Globalized Standards
My instruction is already guided by my state standards.
How do I weave in Global Education?
It's not hard to "globalize" what you're already teaching! Since I teach in Virginia, I use the Virginia Standards of Learning (SOLs) to plan my instruction. Using the standards as a starting point, I write global components into my lesson plans. You can do the same thing with Common Core or any state standards!
Virginia Standards of Learning
Grade 2
English
Sample Globalized Standard: Writing
VA SOL 2.10:
The student will write in a variety of forms to include narrative, descriptive, opinion and expository.
a) Understand writing as a process.
b) Identify audience and purpose.
c) Use prewriting strategies to generate
ideas before writing.
d) Use strategies for organization
according to the type of writing.
e) Organize writing to include a
beginning, middle, and end.
f) Write facts about a subject to support
a main idea.
g) Write to express an opinion and
provide a reason for support.
h) Expand writing to include descriptive
detail.
i) Revise writing for clarity.
​
Students should understand that written communication should be well-planned and clear to the reader.
​
To be successful with this standard, students are expected to
-
write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement.
Related Global Competency Objectives:
​
Students will...
-
Differentiate between facts and opinions, both their own and those of others (peers and authors of texts they read)
​
-
Write for authentic audiences - both global and community - for specific purposes (connect to Global Goals)
​
-
Clearly communicate their perspective, supported with evidence
​
-
Reflect on differing perspectives of others after dialogue (such as a video chat)
Specific Lesson Modifications:
Before:
After:
Sample Globalized Standard #1: Reading, 2nd grade
VA SOL 2.7:
​
The student will read and demonstrate comprehension of fictional texts.
​
d) Describe characters, setting, and
plot events in fiction and poetry.
​
To be successful with this standard, students are expected to
​
-
describe a character’s traits, feelings, and actions as presented in fictional texts
-
describe the characters, settings, and important plot events using details
-
explain how illustrations and images contribute to and clarify text
-
compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Related Global Competency Objectives:
​
-
Students will learn to examine different perspectives by describing character traits.
-
Students will understand that setting has a large impact on what happens in a story.
-
Students will analyze diverse examples of characters and settings.
-
Students will identify similarities in characters from different settings.
-
Students will contrast characters, settings and events to develop an understanding of diversity and global differences.
Specific Lesson Modifications: Cougar Elementary School
Choose texts that reflect diverse settings and cultures; students will identify similarities and differences between their own culture and others in the analysis of characters and settings
Perspective-taking: Why does the character feel and act this way? How would you feel and act if you were in this situation? (Connects to any fictional story, such as Journeys Lessons 1, 7, & 23.)
Make personal connections to other traditions. Share about different traditions within the class community. Connect to global children online (partner class, etc.) to ask questions and share about traditions.
Read different versions of the same story (such as Cinderella stories) and discover how the change in setting influences the characters, as well as how the culture changes the plot and message (for a folktale, why might different cultures teach different lessons or morals?)
Perspective-taking: Why does the character feel and act this way? How would you feel and act if you were in this situation? (Connects to any fictional story, such as Journeys Lessons 1, 7, & 23.)
Connect to Olweus and bullying prevention: learn to accept others’ feelings, traits, and backgrounds
Informal Outcome Assessments
How will I measure students' global competence in these lessons?
Students will demonstrate acceptance of others’ feelings, traits and backgrounds through role playing scenarios.
Students will demonstrate perspective-taking by role-playing and writing “as the character” (example: letter from one character to another explaining their feelings or actions, and/or how the events in the plot affected them).
​
Students will be able to explain orally in a group discussion how their culture differs from another culture, focusing on how culture can impact perspective.
​
Students will use graphic organizers to compare and contrast characters and setting in two versions of the same story (at least one from another culture), with writing and optional drawings
Sample Globalized Standard: Writing
VA SOL 2.10:
The student will write in a variety of forms to include narrative, descriptive, opinion and expository.
a) Understand writing as a process.
b) Identify audience and purpose.
c) Use prewriting strategies to generate
ideas before writing.
d) Use strategies for organization
according to the type of writing.
e) Organize writing to include a
beginning, middle, and end.
f) Write facts about a subject to support
a main idea.
g) Write to express an opinion and
provide a reason for support.
h) Expand writing to include descriptive
detail.
i) Revise writing for clarity.
​
Students should understand that written communication should be well-planned and clear to the reader.
​
To be successful with this standard, students are expected to
-
write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement.
Related Global Competency Objectives:
​
Students will...
-
Differentiate between facts and opinions, both their own and those of others (peers and authors of texts they read)
​
-
Write for authentic audiences - both global and community - for specific purposes (connect to Global Goals)
​
-
Clearly communicate their perspective, supported with evidence
​
-
Reflect on differing perspectives of others after dialogue (such as a video chat)
Specific Lesson Modifications: Cougar Elementary School
Journeys Lesson 10
Students will learn oral discussion norms that recognize others’ perspectives and respect differing opinions. Classroom dialogues will be held about controversies within the classroom (should we have recess indoors or outdoors? What should be our next read-aloud book?).
After reading about jellyfish, students will create a newspaper with both fact-based articles and opinion columns. They will study mentor texts to see how others communicate clearly using topic and concluding sentences.
Journeys Lesson 11
Students will write with an authentic purpose to address local issues. After reading Click Clack Moo (with its models of persuasive letters), students will reflect on what they learned about oceans and write letters to school community members about how to reduce their use of plastics.
Students will write to a global audience about the Global Goals. Students will write explanatory (how-to) pieces about actions they can take to work towards the selected Goal (for example, how to conserve water or how to prepare for a hurricane). Post them online and ask for global feedback.
Journeys Lesson 13
Students will write informational paragraphs about what their school is like after reading Schools Around the World, read them aloud on camera and add video or photos to illustrate it, and share back and forth with classes in other countries.
Informal Outcome Assessments
How will I measure students' global competence in these lessons?
Photo from NOAA Public Photo Library.
Students will demonstrate participation in opinion-based dialogues respectfully
Students will write for various purposes and audiences, using clear communication with topic and concluding sentences
-
Factual text based on research (such as jellyfish)
-
Opinion text based on research and personal perspective (such as jellyfish)
-
Persuasive letters about ocean contamination
-
Explanatory/how-to text addressing Global Goals
-
Informational paragraphs, transformed into video/multimedia project for a global audience