Global Classroom Module

Global Classroom Module
Global Classroom Module:

Weeks Without Walls
Image retrieved from http://millenniainc.com/global-collaboration-for-amazing-good
Melissa Wolfrey
EDTC 645
July 8, 2015
Dr. Blesh
Table of Contents
Introduction
Global Classroom Module Pre-planning Template (revised)
Lesson Plan Template 1
15
Lesson Plan Template 2
21
Appendix A
27
Appendix B
28
Appendix C
29
Appendix D
31
Appendix E
32
Appendix F
35
Appendix G
36
References
39
Introduction
Connecting students globally is an aspect of education that is important but is often
overlooked. We have the capability to connect with countries around the world at our fingertips
and should use this capability to our advantage, especially when it comes to education. The
author from the article Education for Global Citizenship: A Guide for Schools (2006) states The
lives of children and young people are increasingly shaped by what happens in other parts of the
world (p. 1). In order for this to happen, students need to be educated about these parts of the
world. The technology that we have today gives teachers the opportunity to get students, even at
a young age, connected to the world so that they can be shaped by what is happening.
This global classroom module, Weeks Without Walls, introduces kindergarten students to
global learning. Through this module, students from my kindergarten class (12-14 students) at
Saint Andrews, a private school located in Edgewater, MD, will connect with another
kindergarten class from another country. Both classes will participate in similar activities that
will result in the following overall goals:
to introduce themselves to and get to know students of a different country/culture
to interact electronically with students from another country/culture
to share information about their own culture/traditions with students from a different
country/culture
to obtain information about the culture/traditions of a different country/culture
to understand how people of different cultures are alike and different
to create and publish a culminating project that shows what they have learned
The module will span 3 weeks, with students participating in activities every day for 45
minutes to an hour each day. The first week students from both classes will participate in
activities to get to know each other. The classes will be using the network The Global
Classroom Project and the module is based on the existing lesson Week Without Walls. The
Weeks Without Walls module that my kindergarten class will be participating in is different
from the existing lesson because it will span for a longer period of time. The directions on the
current website state that students can use the following methods to interact: student and
classroom blogs; Twitter; Instagram; Skype or Google Hangouts; a culminating video
(American International School in Riyadh, 2015). In the current module, students will be
using a blog that is shared between classrooms to upload information; Skype and a
culminating video.
Students from both kindergarten classes will participate in the following activities:
Week 1: learn about the country of the partner class, create self-portraits using an
online program, share photographs and self-portraits on blog, complete a writing
assignment that tells partner class about their selves, create a video to share their
writing, view partner classs video and participate in a Skype session to ask and
answer follow up questions

Week 2: complete printable book about families to share with partner class, write
about family traditions, share pictures and favorite things to do at school, draw a
picture of and tell about a holiday that is celebrated

Week 3: create a culminating project that allows students to share what they learned
about their partner class
These activities were chosen because they allow students to interact and collaborate at the
kindergarten level. Through the use of photographs, drawings and basic writing, students will be
given the opportunity to share information with the partner class as well as learn about the
culture of another country. This global classroom module will give students in both classes the
chance to participate in an authentic, global project. Students will not only learn about their
partner country but will also begin the process of learning online global collaboration and
citizenship skills. These are skills that will be essential to all students as they make their journey
through school and starting them early in kindergarten can only benefit their future educational
endeavors.
Pre-Planning Template (previously submitted with revisions in blue)

Designer: Melissa Wolfrey
Summary: In this module kindergarten students will collaborate with students in the same grade
from another country. The main goals for the students are:
to introduce themselves to and get to know students of a different country/culture
to interact electronically with students from another country/culture
to share information about their own culture/traditions with students from a different
country/culture
to obtain information about the culture/traditions of a different country/culture
to understand how people of different cultures are alike and different
to create and publish a culminating project that shows what they have learned
Background concerning the school and the group you are working with: The students that
will be participating in this module are future kindergartners from Saint Andrews, a private
school in Edgewater, MD. There are currently no known special needs students among the
kindergarten class however that could change. At this time the class size is 12 students but that
could change as well. The boy to girl ratio is unknown. The demographic of the class is unknown
at this time but current school demographics can be found below.Saint Andrews provides
education for students in grades Pre-K through 8th grade. Saint Andrews is a Christian school
that is affiliated with the Methodist church. The following chart details the demographic
information from the school:
Demographic Chart
Race/Ethnicity
Percent of student population
Caucasian
94%
Black
3%
Asian or Asian/Pacific Islander
1%
Two or more races
1%
(Moss, Pope, Scott, Taylor, Washington & Wolfrey, 2014)

Time frame: This module will cover a span of 3 weeks. The first week will involve students
making introductions and getting to know students from our matching country. The second week
will focus on student sharing cultural information and traditions. During the third week students
will create and publish their culminating project that will outline what they have learned from the
students we have been collaborating with. This project will need to be done in the second half of
the school year to ensure that students have acquired beginning ready and writing skills that are
necessary to complete the project.
Subject And Grade level: I will be doing this project with kindergarten students and it will
include standards from language arts and social studies.
Proposed Topic and Rationale:
Topic: Learning about a different culture
Rationale: It is important for students to learn about other cultures at a young age. This project
gives kindergarten students the opportunity to learn about a different culture in an engaging way
in which students collaborate with a class from another culture. Students will learn about the
traditions, culture and way of life of students in the same grade. The students will get to compare
how they are alike and different from students in the partner class. This is a very age appropriate
project that not only allows students to use different skills such as writing, drawing and reading
but also gives students the opportunity to interact with other students using a variety of
technology methods. Students that participate in this project, from both classes, are guaranteed to
have an enriching experience where they will not only learn about another culture but will also
have the chance to teach about their own.
Global Network You Plan to Use: I have found this project posted from the network Global
Classroom.
Key Challenges: I think that the biggest challenge I will face with this project is finding a
partner class of kindergarteners from another country that can speak English and is willing to
participate in a global collaborative project. In order to overcome this challenge I will begin
searching for a partner class as early as possible. This is a project that I feel would be better for
kindergarten students towards the middle to end of the school year rather than at the beginning
because by then students should have the basic skills they need to complete all aspects of the
project. This means that if I begin searching for a partner class in the summer before the school
year begins or at the very beginning of the school year, I should have plenty of time to find a
partner class.
Another challenge that I might face is time zone differences or difficulties finding common times
to conduct our online collaboration. In order to overcome this challenge, the partner teacher and I
would have to be flexible with the activities that we plan. Instead of using Skype to interact, the
classes may have to post video recordings for each other. Even if we cant communicate in real
time we can still plan a meaningful collaboration.
Prior Knowledge: This project will require students to have some early reading and writing
skills. Students may need to copy writing prompts and finish short sentences as well as read
those sentences aloud. Students will be monitored and assessed on this in all the months leading
up to the project through teacher observation and finished products. Some students may need
some teacher assistance. It would also be beneficial for student to have some knowledge of
computer use prior to beginning the project however teacher(s) will also be assisting students
when technology is being used.
Standards and Key Concepts
Content Standards: This module aligns with the following Maryland Common Core State
Standards (2014):
Language Arts:
SL1: Participate in collaborative conversations with diverse partners about kindergarten

topics and texts with peers and adults in small and larger groups.
SL3: Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
W2: Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply
some information about the topic.
W8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Social Studies:
Standard 2.0: Identify similarities and differences in peoples characteristics, habits and
living patterns to describe how they meet the same human needs.
National Education Technology Standard for Students NETS (S): This module aligns with
the following International Society for Technology in Education Standards (2015):
Communication and Collaboration: Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
10
Digital Citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
Global Theme: I believe that this lesson best aligns with the global theme, Race and Ethnicity:
Human Commonality and Diversity developed by the American Forum on Education because the
students are learning the similarities and differences between their own culture and another.
Although this is the global theme that this unit fits into best, students will be learning this at the
most basic level since they are so young. They will be focusing on the goals of celebrating
diversity and enhancing students self-image/concept (Collins, Czarra, & Smith, 2000).
Pre-Lesson Steps: Before introducing the lesson to my students, I will do the following steps:
1. Create a blog that will be shared between the two classes. Note: this project was created
on a classroom wikispace that stated that the classes could use a blog to share
information.
2. Find a partner class using The Global Classroom Project website or another global
education network.
3. Establish similar goals and outcomes, online collaboration times and activities with
partner teacher.
4. Discuss any technical problems our issues that could come up and how to handle them
with partner teacher.
5. Obtain permission from students parents to share student picture and videos online with
the partner class.
11
Technology Use: Technology use will be a huge part of this lesson. Students will have to use
technology to communicate with our partnering class. The following types of technology will be
needed: digital cameras, video cameras, Skype, online programs; a blog to share pictures and
videos.
Essential Question (s): Students should be able to answer the following questions throughout
and at the end of this unit:
How are the students from our partner class alike and different from us?
How are the family lives of the students from our partner class alike and different from
ours? What do they do each day that is the same as us? What do they do each day that
might be different?
What holidays do the students in our partner class celebrate? Do they celebrate any of the
same holidays that we do? Do they celebrate any different holidays?
What else did you learn about the students from our partner class that we have not
already talked about?
Starting Activity For Module: This module should be introduced to the students by sharing
information about the country that the partner class is from. The teacher should explain to the
class that they will be corresponding with a class from another country to learn about their ways
of life and traditions. Students should be told what country the class is from and show the
students where it is located on a map/globe. The teacher should make a KWL chart where
students list anything they already know about the country/culture and what they want to know.
The teacher will then read a book about the country or show a video so the students have more
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knowledge of the country. The teacher should wrap-up the introduction by telling the students
that over the next couple weeks while corresponding with the partner class, the students will
learn how the life and traditions are alike and different from the other class. Finally, the students
will come up with some general information that they would like to share about the class as a
whole with the partner class. The teacher will upload the information along with a photograph to
a blog shared by both classes.
Lesson Plans:
Summary of Two Lesson Plans:
Lesson 1: Students will introduce themselves to the partner class. During week 1, over the period
of 5 days, students will create and share self-portraits and photographs with the partner class to
introduce themselves. They will also copy and complete a series of writing prompts that will
describe themselves. Below are the prompts that they will use:
My name is ___________________________.
I am _____ years old.
My favorite color is _____________________.
My favorite book is ____________________.
My favorite food is _____________________.
After copying the prompts and filling in the blanks, the teacher will record a video of the
students reading what they wrote. The class will upload the video on a blog that is shared by both
classes. The partner class will do the same. The students will watch each the video from the
13
partner class; draft some more questions to ask the students to get to know them better, and
conclude the activity by asking the other class the questions during a Skype session.
Lesson 2: The second lesson will lead up to the culminating activity. In this lesson the students
will share information about their families, schools, holidays and traditions by uploading both
pictures and videos on the shared blog and participating in writing activities that they will also
share with the partner class. The major assignment will be the culminating activity where the
students create a video with the help of the teachers that shows what they have learned about the
culture of the partner class. The students will use writing prompts and drawings (hand drawn or
using KidPix) that they will read and share in their video that will depict what they have learned.
Both classes will upload their videos on the shared blog for the other class to view.
Summative Assessment: Students will be assessed on at the end of each lesson using a rubric
that lists each objective that needs to be met. The culminating activity will also be where the
summative assessment will take place. The teacher will use a rubric to determine that the
students were able to answer all the key questions while participating in their writing and
drawing activities that will lead up to the creation of the video.
Lesson Plan Template # 1
Lesson Title:
14
Weeks Without Walls Introduction (Week 1)
Grade Level/Subject Area:
Kindergarten/Language Arts and Social Studies
Concept/Topic:
The topic that this lesson focuses on is learning about the students from
our partner class, learning about their country and sharing information
about their selves.
Length of Lesson:
This lesson will span for 5 days with approximately 45 minutes to an

hour a day.
Standards Addressed:
(Local or National
Standards)
Maryland Common Core State Standards (2014):
SL1: Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and
adults in small and larger groups.
SL3: Ask and answer questions in order to seek help, get

information, or clarify something that is not understood.
W2: Use a combination of drawing, dictating, and writing to

compose informative/explanatory texts in which they name what
they are writing about and supply some information about the
topic.
W8: With guidance and support from adults, recall information

from experiences or gather information from provided sources to
answer a question.
International Society for Technology in Education Standards

(2015):
Lesson Goals:
Lesson Goals (continued)
15
Communication and Collaboration: Students use digital media

and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
Digital Citizenship: Students understand human, cultural, and

societal issues related to technology and practice legal and
ethical behavior.
The goals for this lesson are for students to:
Obtain information about the country of our partner class
Introduce themselves to and get to know students of a different

country/culture
Interact electronically with students from another
country/culture
Objectives:
The students will be able to:
Name the country that the students in our partner class are from
and locate it on a map.
Tell what they learned about the country after listening to a book
about it and what else they would like to know.
Use digital cameras to take and send photos of themselves to the

partner class with the help of the teacher.
Create self-portraits using a website and use digital cameras to

take photos and send them to partner class with the help of the
teacher.
Copy and finish writing prompts that will describe themselves to

the partner class.
Read their writing while the teacher records it on video.
Observe the teacher upload photos and videos to the website.
Answer questions about the partner class, specifically how they

are alike and different from themselves, after watching their
video.
Draft some more questions to ask the partner class and ask them
the questions during a Skype session.
Introduction:
The teacher will explain to the students that over the next few weeks
they will be learning about another country and culture. The teacher will
tell the students that they will be using the internet to talk to and interact
with students from that country. The teacher will tell the students what
the name of the country that the partner class is from and will show
them where the country is located on a map.
Step-By-Step Procedures:
Day 1: Introduction
Warm up: The above introduction will be the warm-up for Day 1.
Step-By-Step Procedures
(continued)
1. The teacher will read the students a book that gives them
information on the country that the partner class is from.
2. The teacher will put a KWL chart on the board and will explain
to the students that as a class they are going to fill out 2 parts of
16
the chart today, the K for what we know about the country and
the W for what we want to know.
3. The teacher will ask the students to raise their hand and tell the
class anything that they know about the country so far from the
book that was just read or from prior knowledge. The teacher
will write the answers on the chart.
4. The teacher will then ask the students to tell what else they want
to know about the country or the students from the partner class
and will write it down on the chart.
5. The teacher will take a picture of the class and the class will
observe the teacher upload the picture to the blog that the two
classes will be using to collaborate by using the projector in the
computer lab. (This will need to be done in the computer lab and
the teacher will need to reserve it in advance.)
6. The class and teacher will discuss some brief information that
they would like to share with the other class and the teacher will
add that to the site with the uploaded picture.
Day 2: Self-portraits
Warm-up: The class will check the website and see the picture of the
partner class and the information they left for them.
1. The teacher will explain to the students that in order to get to
know the partner class, both classes will need to share
information about each other.
2. The teacher will instruct the students to make self-portraits using
the following website: http://www.abcya.com/make_a_face.htm
(Screenshot also provided in Appendix B.)(This will need to be
done in the computer lab.)
3. The students will print out their self-portraits.
4. The students will also write: My name is ___________ at the top
of their self-portrait.
5. After the students have printed their self-portraits, the teacher
will take individual pictures of each student holding their selfportrait.
(continued)
17
6. The teacher will upload the pictures to the blog while students
watch on the projector screen. (This will need to be done in the
computer lab and the teacher will need to reserve it in advance.)

Day 3: All About Me
Warm-up: The teacher will review with the students what they have
learned and done so far to interact with the partner class (learned about
their country, created self-portraits, etc.)
1. The teacher will explain to the students that the class will copy
and finish sentences that will help the partner class learn about
them.
2. The students will copy and complete the following sentences:
My name is ___________________________.
3. The teacher will tell the students that they will read their
sentences about themselves the next day while the teacher
records them on video.
Day 4: Reading Activity
Warm-up: The students will practice reading their writings to each
other before the teacher records them on video.
1. The teacher will use a video camera to record each student
reading what they wrote the previous day.
2. After all students have been recorded, the teacher will upload the
video to the shared blog while students observe on the projector
screen. (This will need to be done in the computer lab and the
teacher will need to reserve it in advance.)
Day 5: Watch Partner Classs Video
Warm-up: The teacher will discuss with the students what they have
done up to this point to introduce themselves to the partner class.
(continued)
18
1. The teacher will tell the students that the partner class has
created a video similar to the one that they created so that we can
learn more about them.
2. The teacher will tell the students to pay close attention to what
the students from the partner class are saying in the video to find
things that are alike and different between the students in the two
classes.
3. The students will watch the video using the projector in the
computer lab that has been reserved in advance.
4. When the video is over the teacher will discuss with the students
what they learned from the video about the students from the
partner class. The teacher should address the following
questions:
How are the students from the partner country like us?
How are the different?
What are some things that students do or like that are the
same as us?
What are some things that the students do or like that are
different from us?
5. The teacher will take out the KWL chart that the class began at
the beginning of the week and fill in anything that they have
learned so far in the L column.
6. The teacher will conclude the lesson by having the students
come up with questions that they would like to know about the
students from the partner class, their school and families etc.
7. The teacher will keep the list of questions for the students to ask
in a follow-up Skype session.
Technology Requirements:
Resources
To complete this 5 day plan the following technology will be needed:
Internet access
Digital camera
Video camera
LCD projector and screen
Skype
http://www.abcya.com/make_a_face.htm
http://sweetsoundsofkindergarten.blogspot.com
Resources (continued)
http://mdk12.org/instruction/commoncore/
http://www.iste.org/standards
19
Related URLs:
http://globalclassroom2014-15.wikispaces.com/Week+Without+Walls
Assessment Based on
Objectives:
The main assignment that the students will be completing for this
lesson is writing about their selves and reading it on video. Students will
be assessed on their writing in a rubric that can be found in Appendix B.
Furthermore, the teacher will use the rubric found in Appendix C to
evaluate students on the lesson as a whole.
Follow-Up:
After completing this 5 day lesson, a follow-up Skype session should be

scheduled early the following week so that students in each class can
talk in real time and ask each other the questions that they came up with
at the end of the lesson.
Classroom Management:
Each day the teacher as well as teacher assistant will make sure that all
students are following the rules and staying on task. If at any time a
student is not staying on task, the teacher and/or assistant may act
accordingly by speaking with the student privately and attempting to get
the student back on task.
Accommodations:
Students that have any special needs will be assisted by the teacher or
teachers assistant. Students who need help getting their writing
assignments done can get assistance from either adult present. Students
that need more of a challenge will be given the opportunity to write
more by coming up with additional writing prompts that they can use to
share information.
(Special needs / gifted &

talented)
Comments / Notes:
Lesson Plan Template # 2
20
While Skype is the preferable method for students to interact

during the follow-up to the lesson, this may not be able to
happen due to time zone differences and/or schedule conflicts
between the partner classes. If that should happen teachers and
students can post and answer further questions by creating
another video or simply posting questions and answers to the
blog.
The completion of this 5 day plan involves many days in the

computer lab. This will need to be reserved in advance for
successful completion of the lesson. Any part of the lesson that
does not state needs to be done in the lab will take place in the
classroom.
Lesson Title:
Weeks Without Walls: Culture and Traditions (Weeks 2 & 3)
Grade Level/Subject Area:
Kindergarten/Language Arts and Social Studies
Concept/Topic:
Each day the students will share information about a different topic
relating to their culture with the partner class. They will also learn
similar information about the culture of the partner class.
Length of Lesson:
This lesson will span for 5 days with approximately 45 minutes to an

hour a day. Some of the activities listed on certain days may take longer
and have to be spread out during the day. During week 3, the students
will create the culminating project.
Standards Addressed:
(Local or National
Standards)
Maryland Common Core State Standards (2014):
SL1: Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and
adults in small and larger groups.
SL3: Ask and answer questions in order to seek help, get

information, or clarify something that is not understood.
W2: Use a combination of drawing, dictating, and writing to

compose informative/explanatory texts in which they name what
they are writing about and supply some information about the
topic.
W8: With guidance and support from adults, recall information

from experiences or gather information from provided sources to
answer a question.
Standard 2.0: Identify similarities and differences in peoples

characteristics, habits and living patterns to describe how they
meet the same human needs.
International Society for Technology in Education Standards

(2015):
Standards Addressed
(continued)
21
Communication and Collaboration: Students use digital media

and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
Digital Citizenship: Students understand human, cultural, and

societal issues related to technology and practice legal and
ethical behavior.
Lesson Goals:
Objectives:
The goals for this lesson are for students to:
Obtain information about the country of our partner class
Interact electronically with students from another

country/culture
Share information about their own culture/traditions with

students from a different country/culture
The students will be able to:
Complete and read their book about families

Tell ways that families are similar and different
Understand what a family tradition is and share one with the
classes
Explain similarities and differences of family traditions from the
United States and country of the partner class
Write about his/her favorite part of school
Explain similarities and differences of school life of the partner
class
Draw a picture of and tell about a holiday he/she celebrates
Tell about similarities and differences in the holidays they
celebrate from those of the partner class
Introduction:
After participating in the Skype session (follow-up to first week) the

teacher will explain to the students that they will be focusing on sharing
information about their life and culture and learning the same
information from the partner class. Each day both classes will focus on
the following topics: family, school, holidays and traditions.
Step-By-Step Procedures:
Day 1: Family
Warm up: The teacher will discuss with the students how all families
are alike and different.
1. The teacher will have the students complete the following handout (printable book) about their family:
https://www.teachervision.com/tv/printables/TCR/1576901106_
15-18.pdf
2. The teacher will take a video of the students reading their books
and sharing their pictures.
(continued)
22
3. The teacher will upload the video to the shared blog while the
students observe on the projector screen. (This will have to take
place in the computer lab.)
Day 2: Family Traditions

Warm-up: The students will watch the video that the partner class
uploaded to the shared blog and will answer the questions:
How are the families of our partner class similar to our families?
How are they different?
1. The teacher will explain to the class that we will be discussing
family traditions today.
2. The teacher will read the book The Relatives Came by Cynthia
Rylant.
3. The teacher will ask the class what a tradition is.
4. The teacher will ask the class to share any traditions that they
might have with their family.
5. The teacher will tell the students that for homework they will
complete a writing assignment about one family tradition that
they have and will share their writing with the class as well as
the partner class on the following day.
Day 3: Sharing Traditions
Warm-up: The teacher will review with the students what a tradition is.
1. The students will take turns sharing their family traditions with
the class while the teacher records them on video.
2. The teacher will upload the video to the shared blog while the
students observe. (This will need to be done in the computer
lab.)
3. The teacher and students will review what they have learned so
far this week and add anything necessary to the L column of
their KWL chart.
Day 4: School Life
Warm-up: The students will look at the video and writing that the
partner class posted on the blog about their family traditions. The
students will answer the following questions:
(continued)
23
How were the family traditions of our partner class similar to

some of ours?
How were they different?
1. The teacher and students will go around the school and taking
photographs of different parts of the school (i.e. the gym,
playground, art room, own classroom etc.)

2. The teacher will tell the students to write one sentence about
their favorite part of school.
3. The teacher will take photographs of the students writings.
4. The teacher will upload the photographs of the school to the
blog while the students observe. (This will need to be done in
the computer lab.)
Day 5: Holidays
Warm-up: The teacher and students will check the shared blog and
look at the photographs that the partner class uploaded of their school.
The students will discuss how the schools are alike and different.
1. The teacher and students will create a list of the different
holidays that they celebrate.
2. The teacher will put the class into small groups and will have the
students discuss with each other what their favorite holiday is
and why.
3. Each student will draw a picture of something that they do to
when they celebrate a holiday. (Note: the teacher will tell each
student which holiday to draw a picture for so that all the
holidays that are celebrated are represented.)
4. Each student will share their picture with the class. They will tell
the class what they drew in the picture and talk briefly about
how they celebrate the holiday.
5. The teacher and students will use Skype to share their pictures
with the partner class and tell them about the holiday.
6. After the Skype session the teacher will ask the students the
following questions:
Do we celebrate any of the same holidays?
Do we celebrate them the same way?
Does our partner class celebrate any holidays that we do not
celebrate?
Which holidays do we celebrate here in the United States
that our partner class does not celebrate?
Technology Requirements:
24
To complete this 5 day plan the following technology will be needed:
Internet access
Digital camera
Video camera
Technology Requirements
(continued)
Resources:
LCD projector and screen
Skype
https://www.teachervision.com/tv/printables/TCR/1576901106_1518.pdf
http://whatsafamily.weebly.com/lesson-4-our-family-traditions-andcelebrations.html
http://mdk12.org/instruction/commoncore/
http://www.iste.org/standards
Related URLs:
http://globalclassroom2014-15.wikispaces.com/Week+Without+Walls
Assessment Based on
Objectives:
The teacher will use a rubric provided in Appendix F to assess student

learning on the daily activities. The students will participate in a
culminating activity that will evaluate what they have learned as well.
This culminating project will take place during week 3 which is the final
week of the Weeks Without Walls project. Directions and a rubric for
assessment on the final project can be found in Appendix G.
Follow-Up:
The teacher will follow-up with the students by reviewing the KWL
chart and adding any new information to the L column. The students
will create a culminating project during week 3 to show what they have
learned. Finally, the teacher and students will continue to Skype with
each other on a weekly basis.
Classroom Management:
Each day the teacher as well as teacher assistant will make sure that all
students are following the rules and staying on task. If at any time a
student is not staying on task, the teacher and/or assistant may act
accordingly by speaking with the student privately and attempting to get
the student back on task.
Accommodations:
Students that have any special needs will be assisted by the teacher or
teachers assistant. Students who need help getting their writing
assignments done can get assistance from either adult present. Students
that need more of a challenge will be given the opportunity to write
more by coming up with additional sentences that they can use to share
information. Teachers will assist all students with technology usage.
(Special needs / gifted &

talented)
25
Comments / Notes:
26
If the classes are unable to Skype they can record and upload
videos as they have done in other parts of the lesson.
Activities will take place in the classroom unless it has been

specified in the lesson plan that any part needs to be done in the
computer lab. In that case, the computer lab will need to be
reserved in advance.
Saint Andrews is a Christian school so the holidays that the

students will be giving information about may have religious
aspects.
Appendix A
Permission to Participate
Dear Families,
For 3 weeks our class will be participating in a global project where we will be collaborating
online with a kindergarten class from another country. This project will be highly beneficial for
our students, giving them the opportunity to learn about the culture and ways of life of students
from another country in an authentic online environment. During the course of this project, we
will be taking photographs and videos of the students to upload to a private blog that is shared by
our partner class. Parents will also be given access to the blog so that you can look at it with your
child from home. We will also participate in some Skype sessions. Please fill out the permission
form below to indicate whether or not you give permission for us to use photographs and videos
of your child on our blog as well as allowing your child to participate in Skype sessions.
I give my child ____________________________, permission to participate in the global

project. I understand that photographs and videos of my child will be posted on a private blog
and that my child will participate in Skype sessions.
Signature_____________________________________________________________
I do want my childs_________________ photograph or videos displayed on a shared blog and I
do not wish for my child to participate in Skype sessions.
Signature_______________________________________________________________
27
Appendix B
Make A Face Screenshot
Image retrieved from http://www.abcya.com/make_a_face.htm
28
Appendix C
All About Me
Directions to be read verbally to students:
Boys and Girls,
For the past couple of days we have been introducing ourselves to our partner class and learning
about them. We want to tell them more about ourselves so today we are going to do some
writing. We are going to copy the beginning of five sentences and finish them to tell information
about ourselves. Lets read the beginning of each sentence together. (Teacher points to each word
and students read along with teacher.)
My name is ___________________________.
Note: After students have finished completing their sentences they will be given the opportunity
to practice reading them to the teacher. On the following day the students will have the chance to
read what they wrote to a partner before the teacher records them reading it on video to share
with the partner class.
29
All About Me
Writing Rubric:
Teacher Name ______________________________________
Student Name ______________________________________
Retrieved from http://sweetsoundsofkindergarten.blogspot.com

Note: The Kindergarten 5 Star Writing Rubric was originally posted on referenced blog but is
available as a free download on Teachers Pay Teachers.
30
Appendix D
Assessment on Weeks Without Walls Introduction (Week 1)
Teacher Name_______________________________
Student Name_______________________________
Category
Star
Comments
The student can name the

country that our partner class
is from.
The student can tell one thing
about that country that we
read from the book.
The student was able to create
a self-portrait using a website.
The student was able to copy
and complete sentences about
his/herself.
The student was able to read
what he/she wrote on video.
The student was able to tell
some ways that the students
from the partner class are
alike from us.
some ways that the students
from the partner class are
different from us.
some things that the students
from the partner class like or
do.
Created by Melissa Wolfrey
31
Appendix E
Homework Assignment: My Family Traditions
Directions:
Dear Families,
As part of our Weeks without Walls project, we have been discussing family traditions and would
like to share some of our family traditions with our partner class. For homework, please discuss
with your child some traditions you may have in your family and choose one for your child to
draw a picture of and write about on the attached worksheet. Tomorrow the students will read
what they wrote while I record a video to upload to our shared blog. Remember you do not need
to tell the students how to spell all the words! The students should be using their sight words as
well as phoneme blending skills to sound out words. They do not have to spell everything
correctly! Have fun discussing your favorite family traditions!
Sincerely,
Mrs. Wolfrey
32
Name____________________________________
My Family Traditions
_____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------_____________________________________________________________________________
_____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------_____________________________________________________________________________
_____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------_____________________________________________________________________________
_____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------_____________________________________________________________________________
33
Homework Assignment: My Family Traditions

Writing Rubric:
Teacher Name ______________________________________
Student Name ______________________________________

Appendix F
34
Assessment on Weeks Without Walls: Culture and Traditions (Week 2)

Teacher Name_______________________________
Student Name_______________________________
Category
Star(s)
Comments
The student was able to

complete and read their book
about families.
ways that families are similar
and different.
The student understands what
a family tradition is and is
able to share one with the
classes.
explain similarities and
differences of family
traditions from the United
States and country of the
partner class.
The student was able to write
about his/her favorite part of
school.
explain similarities and
differences of school life of
the partner class.
The student was able to draw
a picture of and tell about a
holiday he/she celebrates.
about similarities and
differences in the holidays
they celebrate from those of
the partner class.
35
Appendix G
Culminating Project: What We Have Learned
Directions to be read verbally to students:
Girls and Boys,
We have spent two weeks learning about our partner class and their country. Now we are going
to share what we have learned from them by writing sentences on the different topics that we
talked about. When we are done we will make a video and share our drawings and writing with
the partner class. Before we begin we will look at our shared blog and review what our partner
class has posted.
Timeline of activities on each day:
Day 1: Students will write something that one (or more if applicable) of the students likes to do
from the partner class and will use their name. For example: Bobby likes to read books with his
mom.
Day 2: Students will write something that tells about a family tradition that one (or more if
applicable) of the students from our partner class has with their family. For example: Students
from our partner class have big Sunday breakfasts with their whole family.
Day 3: Students will write something that tells about the school life of the partner class. For
example: Students from our partner class sing and dance every day.
Day 4: Students will write something that tells about a holiday that the partner class celebrates or
one that we celebrate that they do not. For example: The people from the country _______ do not
celebrate Valentines Day like we do in the United States.
Day 5: Students will read all their sentences while the teacher records a video. The teacher will
upload the video to the shared blog while the students observe.
36

Rubric:
Teacher Name_______________________________
Student Name_______________________________
Category
Star(s)
Comments

something that one (or more
if applicable) of the students
likes to do from the partner
class.
about a family tradition that
one (or more if applicable) of
the students from our partner
class has with their family.
about the school life of the
partner class.
about a holiday that the
partner class celebrates or one
that we celebrate that they do
not.
The student was able to read
the four sentences that he/she
wrote.
37

Writing Rubric:
Teacher Name ______________________________________
Student Name ______________________________________
38
References
ABCya.com. 2015. Make a Face. Retrieved July 1, 2015 from
http://www.abcya.com/make_a_face.htm.
American International School in Riyadh. 2015. Week without walls. The Global Classroom
Project. Retrieved June 27, 2015 from
http://globalclassroom2014-15.wikispaces.com/Week+Without+Walls.
Collins, H.T.,Czarra, F.R., & Smith, A.F. 2000. Guidelines for global and international
studies education. The American Forum for Global Education. Retrieved June
30, 2015 from http://www.globaled.org/guidelines/page2.php.
ISTE Standards. (2015). Retrieved from http://www.iste.org/standards.
MSDE. (2014). School Improvement in Maryland. Retrieved from
http://mdk12.org/index.html.
Moss, K., Pope, J., Scott, M., Taylor, L., Washington, K. & Wolfrey, M. 2014.
Demographic Chart. Technology Plan. Retrieved June 29, 2015 from
https://docs.googledocs.com.
Oxfam. 2006. Education for global citizenship: A guide for schools. Retrieved from
http://www.oxfam.org.uk.
Smith, K. 2014. Sweet Sounds of Kindergarten. Retrieved July 13, 2015 from
http://sweetsoundsofkindergarten.blogspot.com/.
39
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