

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Standards-Based Benchmarks • PD 1.1, 1.2, 1.3 • AH 1.3

Materials Needed

• Large color copies of the GGC badges, laminated • CD player or digital media player and speaker • Copy of The Global Game Changers theme song, “Welcome to the Game” • Large foam die (or a foam cube with numbers written on each side)

Whole Group Movement Activity

• Lay all badges face up on the ground in a circle. Play the GGC theme song and have students stomp on each one, marching around the circle. Tell students to stop on a badge when the music stops. Stop the music in the middle of the song and call out a badge. Have that student roll the foam die. If the roll a 1, 2, or 3 they have to come up with that many movements and do them in a row. Example, roll a 3: Student may choose clap, turn around, touch toes. Students do 1 of each movement in a sequence. If students roll a 4, 5, or 6 they roll again. (Older students may be able to do more movements at teacher’s discretion.) Some movements include: • hopping/jumping on 1 or 2 feet • skipping • crab walking • clapping • tapping knees • arm windmills • touching toes

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PreSchool Teacher Resource Guide

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Badge Lessons: Holiday and Monthly Theme Lessons These lessons correspond with each month’s holidays and tie in each badge. Monthly GGC badges can be printed out and hung on the GGC current events bulletin board along with corresponding articles students have found.

August: Back to School

Badge Central: Have students draw badges that correspond with their class or school rules to represent Igniting Good! in school. The teacher can reproduce these and hand them out to students when they are caught Igniting Good! to encourage good deeds and responsible behavior in school.

September: Labor Day

Letter Writing: During circle time or other large group setting, have students help you write thank-you letters to local fire, rescue, and emergency workers on large lined poster paper. Students can draw pictures to send to these local heroes.

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Teacher Resource Guide

Kindergarten through 2nd Grade 3rd Grade through 5th Grade

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Teacher Resource Guide

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Teacher Resource Guide

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Program Goals

• Make giving back an integral part each individual student;

• Empower children to know that they have the power to make a difference by using their talents to affect what they’re passionate about; • Build class rapport, trust, friendships, and communities; • Strengthen language arts skills;

• Extend and deepen content knowledge in language arts and social studies; • Promote creativity and imagination;

• Help students recognize their role and responsibility as local, national, and global citizens;

• Encourage students to become aware and inclusive of the diversity that enriches their community: gender, religion, race, ethnicity, language, socioeconomic status, and disability;

• Improve students’ ability to progress from one grade level to the next; • Foster the home-school connection;

• Nurture self-confidence, happiness, responsibility, and a sense of belonging.

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ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Teacher Resource Guide

Section I: Introductory Lessons

Following, you will find 10 days of lesson plans that introduce students to the Global Game Changers and the concepts that they will be exploring throughout the year. These lessons are meant to be completed in the order that they are presented, as each lesson builds upon the last one.

Teachers may choose to teach one Global Game Changers lesson per day for two weeks, or they may elect to do one per week for ten weeks; however, these ten lessons must be done in the order presented. The lesson plans cover the Global Game Changers Book, Superpower Equation, and Website.

After completion of these lessons, you will move into the Thematic Lessons, which may be taught in any order at the teacher’s discretion throughout the rest of the year.

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Global Game Changers Children’s Education Initiative TM

Day 1: Introduction

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Core Content

• K - RF.K.1., RL.K.1., RL.K.2., RL.K.3., RL.K.5., RL.K.6., RL.K.10.; SL.K.1., SL.K.2., SL.K.3., SL.K.6. • 1 - RF.1.1., RL.1.1., RL.1.2., RL.1.3., RL.1.4., RL.1.5., RL.1.7., RL.1.10.; SL.1.1., SL.1.2., SL.1.3., SL.1.4., SL.1.6. • 2 - RF.2.4., RL.2.1., RL.2.2., RL.2.3., RL.2.7., RL.2.10.; SL.2.1., SL.2.2., SL.2.3., SL.2.4., SL.2.6.

Vocabulary • • • • •

author: A person who writes books illustrator: A person who creates pictures for books apathy: Not caring hero: A person we look up to prediction: Something you say about what will happen in the future • connection: The point at which two things come together

Materials

large poster paper or writer’s notebook pencils marker The Global Game Changers by Jan Helson and Rachel Annette Helson

• • • •

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Global Game Changers Children’s Education Initiative

Character Trait Chart

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Directions: In the left-hand column, write the character traits of one of the characters in the story. In the right-hand column, list how the trait is revealed in the text. (Traits can be revealed by events, actions, words, thoughts, attitudes, and feelings.) Character: ________________________________

Character Trait

Revealed By

Character Traits Word Bank: adventurous, afraid, ambitious, arrogant, bad, bold, bossy, brainy, brave, brilliant, calm, careful, careless, charming, cheerful, childish, cowardly, cruel, curious, demanding, depressed, dishonest, eager, easygoing, energetic, evil, faithful, fearless, foolish, friendly, funny, gentle, giving, gloomy, graceful, greedy, guilty, happy, healthy, helpful, honest, hopeful, imaginative, impatient, impolite, innocent, inventive, intelligent, jealous, kind, lazy, lonely, loving, loyal, lucky, mature, mean, mysterious, nervous, nice, noisy, obedient, peaceful, pleasant, polite, poor, proud, quiet, responsible, rough, rowdy, rude, sad, scared, selfish, serious, shy, silly, sly, smart, sneaky, spoiled, strange, sweet, talented, thoughtful, thoughtless, trusting, trustworthy, unfriendly, unhappy, upset, warm, weak, wicked, wise, worried, zany

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Teacher Resource Guide

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Sample Superpower Equations

BAKE COOKIES TO THANK LOCAL FIREMEN

BAKING

ELISE, Age 6

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Global Game Changers Children’s Education Initiative

Lesson Plan

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• Tell students that they have been learning about kids who help other people. They have learned that they have a superpower of their own that they can use to give back, and that they will be discovering their own superpowers throughout the year. • Ask students why they think that they should help people.

• Ask students how they feel when they help people. If they feel good, are they more likely to to help people again?

• Explain that good deeds and bad deeds can build on each other. Set up the dominoes (or books or cards). Show them how one push can have an impact of every single domino in the row. • Tell students that, even though they are young, their actions have an impact on other people, just like the dominoes do. So they should spread good instead of bad.

• Have students create a story (written or illustrated) about how helping can build on itself. Students should identify at least three actions.

• Display article on the bulletin board, adding a new one each week.

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Global Game Changers Children’s Education Initiative

Lesson Plan • Let students know that today, you will be learning about the Rescue Badge.

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• Instruct children to get out their activity books and turn to the Rescue Badge page.

• Designate one child (if appropriate) to read the page out loud.

• Ask students if they know someone who works in the rescue field (police, firefighter, paramedic, etc.).

• Ask students to name a time when someone needed to be rescued. • Tell students that today they will be writing thank you letters to fire, rescue, and emergency workers.

• Discuss the elements of a letter: date, address, salutation, body, closing.

• Hand out papers and allow students to compose their own letters.

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Teacher Resource Guide

The Animals Badge Core Content

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• K - RL.K.3; SL.K.2; L.K.1; RF.K.1; RI.K.10 • 1 - RL.K.3; SL.K.2; L.1.1; RF.1.1; RI.1.10 • 2 - RL.K.3; SL.K.2; L.2.1; RF.2.4; RI.2.10

Vocabulary • • • • • •

humane: Kind; good treatment habitat: Specific place where a plant or animal lives wildlife: Animals living in their natural environment domestic: Kept by someone in the home treatment: How you act toward others fable: A story told to show a useful truth, usually with animals or birds as characters • moral: Important lesson from a story

Materials

• GGC Superhero Activity Book • Fable (featuring an animal/animals)

Suggested Scheduling: Groundhog Day

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Teacher Resource Guide

Day 2: Writing about helping others Core content

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• 3 - W.3.3., W.3.10.; SL.3.1. • 4 - W.4.3.; W.4.10.; SL.4.1. • 5 - W.5.3.; W.5.10.; SL.5.1.

Vocabulary

• narrative writing: Writing about an event in a personal way

Materials

• writer’s notebook, journal, or paper • writing utensil

Lesson Plan

• Ask students what they thought about The Global Game Changers. Ask if they would like to become a superhero in the GGC alliance. Inform students that they will get to create their superhero identity tomorrow. Discuss with students how people who Ignite Good!™ do so without expecting anything in return.

• Ask students if they have ever helped someone, whether it was planned or unplanned. Discuss with students the term “narrative writing,” writing that tells a story (whether true or untrue).

• Have students reflect in writing about a time they helped someone. How did it make them feel? (This could be developed into a personal narrative writing piece over time if the teacher wishes.)

• Have students break into small groups to share what they

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Global Game Changers Children’s Education Initiative

Lesson Plan

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• Ask students if they can remember a character from the book who did something nice for someone else. • Tell students that the children in the book were special because they did good things for other people. But they were also special because they believed in themselves. • Return to the lesson of Jaylen. Visit Jaylen’s Challenge website to learn about how he started his charity (http:// jaylenschallenge.org/content/who-jaylen).

• If available via tablet or computer, show children a video of Jaylen (http://www.youtube.com/ watch?v=_hOO2PwRWA0 OR http://www.cbsnews. com/8301 -18563_162 -5525408.html OR http://vimeo. com/22958603).

• Talk to children about Jaylen. He has Tourettes, which is something that he can’t change. We all have things about us we can’t change. But those things make us unique. We have to be nice to ourselves about the things we can’t change. • Talk to children about what it means to be perfect. What does it mean to be perfect on a test? What about in sports? What about at playing an instrument? What about behaving perfectly?

• Ask children to raise their hands if they are perfect all the time. Challenge any childrent that do with questions. • Tell children that sometimes, every one of us makes a mistake. Ask children to raise their hands if they’ve ever made a mistake. Challenge children that don’t raise their hands.

• Talk to students about how we always have to try to be better, and learn from our mistakes, but that we also have to forgive ourselves for our mistakes, just like we forgive other people.

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Global Game Changers Children’s Education Initiative

The Poverty Badge Core Content

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• 3 - RL.3.1; RL.3.2; RL.3.3; SL.3.6 • 4 - RL.4.1; RL.4.2; RL.4.3; SL.4.6 • 5 - RL.5.1; RL.5.2; RL.5.3; SL.5.6

Vocabulary

• poverty: Being poor • sacrifice: To give away something of value to obtain something else of value • generosity: Giving • tangible: Able to be felt and seen • intangible: Unable to be felt or seen

Materials

• GGC Superhero Activity Book • Story: Gift of the Magi

Suggested Scheduling: December

SHARING

MY HEART

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Teacher Resource Guide

Lesson Plan

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

• Let students know that today, you will be learning about the Elderly Badge. • Instruct children to get out their activity books and turn to the Elderly Badge page. • Designate one child to read the page out loud.

• Discuss the idea of ancestry and create a family tree. • Help students come up with a questionnaire to take home and give to the elderly people they know. Brainstorm historical events that children have read about and can ask their subjects about. • Go over good interview techniques. Have students interview each other for practice.

• Tell students they will ask someone elderly they know the questions, and that they will have to take notes on the answers.

• Have students prepare a report based on the interview and their notes.

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Teacher Resource Guide

ba SA l Ga M me PL C E h - N an ot ger au s C th h or ild iz re ed n fo 's E ru d se uca or tio re n I pr ni od tia uc tiv tio e, n Inc .

Reading: Literature

RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.K.2. With prompting and support, retell familiar stories, including key details.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

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