C 17 Esglobob 2 5 PDF

Bring on the Books
• Elementary 2nd-5th •
GLOBAL TREASURES
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.
© 2018 MindWorks Resources Incorporated
All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
means – graphic, electronic, or mechanical – without express written consent
from the publisher.
Printed in the U.S.A.
www.MindWorksResources.com
Bring on the Books • Global Treasures • 2nd – 5th Elementary 2 © 2018 MindWorks Resources Incorporated
MindWorks Curriculum Components
Included in each Teacher’s Guide:
Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.
Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.
Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.
Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.
Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.
Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.
Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.
Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.
Included in each day’s lesson:
Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.
Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.
Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It
may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.
Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.
The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.
Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.
Activity – This component provides step-by-step instructions to engage

students in a learning experience. Practical as well as fun, the activity component
allows for various degrees of instructor guidance and support based on students’
needs, including young modifications (young mod) to support learning for non-
readers. Follow the outlined instructions to bring excitement, energy, and enjoyment
to learning as lesson concepts “come to life” for each student.
Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.
Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.
Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.
Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.
MindWorks Curriculum Design:
MindWorks elementary curriculum includes two independent instructor guides.
While these guides are labeled as K-1st and 2nd-5th, instructors are encouraged
to select the guide which is best suited for the reading abilities of individual
groups of students.
The K-1st facilitator guide is designed for students who are considered to be
emergent readers. Emergent readers are those who are beginning to learn
sound/symbol relationships, know some letters of the alphabet, understand
that writing conveys a message, and may recognize some words or letters.
Lessons included in the K-1st facilitator guide do not require independent
reading and writing and are designed to promote early reading skills and assist
in building a strong foundation for language and literacy learning.
The 2nd-5th facilitator guide is designed for students who exhibit early fluent to
fluent reading skills. At the early fluent stage, reading is more automatic with
less time spent on decoding words and more time devoted to comprehension.
Early fluent readers are able to read a greater variety of text and read
somewhat independently. Fluent readers are able to read without decoding
words. Their energy is devoted to comprehending what they read and they
have a good grasp of comprehension strategies. They are able to read
accurately and independently. Lessons included in the 2nd-5th facilitators guide
require independent reading and writing skills and are designed to further
encourage the development of reading fluency. For those students who are in
the early fluent stage of reading development, modifications have been
included in the 2nd-5th guide to facilitate the development of early fluent
readers.
Overview
This week in Bring on the Books, students read folktales from all over the world
as they practice telling their own tales, learn about the “moral” of a story and
what it teaches others, create their own traditional stories through teamwork,
create costumes for their very own fables, and discuss that stories all over the
world often send the same message.
Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.
Driving Question for Global Treasures: You have been hired by Disney to design
a showcase for Epcot theme park. Pitch your idea for how to create an
interactive showcase highlighting the country they asked you to design.
Social-Emotional Learning
This lesson provides opportunity for students to build social-emotional skills by
engaging in cooperative play, turn-taking, conversation, and collaboration; as
well as by discussing cultural diversity issues and the similarities and differences
of other cultures.
Objectives
• Share information in cooperative learning interactions
• Work collaboratively within small groups
• Comprehend a variety of texts, drawing on useful strategies as needed
• Ask relevant questions, seek clarification, and locate facts and details
about strategies and other texts
• Analyze, make inferences, and draw conclusions about theme and genre
in different cultural, historical, and contemporary contexts, and provide
evidence from the text to support understanding
• Describe the plot (problem and solution), and retell a story’s beginning,
middle, and end with attention to the sequence of events
• Describe characters in a story and the reasons for their actions and
feelings
Career Connections
• Archivist – a professional who works with national and local records
• Author – one who develops written content for advertisements, books,
magazines, movie and television scripts, songs, and online publications
• Biographer – a writer who uses research and journalistic skills to gather
information and write about a person
• Book illustrator – an artist who creates the illustrations in a book
• Cartoonist – an artist who draws cartoons
• Editor – a person who determines the final edit of a text
• Gardener – a person who plants and takes care of a variety of flowers and
plants in a garden
• Historian – an expert in history from a particular period or geographical
region
• History professor – a teacher or instructor who teaches history at a college
or university
• Librarian – a person who administers or assists in a library
• Novelist – a writer of novels
• Ranch hand – a professional cowboy who tends to the cattle on a ranch
and performs other duties on horseback
• Reporter – a professional who gathers information and writes factual
stories
• Teacher – a person who instructs others in a classroom setting
Pre- and Post-Test Answer Key
2nd–5th Grade
Give each student a pencil and a copy of the Pre-Test located on page 49, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect the finished papers.
1. What is a folktale?
A. a story that was B. a story about different C. a story about the

made up a long time Presidents government
ago and is told for fun
2. What is a moral of a story?
A. the middle of a story B. the lesson of the story C. the chapters in a

story
3. What is a traditional story?
A. a story about animals B. a story that has been C. a story with no

told and re-told for pictures
many years and one
that almost everyone
knows
4. What is a fable?
A. a story with talking B. a story about all the C. a story with talking
people colors of the rainbow animals
5. What is a parable?
A. a short story with B. a short story about C. a short story about

human characters cars and other vehicles life on the farm
6. What is a pourquoi story?
A. a story about cats B. a story about Hawaii C. a story that tells why
Day 5: The Tree of Life
2nd–5th Grade
Materials
Provided by MindWorks Resources:

• The Tree of Life by Charlotte Guillain
• Photo props
• Aprons
• Plastic hats
• Plastic fruit
Not provided by MindWorks Resources:

• Additional dress-up props
Included in Subject Guide:

• Dilemmas
Preparation
• Spread two pieces of each kind of plastic fruit on one side of the playing
area in preparation for the Entry Event.
• Pre-read the book The Tree of Life by Charlotte Guillain in preparation for
the Pre-Activity Discussion.
• Gather additional dress-up props in preparation for the Activity.
Entry Event
• Tell students they will play a game about fruit.
• Divide the students into four teams.
• Have each team line up, one student behind the other, on the opposite
side of where the fruit has been placed.
• The instructor begins game play by reading aloud the following clues.
Note: The answers are listed in parentheses.
- I have a thick peel. I can be used in juice. I taste sweet. I am used as a
vitamin.
 (I am an orange)
- I am round. You can eat me in slices or whole. Sometimes I taste sour.
 (I am a green apple.)
- I have a thick peel. I am used to make a drink on a hot summer day. I
taste sour.
 (I am a lemon.)
- Some people eat me as a snack. I taste sweet. I am in the shape of an
oval. I have a thin peel.
 (I am a pear.)
- You can eat me whole. I have seeds. I can be crisp. I can be used in a
juice. Some people use me to bake pies. I taste sweet.
 (I am a red apple)
• As the clues are being read aloud, students are listening and trying to
guess which fruit the clues are describing.
• Once the first student in each line thinks she knows what fruit is being
described, she skips across the playing area, picks up the fruit she thinks is
correct, and skips back to her team. Note: Once she reaches her team,
the instructor checks the piece of fruit for accuracy.
• If the student is correct with her guess of fruit, her team is awarded one
point. Note: The instructor keeps track of points awarded. The first student
to return to the team with the correct fruit is awarded one point.
• If the student is incorrect with her guess, she must take the fruit back and
no points are awarded.
• Once points have been awarded, all students take the fruit back to the
other side of the playing area.
• Game play continues as students in each line take turns listening to clues
and choosing a fruit.
• The team with the most points at the end of game play is declared the
winner.
• Allow time for students to play the game.
Pre-Activity Discussion
Briefly discuss the Entry Event and a few of the students’ favorite fruits.
• Which of the fruits from the game is your favorite to eat? Describe the fruit
and how you enjoy eating it. For example, some people enjoy putting
bananas on their oatmeal or berries on pancakes.
- (Answers will vary.)
Read aloud and show pictures of The Tree of Life by Charlotte Guillain.
• Fruit such as apples, oranges, apricots, and cherries grow on trees. Have
you ever seen fruit growing on trees in your neighborhood or town? If so,
describe the fruit.
- (Answers will vary but may include the following: lemons, pears,
peaches, etc.)
• Read aloud and show pictures on pages 4 – 7 of The Tree of Life by
Charlotte Guillain.
• Some people enjoy the smell of bread baking in the oven while others
prefer smells in nature such as blossoms on a lemon tree. What is your
favorite smell? Describe the scent.
- (Answers will vary but may include the following: cookies baking in the
oven, food on a grill, fresh grass, etc.)
• Continue reading aloud and showing pictures on pages 8 – 13 in The Tree
of Life.
• Saki, Coati’s brother, is faced with the dilemma or problem of what to do
once he watches his brother eat fruit from the tree. How would you react
if you were Saki watching your brother secretly take fruit from a tree?
Describe how you might act if you were Saki.
- (Answers will vary but may include the following: confront or talk with
Coati, discuss the concern with your parents, talk to a leader of the
village, etc.)
• Continue reading aloud and showing pictures on pages 14 – 23 of The
Tree of Life.
Introduce and discuss the concept of a parable.
• The Tree of Life is a parable, or short story with human characters. Parables
are also written to share a message with others. What do you think the
message is in The Tree of Life? Share some of your ideas.
- (Answers will vary but may include the following: share with others, do
not be greedy, respect the natural world, etc.)
Activity
• Tell students they will each create and perform a short play in which they
must solve a problem.
• Divide the students into four groups.
• Give each group one dress-up outfit including an apron, plastic hat, and
access to the photo props. Note: Any other dress-up clothes may be used
as well.
• Choose one student from each group to dress up in the dress-up outfit.
• Once all the four chosen students have dressed themselves in the dress-
up outfit, have all four students stand at the front of the room so all students
can see them.
• Assign each character to a different group than they were originally
assigned.
• Assign each group to one of the following dilemmas:
- Group one: You locked your keys and cell phone inside the house. You
are locked out of your house with nothing to help you get inside.
- Group two: On your way to school, you dropped your science project
on the ground, and it has been destroyed.
- Group three: You broke your mom’s most favorite, very expensive vase.
- Group four: You borrowed your friend’s favorite toy and lost it.
• Once each group is assigned their dilemma, they must create a quick
sketch or a parable about the dilemma and how their human character
might solve the dilemma or problem. Young mod: Help younger students
create a short parable using the student who is dressed up as the main
character. Choose one student to be the narrator and other students to
act as other minor characters or props.
• After groups have practiced their parables, have each group preform its
skit for the rest of the class.
• Allow time for all groups to tell their parable story to the rest of the class.
Post-Activity Discussion
Discuss the parables in the Activity. Review morals, fables, traditional stories,
and folktales.
• A parable is a short story with human characters. Parables often include a
dilemma or a conflict in the story. What was the dilemma of your group’s
parable? Describe how your group worked together to solve the dilemma.
- (Answers will vary.)
• The dilemma of a story may also include a moral or lesson. Did your
group’s parable also include a moral? If so, describe the moral.
- (Answers will vary but may include the following: use your time wisely,
be kind toward others, be a problem solver not a problem maker, etc.)
• Folktales, or stories that were made up a long time ago and told for fun,
as well as traditional stories might also include a moral. What is a traditional
story?
- (A traditional story is a story that has been told and retold for many
years that almost everyone knows.)
• A traditional story is a story that has been told and retold for many years
that almost everyone knows. Some traditional stories are also fables with
talking animals. For example, the Bolivian fable The Armadillo’s Song is
about an armadillo that enjoys the music of crickets, frogs, and birds and
wants to learn how to play his own music. Have you ever learned to play
a musical instrument? If so, describe how it is played.
- (Answers will vary but may include the following: playing the piano with
your fingers, playing the recorder by breathing into the mouth piece
and covering the holes with your fingers, etc.)
Briefly discuss how Bolivia is considered a global treasure.
• Share the following information with students:
- Bolivia is a country in South America and is often considered a global
treasure for its beautiful lakes; for the world’s largest butterfly sanctuary,
or a safe place for the butterflies; and for the Amazon jungle, which
receives on average of 314 inches of rain in a year. Bolivia is one of the
wettest places on Earth.
• Would you rather visit the rainforests or the deserts of Bolivia? Describe why
you would prefer one more than the other.
(Answers will vary.)
Extension Activities
• Write another short parable based on the parable you created during the
Activity.
• Create a parable using all four characters from the Activity.
• Read more parables by visiting the following website:
- http://www.kidsworldfun.com/shortstories_theboyandtheappletree.p
hp
PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
• Students can create a classroom parable using characters based on
teachers, the principle, and other people who work at the school.
Pre-Test
2nd–5th Grade
A. a story that was made B. a story about different C. a story about the
up a long time ago and is Presidents government
told for fun
A. the middle of a story B. the lesson of the story C. the chapters in a story
A. a story about animals B. a story that has been C. a story with no pictures
told and re-told for many
years and one that almost
everyone knows
4. What is a fable?
A. a short story with B. a short story about cars C. a short story about life
human characters and other vehicles on the farm
Post-Test
2nd–5th Grade
A. a story that was made B. a story about different C. a story about the
up a long time ago and is Presidents government
told for fun
A. the middle of a story B. the lesson of the story C. the chapters in a story
A. a story about animals B. a story that has been C. a story with no pictures
told and re-told for many
years and one that almost
everyone knows
4. What is a fable?
A. a short story with B. a short story about cars C. a short story about life
human characters and other vehicles on the farm
Core Vocabulary
• abdomen – the part of the body that includes the digestive organs
• causeway – a raised road or track across low or wet ground
• dilemma – a problem or situation
• fable – a story with talking animals
• folktale – a story that was made up a long time ago and is told for fun
• emperor – the leader of a country
• fable – a story that includes talking animals
• moral – the lesson of a story
• parable – a short story with human characters
• pourquoi story – a story that tells why
• sanctuary – a safe place or refuge
• thorax – the part of the body between the head and abdomen
• traditional story – a story that has been told and retold for many years and
one that almost everyone knows
• timid – easily frightened

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Bring on the Books

© 2018 MindWorks Resources Incorporated

Printed in the U.S.A.

Overview – This section provides a brief description of what students

Career Connections – This component helps instructors guide students in

Materials List – Divided between materials provided by MindWorks and

Core Vocabulary – Each subject includes a list of core vocabulary taught in

Included in each day’s lesson:

Entry Event – Each lesson begins with a hands-on or mind-engaging

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

Read these discussions before beginning lessons. Determine if you, as an instructor,

Activity – This component provides step-by-step instructions to engage

Social-Emotional Learning – Some daily lessons include a social-emotional

Extension Activities – These supplemental activities build upon each day’s

Project Based Learning

A. a story that was B. a story about different C. a story about the

2. What is a moral of a story?

A. the middle of a story B. the lesson of the story C. the chapters in a

3. What is a traditional story?

A. a story about animals B. a story that has been C. a story with no

A. a short story with B. a short story about C. a short story about

Provided by MindWorks Resources:

Not provided by MindWorks Resources:

Included in Subject Guide:

PBL Voice and Choice

2. What is a moral of a story?

3. What is a traditional story?

6. What is a pourquoi story?

2. What is a moral of a story?

3. What is a traditional story?

6. What is a pourquoi story?

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