Name of Cultural Story Box

Group members: Sabrina Gutierrez and Briana Chaney

Rationale
(CREATE 1; INTASC 1, 2; NAEYC 1)
For this assignment, our group focused on East Africa. The groups age ranges from 2 - 3 years old. We know that this culture has
many similarities compared to the American culture. We learned that some American books stereotype Africa culture to be all in
poverty and desert, but our story box is filled with books that prove this wrong and allow us to explore and get a better idea of what
their culture is all about. We know that Burund, Comoros, Djibouti, Ethiopia, Kenya, Rwanda, Seychelles, Somalia, South Sudan, ,
Tanzania, and Uganda are all of the African countries that they count to be on the East side of Africa. We know that Africa is in the
southern hemisphere and North America is in the northern hemisphere which cause a difference in our time zones and days.
One idea we have for this activity is playing the game Mancala. This is a game that is originated in East Africa, but is also
commonly known here in America. The game will include the board, which is a wooden long board, that has 14 holes. Students will
move marbles around the board until they land in a space with no marbles, they will also drop one marble in their home space each
time they make it all the way around. This lesson will develop fine motor skills, social interaction skills, and meet some of the
mathematic standards. It is reelevate to our box because it is from Africa and it is a common game played among children this culture.
Some other activities we choose includes comparing the differences and similarities in the students house and the houses in East
Africa. This will help students see the differences and similarities between the environments and communities.

Another activity is making rain sticks, Rain sticks are popular in the East African culture and are used to bring in the rain.
Making rain sticks help students connect to the East African culture and create something from the culture. The rain sticks will allow
the students to use their creative side and make their rain sticks diverse and personalize each one. All our other activities we choose
because they are based on a hands-on learning approach and will give the students more of an enriched learning experience about the
cultures. They range from going outside to collect items, to counting, reading stories, creating individualize art work, and much more.
We will be reading a story that relates to cultures every day, the families may also check out the books and bring them home with them
to enriched their literacy and learning outside of the classroom.

WEEK
ONE

MONDAY

TUESDAY

Read:

Read:

LITERACY

Rain School By: James

Rumford

MATH

Children will attempt

to play Kudoda.
This game originates
from Zimbabwe.
In Zimbabwe children
sit in a circle around a
wooden or metal bowl
filled with 20-30 small
stones or pebbles. The
first player will pick up
one of the stones and
throws it up in the air.
Before the pebble
drops down the player
tries to pick up as many
stones as possible.
Once all the players
have had a chance they
count all their small
pebbles or marbles and
whoever has the most
wins the game.
This game is very
similar to an American

East Arica
WEDNESDAY

THURSDAY

FRIDAY

Read:

Read:

Read:

Lion and the mouse

By: Jerry Pinkney

Rain School By:

James Rumford

Lion and the mouse

By: Jerry Pinkney

I like me by:
Nancy Carlson

Children will create

beaded necklaces
and asked to make
patterns. Children
will be able to cut
their own length of
yarn or string that
they want to use for
their own jewelry.
Children will be
able to look at
different necklaces
that they have in
East Africa and
attempt to create
their own.

Absent or unfinished
children will play the
game if they didn't get
to the Monday.

Absent or
unfinished children
will complete their
necklace.

Children will attempt

to play Kudoda. This
game originates from
Zimbabwe.

Children will
create beaded
necklaces and
asked to make
patterns. Children
will be able to cut
their own length of
yarn or string that
they want to use
for their own
jewelry. Children
will be able to look
at different
necklaces that they
have in East Africa
and attempt to
create their own.

Children will
create a number
book of different
animals and objects
that they have
learned about.

In Zimbabwe children
sit in a circle around a
wooden or metal bowl
filled with 20-30 small
stones or pebbles. The
first player will pick
up one of the stones
and throws it up in the
air. Before the pebble
drops down the player
tries to pick up as
many stones as
possible. Once all the
players have had a
chance they count all
their small pebbles or

game called Jacks.

marbles and whoever

has the most wins the
game.
This game is very
similar to an American
game called Jacks.

SCIENCE

WRITING

We will talk about the

weather in East
Children will provide
Children will provide
Africa and how it
ideas on how we can
ideas on how we can
compares to Arizona.
create East African
create East African
We will talk about
Instruments from the
Instruments from the
what is different. We
recycled materials that
recycled materials that
will keep track of the
we collected from the
we collected from the
temperatures to
families.
families.
determine what is
We will come up with a different and what is We will come up with a
plan how we will use all the same. We will
plan how we will use all
our materials.
collect data for a two our materials.
weeks.
Children will be
encouraged to come up
with some words/
sentences for the lion
and the mouse.
Children can create
books as a small group
or individually.

Children will talk

to the teacher about
what they drew.
Teacher will write
what the child says
on the paper.

Absent or unfinished
children will complete
their interpretations of
the wordless book The
lion and the mouse
by: Jerry Pinkney.
Children will be
encouraged to come
up with some words/
sentences for the lion
and the mouse.
Children can create

We will use a sensory We will use a sensory

table with sand and table with sand and
water. Children will water. Children will
mix with their hands mix with their hands
and manipulate the and manipulate the
sand and water.
sand and water.
Children will observe Children will observe
what happens with what happens with
the sand and water. the sand and water.

Absent or
unfinished children
will complete their
drawing.
Children will draw
a picture of what
they would want
their school to look
like. Children will
talk to the teacher
about what they
drew. Teacher will

Absent or
unfinished children
will complete their
interpretations of
the wordless book
The lion and the
mouse by: Jerry
Pinkney.
Children will be
encouraged to
come up with some
words/ sentences

books as a small group

or individually.

Children will play a

matching card game
with different plants
and animals that they
have in East Africa.

SOCIAL
STUDIES

ART/
DRAMA/
MUSIC

Children will talk about

the different jewelry they
see different people
wearing, They will draw
the different types of
jewelry they see on
people in their classroom
and the teachers.

We will listen to East

African Music to depict
what instruments we
think we can hear in the
music. We will create as
best as we can the

There will also be a

set of matching cards
for different plants
and animals that we
have here in Arizona.
Children will be
challenged to
determine if the
animals or plant that
was matched if it is
an animal that comes
from East Africa or
Arizona.
Children and
teachers will
recreate the game
Ampe-Ghana.
This game is best
played with a group

write what the

child says on the
paper.

for the lion and the

mouse. Children
can create books as
a small group or
individually.

Children will play a

matching card game
with different plants
and animals that they
have in East Africa. Children will look for
Children will look for
There will also be a different plants and
different plants and
animals that look
animals that look similar set of matching cards
similar and different
and different to those of for different plants
and animals that we to those of East
East Africa outside.
have here in Arizona. Africa outside.
We will take pictures
We will take pictures
Children will be
and make a book on
and make a book on
challenged to
similarities and
similarities and
determine if the
differences.
animals or plant that differences.
was matched if it is
an animal that comes
from East Africa or
Arizona.
Children will create East Children will reenact
African Necklaces.
the story of the lion
Children will talk about and the mouse. This
the importance of
will teach them how
Jewelry to their families. to care for one
Children will talk about another because they

Children will create

East African
Necklaces. Children
will talk about the
importance of
Jewelry to their

of four or more.
This game involves
jumping, clapping
and singing. This
game almost looks
instruments that we hear. like a dance. It has
been passed down
from different
Instruments in East
generations. The
Africa:
leader will begin by
rattles, bells, stamping
tubes, the mbira (thumb jumping and when
you land from the
piano), and the
jump you place on
xylophone. Parchmentleg forward. The
head drums
opponent wins
(membranophones) are
depending if their
found in many forms,
leg meets the
such as goblet drums;
kettledrums; cylindrical, opposite leg of the
leader.
semi cylindrical, and
barrel-shaped drums; and Children will watch
hourglass drums with
a video of the game
variable-tension heads.
being played. This
game will keep
children active and
practice eye and leg
coordination.

what jewelry they have

at home and where their
family wears jewelry.
Children will create their
own East African
Jewelry.
Materials:
Paper plate, paint,
glitter, gems, creativity
and glue, etc. (materials
that children ask for to
decorate their
necklaces.)

families. Children
will talk about what
jewelry they have at
home and where their
family wears jewelry.
Children will create
their own East
African Jewelry.

all need each other.

This will teach
children that no act of
kindness is ever
wasted.
Materials:

Paper plate, paint,

glitter, gems,
creativity and glue,
etc. (materials that
children ask for to
decorate their
necklaces.)

East Africa
(CREATE 1, 2, 3; INTASC 3, 4, 5, 7, 8; NAEYC 4B, 4C, 4D)
WEEK
TWO

LITERACY

MATH

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Read:

Read:

Read:

Read:

Read:

Only the Mountains

Do Not Move: A
Maasi Story of
Culture and
Conservation By: Jan
Reynolds

Omers Favorite
Place: First
Experiences By:
Ifeoma Onyefulu

Only the Mountains Do

Not Move: A Maasi
Story of Culture and
Conservation By: Jan
Reynolds

Omers Favorite
Place: First
Experiences By:
Ifeoma Onyefulu

Children Just like me:

A new celebration of
Children Around the
World: By Darling
Kindersley Publishing
Staff

Children will count

and manipulate small
pebbles and marbles.
The children will use
meaningful count to
see how many they
have.

Children will
learn the basics
of how to play
Mancala with
teacher
assistance.
Children will
learn to take turn
and practice the
rules of the
game.

Children will count and

manipulate small
pebbles and marbles.
The children will use
meaningful count to
see how many they
have.

Children will learn

the basics of how to
play Mancala with
teacher assistance.
Children will learn
to take turn and
practice the rules of
the game.

Children will find

similarities and
differences in other
children around the
world, related to the
book Children Just like
me: A new celebration
of Children Around the
World: By Darling
Kindersley Publishing
Staff. Children will
draw a picture to
someone they found
like them in the book
and someone they
found that was different
from them. With the
teacher, they will
discuss their drawings.
The teacher will talk

Children will be
challenged to count to
from 0-20. If children
can accomplish them
we will teach them to
count higher. We will
use this to scaffold
their learning.

Children will be
challenged to count to
from 0-20. If children
can accomplish them
we will teach them to
count higher. We will
use this to scaffold
their learning.

about what the child

noticed and how they
related both materials.

SCIENCE

WRITING

Children will learn

about water, air and
land. Children will
learn about what
people need to
survive this world.
Children will cut
pictures out (using
fine motor skills) of a
magazine to show that
they have understood
and comprehended
the material. Children
will then paste their
pictures they found to
the corresponding
pages that they belong
to. Children will
create a mini book on
land, air and water.

Children will
create their own
rain sticks.
Children will
recreate the rain
sticks that they
saw in the book
Only the
Mountains Do
Not Move By:
Jan Reynolds

Absent or unfinished
children will complete
their books about
water, air and land.
Children will learn
about water, air and
land. Children will
learn about what people
need to survive this
world.
Children will cut
pictures out (using fine
motor skills) of a
magazine to show that
they have understood
and comprehended the
material. Children will
than paste their pictures
they found to the
corresponding pages
that they belong to.
Children will create a
mini book on land, air
and water.

Absent or
Unfinished Children
will complete Rain
Sticks.

Children will talk about

similarities and
differences from
Arizona to East Africa
based on the pictures
Children will create we have in the books.
their own rain
sticks. Children will
recreate the rain
sticks that they saw
in the book Only the
Mountains Do Not
Move By: Jan
Reynolds

Children will use a

sand tray to write
their name and the
letters that we are
focusing on for the

Children will
recreate their
favorite place.
Children will
draw where their

Children will use a

sand tray to write their
name and the letters
that we are focusing on

Absent or
Unfinished children
will create where
their favorite place

Children will write on

their maps where
certain things are and
how to get there.
Teacher will write

week.

favorite place
may be. They
will use this idea
from Omers
Favorite Place:
First
Experiences By:
Ifeoma Onyefulu

for the week.

The children will

dictate what they
drew so the
teacher may put
their words into
writing. Children
will be able to
write as much as
they can of what
they mentioned
they had in their
drawing.

SOCIAL
STUDIES

Children will create

Mud Bricks. Children
will manipulate the
sand, water and grass
leaves to create mud
bricks.
Children will be able
to use the book as a

Children will draw Children will create Mud

a picture of what Bricks. Children will
their home looks manipulate the sand,
like. Children will water and grass leaves to
use whatever
create mud bricks.
materials they need
Children will be able to
to use to create
use the book as a
their home.
reference for the houses

is.

down what the child is

saying and how they
Children will
can get to the childs
recreate their
home from school.
favorite place.
Children dont have to
Children will draw be accurate but can
where their favorite articulate words about
place may be. They directions.
will use this idea
from Omers
Favorite Place:
First Experiences
By: Ifeoma
Onyefulu
The will dictate
what they drew so
the teacher may put
their words into
writing. Children
will be able to write
as much as they can
of what they
mentioned they had
in their drawing.
Absent or
unfinished children
will complete
making their home
with whatever
materials they feel
they need to use to
represent their

Children will attempt to

draw a map of how far
their home is to school.
Children can
guestimate how far it is
to see how much they
are noticing before they
get to school. Children

reference for the

houses that they see
in the book Only the
Mountains Do Not
Move By: Jan
Reynolds.

Children will
dictate what their
home looks like to
the teacher.

Materials Needed:
Sand, Water, Grass or
dead leaves. An Ice
cube tray

ART/
DRAMA/
MUSIC

Children will use

fabric to create batik
scarfs.

Children will
create drums using
recycled materials
from the classroom
Batik Originates from or at home. They
Yunnan, China, West will be notified
Africa and Indonesia two weeks before
where it considered
to plan on saving
an art. This Flour and containers we
Water method is wax could use to make
free and easy for
drums.
children to use.
Materials:
We are going to
Flour, Water, Cloth,
make drums to

that they see in the book

Only the Mountains Do
Not Move By: Jan
Reynolds.
Materials Needed:
Sand, Water, Grass or
dead leaves. An Ice cube
tray

Absent or Unfinished
Children will
participate in the
activity.
Children will use fabric
to create batik scarfs.
Batik Originates from
Yunnan, China, West
Africa and Indonesia
where it considered an
art. This Flour and
Water method is wax

home.

will be asked different

questions to improve
Children will draw a their maps if possible.
picture of what their Children will be asked
home looks like.
to be creative and
Children will use
remember as much as
whatever materials possible. If children
they need to use to dont know how far or
create their home.
what a map even is they
Children will dictate will be asked to guess
what their home
what it might look like.
looks like to the
teacher.
We would have talked
about maps and
directions in detail
before asking to do this
assignment with the
children so they may
succeed.
Absent or
Children will use the
Unfinished Children rain sticks they created
will complete their to follow the beat of the
musical instruments. East African
Children will create Instrumental Music that
drums using
I found.
recycled materials
from the classroom
or at home. They
will be notified two
weeks before to plan
on saving containers
we could use to

Dye.

recreate the beat of free and easy for

the East African
children to use.
We will make sure the Music.
Materials:
create extra batik
Flour, Water, Cloth,
scarfs for our
Dye.
dramatic play area so
the ones the children
make can go home
and the extras can
stay in the classroom.

We will make sure the

create extra batik scarfs
for our dramatic play
area so the ones the
children make can go
home and the extras
can stay in the
classroom.

TEXT RESOURCES

make drums.
We are going to
make drums to
recreate the beat of
the East African
Music.

AZ Early Learning Standards:

Social emotional Standard: Strand 2: Relationships

Attachment- Children will draw a picture of what their home looks like (Week 2- Tuesday and Thursday).
Social Interactions- Children will create drums using recycled materials from the classroom or at home. They will be
notified two weeks before to plan on saving containers we could use to make drums (Week 2- Tuesday and Thursday).
Children will recreate their favorite place in their home. The children will dictate what they drew so the teacher may
put their words into writing (Week 2- Tuesday and Thursday).
Respect-Kudoda (Week 1- Monday Wednesday) and Mancala (Week 2- Tuesday and Thursday). The children will
need to respect each others turn and the possibility of losing in the game. Children will need to respect the differences
in people and cultures. Read: Children Just like me: A new celebration of Children Around the World: By Darling
Kindersley Publishing Staff (Week 2- Friday).

Approaches to Learning Standard:

o Strand 1: Initiative and Curiosity
Initiative- Children will create their own rain sticks (Week 2- Tuesday and Thursday). Children will recreate their
favorite place (Week 2- Tuesday and Thursday). Children will create beaded necklaces and asked to make patterns
(Week 1- Tuesday and Thursday). Children will create East African Necklaces (Week 1- Friday).
Curiosity- We will use a sensory table with sand and water. Children will mix with their hands and manipulate the
sand and water. Children will observe what happens with the sand and water (Week 1- Thursday and Friday)
Strand 4: Creativity
Creativity-Children will create drums using recycled materials from the classroom or at home (Week 2- Tuesday and
Thursday). Children will create their own rain sticks. Children will recreate the rain sticks that they saw in the book Only
the Mountains Do Not Move By: Jan Reynolds (Week 2-Tuesday & Thursday). Children will use fabric to create batik
scarfs (Week 2-Tuesday and Thursday). Children will use the rain sticks they created to follow the beat of the East African
Instrumental Music that I found (Week 2- Friday).

Language and Literacy:

Strand 2: Emergent Literacy
Concepts of Print- Monday-Friday Read: Only the Mountains Do Not Move: A Maasi Story of Culture and Conservation By: Jan
Reynolds(Week 2-Monday and Wednesday), Read: Omers Favorite Place: First Experiences By: Ifeoma Onyefulu (Week 2- Tuesday
and Thursday), Read: Children Just like me: A new celebration of Children Around the World: By Darling Kindersley Publishing Staff
(Week 2-Friday), Read: Rain School By: James Rumford (Week 1- Monday and Wednesday), Read: Lion and the mouse By: Jerry

Pinkney (Week 1- Tuesday and Thursday), Read: I like me by: Nancy Carlson (Week 1- Friday)
Book Handling Skills- Monday- Friday children will watch how books are being handled and will get the chance to handle books
themselves(Week 2).
Phonological Awareness- Monday- Friday children will learn phonological awareness through reading books throughout the week.
Children will also learn more through the sand tray making the letters in their names or the letters of the week.(Week 2)
Alphabet Knowledge- Monday- Friday Children will learn alphabet knowledge through reading books throughout the week.
Comprehension: Monday- Friday Children will be asked questions after reading the books as a large group to see how much of the
information was retained and comprehended(Week 2).

Math: Strand 4: Geometry

Spatial Reasoning- Children will count and manipulate small pebbles and marbles. The children will use meaningful count
to see how many they have (Week 2- Monday and Wednesday).
Shapes- Children will create a number book of different animals and objects that they have learned about (Week 1- Friday)
.
Patterns- Children will find similarities and differences in other children around the world, related to the book Children
Just like me: A new celebration of Children Around the World: By Darling Kindersley Publishing Staff(Friday Week 2).
Children will create Mud Bricks. Children will manipulate the sand, water and grass leaves to create mud bricks (Week 2Monday and Wednesday). Children will draw a picture of what their home looks like. Children will use whatever materials
they need to use to create their home ( Week 2- Tuesday and Thursday). Children will create beaded necklaces and asked
to make patterns (Week 1- Tuesday and Thursday).

Science: Strand 1: Inquiry and Application

Exploration, Observations, and Hypotheses- Children will attempt to play Kudoda (Week 1- Monday and Wednesday).
Investigation- Children will learn about water, air and land (Week 2- Monday and Wednesday).
Analysis and Conclusions- Children will provide ideas on how we can create East African Instruments from the recycled
materials that we collected from the families (Week 1- Monday and Wednesday).
Communication- Children will draw where their favorite place may be. They will use this idea from Omers Favorite Place:
First Experiences By: Ifeoma Onyefulu .The children will dictate what they drew so the teacher may put their words into
writing (Week 2-Tuesday and Thursday)

Social Studies:
Strand 1: Family

Understands Family-Children will draw a picture of what their home looks like. (Week 2- Tuesday and Thursday)
Strand 2: Community
Understands Community- Children will attempt to draw a map of how far their home is to school. Children can
guestimate how far it is to see how much they are noticing before they get to school. Children will attempt to draw a map
of how far their home is to school. Children can guestimate how far it is to see how much they are noticing before they get
to school (Week 2- Friday).
Rights, Responsibilities and Roles within Community - Children will create drums using recycled materials from the
classroom or at home. They will be notified two weeks before to plan on saving containers we could use to make
drums(Week 1- Tuesday and Thursday).
Geography - Children will attempt to draw a map of how far their home is to school (Week 2-Friday). Children will
recreate their favorite place. Children will draw where their favorite place may be (Week 2- Tuesday and Thursday).

Strand 3: Historical Thinking

Understands Time Past, Present and FutureRead: Rain School By: James Rumford (Week 1- Monday and Wednesday), Read: Lion and the mouse By: Jerry Pinkney (Week 1Tuesday and Thursday), Read: I like me by: Nancy Carlson (Week 1- Friday), Monday-Friday Read: Only the Mountains Do Not
Move: A Maasi Story of Culture and Conservation By: Jan Reynolds(Week 2-Monday and Wednesday), Read: Omers Favorite Place:
First Experiences By: Ifeoma Onyefulu (Week 2- Tuesday and Thursday), Read: Children Just like me: A new celebration of Children
Around the World: By Darling Kindersley Publishing Staff (Week 2-Friday).

Physical Development, Health, and safety:

Strand 1: Physical and Motor Development
Gross Motor Development - Children and teachers will recreate the game Ampe-Ghana (Week 1- Tuesday and
Thursday).
Fine Motor Development - Children will use a sand tray to write their name and the letters that we are focusing on
for the week (Week 2- Monday and Wednesday).

Create Principles


Principle 1: Valuing the funds of knowledge within diverse cultural communities.
Read: Children Just like me: A new celebration of Children Around the World: By Darling ( Week 2- Friday). Children will find
similarities and differences in other children around the world, related to the book Children Just like me: A new celebration of
Children Around the World: By Darling Kindersley Publishing Staff (Week 2- Friday).

Principle 2: Encouraging story as a meaning-making process to understand self and world.

o
Children will find similarities and differences in other children around the world, related to the book Children Just like
me: A new celebration of Children Around the World: By Darling Kindersley Publishing Staff. Children will draw a picture
to someone they found like them in the book and someone they found that was different from them (Week 2- Friday)

Principle 3: Celebrating the significance of family literacies in literacy learning.

o
We allow all the children to check out a couple of books at a time to read at home with their families. Children and
families can check out books related to the theme in the classroom. Families may check out and bring home books with
them to enrich their literacy and learning outside of the classroom.

Principle 4: Providing professional learning opportunities for educators across community, school, and university
settings.
o
By posting this unit plan on our websites, we are allowing other educators to use our ideas in their classroom and
allowing them to give us professional feedback on the lessons. We are also sharing our ideas with future teachers in our
cohort to help develop professional learning.
InTASC STANDARDS

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns

of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas,
and designs and implements developmentally appropriate and challenging learning experiences.

To keep track of this we as teacher will be taking observations throughout each day, to see improvements in their
developmental skills. We also will be taking pictures to task their work. We will have accommodations for students who need
extra help and students who need to be challenged. For all the writing skills, if a child feels like they are to write on their own,
they will be allowed to write all of their stories, instead of the teachers.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and

communities to ensure inclusive learning environments that enable each learner to meet high standards.

Children will find similarities and differences in other children around the world, related to the book Children Just like me: A
new celebration of Children Around the World: By Darling Kindersley Publishing Staff. Children will draw a picture to
someone they found like them in the book and someone they found that was different from them(Week 2- Friday).
NAEYC

Standard 2. Building Family and Community Relationships

This standard will connect to our unit plan because we will allow the families to check out the books that we read in

class and take them home to read as a family. We also highly encourage parents to get involved in our classroom and come help with
projects.

Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
To document our students, we will have a classroom camera. During each lesson, the teachers are required to take pictures and

take observations notes on how the students are interacting with each other and the materials. If something is noticed, we will talk to

the families and figure out a plan on how to stay on track and what we should change to make that students educational experience
more enriched.

Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
To make sure that we are creating an environment that is welcoming and connecting for each family, we will get to know each

family. We will take the time to talk to each family as they come and go from the preschool. We will get to know each familys funds
of knowledge and incorporate it into out lesson plans, to ensure that the children feel connected and excited to their learning.

Standard 5. Using Content Knowledge to Build Meaningful Curriculum

To incorporate this standard, we will make sure to deeply listen to our students, listen to what they want to learn about,

and listen to their stories. We will include their interests, hobbies, and funds of knowledge to make sure that the curriculum is
meaningful to the students. We want their learning experiences to be enriched, but we want the students to also be excited and eager to
learn.

Annotated Bibliography for week 1:

1.@africa_com. "Top African Games to Play That's Lots of Fun for Everyone." Africa.com. Africa.com, 17 Oct. 2016. Web. 02
Dec. 2016.
I used this website because it had the most popular games that were played in Africa. These games are throughout Africa and i feel
they are important to learn about. They are important to learn about because they are played throughout Africa.
2.African Jewelry." AFRICAN JEWELRY. N.p., n.d. Web. 02 Dec. 2016.
This website talks about the importance of jewelry in Africa.
3.Carlson, Nancy L. I like Me! New York, NY, U.S.A.: Puffin, 1990. Print.
We picked this book because this book is important for children to know that they are important. We are learning about different
cultures but learning about other cultures doesn't make the children any less valuable. We want all our children to love who they
are.
4."East Africa." African Wildlife Foundation. N.p., n.d. Web. 06 Dec. 2016.
This video explains the different animals and plants that are contained in east africa. The game will help children visualize what
they really look like.
5. Guide, Africa. "African Music." African Music, Dance, Music and Musical Instruments. Africa Guide, n.d. Web. 02 Dec. 2016.
I used this website to double check what instruments are used in East Africa so I may provide the word they use in East Africa
compared to what we may call in America.
6.Hanks, Naomi. "The Top 5 African Games." Pinterest. N.p., 13 Jan. 2014. Web. 03 Dec. 2016.
We used this website to gather the important information we needed for the games. We needed to gather the correct instructions to
play it correctly.

7. HobbyKidsTV. "What's in a Rainstick? Surprise Toy + HobbyScience Lab Family Fun by HobbyKidsTV." YouTube. YouTube,
23 Feb. 2016. Web. 04 Dec. 2016.
This website is a demonstration of what an actual rain stick looks like. This video breaks open a rain stick and shows us what is
inside a rain stick.
8.Pupsibaerle1. "African Traditional Music." YouTube. YouTube, 02 Mar. 2014. Web. 03 Dec. 2016.
We gathered a playlist of African Music that we can have in the background of the classroom while we are learning about the
culture and traditions in East Africa.
9. "Rain School." Amazon. N.p., n.d. Web. 03 Dec. 2016.
We decided to use this book because this book best fit with learning about the rain sticks. We could use our rain sticks that we
created to make the sound of the rain.

Annotated Bibliography for week 2:

10. Http://www.youtube.com/channel/UCP5mm-LZgVv4rrVqWIn4cYA. "African Drum Beat-east African and Central Music
Instrumental Drums." YouTube. YouTube, 05 Oct. 2016. Web. 01 Dec. 2016.
I decided to use this YouTube video because it was the best way to represent the way East African music. I felt that this video
signalized the instruments where children have a chance to listen to all the different instruments. This video will help us guess
what instruments are being used in the music.

11. Http://www.facebook.com/AboutBoardGames. "How to Play Mancala - Directions and Rules." About.com Home. About
Home, 20 Oct. 2016. Web. 02 Dec. 2016.
I decided to use this website because it gave very basic information on how to play Mancala for children. The rules of Mancala
were simplified for children. I feel that it is important that children know about mancala because this game is also played in
America but they need to know that it was originated in East Africa and is played a little bit differently than we play Mancala.
12. Baburek. "Discover East Africa." Baburek.co. N.p., 22 Nov. 2016. Web. 03 Dec. 2016.
We got all our information to verify all the countries that are in East Africa.
13. Karen. "African Jewelry Information | Africa Facts." Africa Facts. N.p., 16 Nov. 2015. Web. 04 Dec. 2016.
This showed us the importance of the jewelry and different history we needed to know to properly introduce the lesson to the
children.
14. Onyefulu, Ifeoma. "Omer's Favorite Place." Amazon. Frances Lincoln (March 1, 2011), n.d. Web. 01 Dec. 2016.
This book is going to be used because it shows a different view of East Africa. This book shows the different homes that are in
East Africa. Children will be able to discuss where their favorite place is in their home. Children will see that everyone has a
different favorite place in their home.
15. "Party & Occasions." Walmart.com. Walmart, n.d. Web. 01 Dec. 2016.
I looked up the fabric at Walmart because I shop at Walmart. If I needed to get the fabric for Batik I would shop at Walmart.
16. "Preschool Social Studies Activities." Preschool Social Studies Activities for Kids | Education.com. Education.com, n.d. Web.
01 Dec. 2016.
I used this website to come up with the Land, air and water activity. I used this website to gather the directions for batik without
hot wax. I needed to find an alternative since children cannot use hot wax.

17. Reynolds, Jan. "Only the Mountains Do Not Move." Amazon. Lee & Low Books (October 1, 2011), n.d. Web. 01 Dec. 2016.
This book will be used to show the different activities that they do in East Africa. The children will be able to use this book to help
them create their mud bricks. This book also mentions Mancala. This book will have different connections for children to help
them understand the differences and similarities that we both share.
18. Steinberg, Danielle. "Developing and Cultivating Skills Through Sensory Play." PBS. PBS, n.d. Web. 01 Dec. 2016.
This website helped me reiterate how important sensory play is for children. This website helped me create the sand trays. This
activity will stimulate their brain with being able to get messy and have fun.
19.White, Janice. "DIY: Rain Stick." Pinterest. N.p., 27 Feb. 2011. Web. 06 Dec. 2016.
We got the idea to use Rain Sticks in our unit plan based off pinterest. This pin allowed us to further our thinking on what
materials we wanted to use for our rain sticks.
20. "Culture of East Africa." USA Today. Gannett Satellite Information Network, n.d. Web. 6 Dec. 2016.
We used this website because it talked about East African Culture and Traditions. It talked about a lot of different aspects of East Africa
that we could use based on our childrens interests in the classroom. This website talked about the history of East Africa, Language and
Religion, Food and Clothing, and the music that they make.

Preschool Lesson Plan Template

(Sabrina Gutierrez)
Lesson Title

KUDODA (ZIMBABWE)- African

game

Standards
Correlation

Physical Development,
Health, and safety - Students
will use their gross motors to
throw the marble up and their
fine motors to grab all of the
littler marbles.
Social emotional Standard:
Strand 2: Relationshipsstudents will understand how to
respect their team mates while
taking turns and working as a
team. They will understand how
to respect the winner and the

Age Ranges2-8

Physical Development,
Health, and safety - Students
will use their gross motors to
throw the marble up and their
fine motors to grab all of the
littler marbles.
Social emotional
Standard: Strand 2:
Relationships- students will
understand how to respect their
team mates while taking turns
and working as a team. They
will understand how to respect

Focusing on
2 - 3 years old

Physical Development,
Health, and safety - Students
will use their gross motors to
throw the marble up and their
fine motors to grab all of the
littler marbles.
Social emotional
Standard: Strand 2:
Relationships- students will
understand how to respect their
team mates while taking turns
and working as a team. They
will understand how to respect

losers
Math: Strand 4: Geometry
Student will understand how
they should count their marbles
at the end of their turn.
Social Studies Standard
number 2: Community:
Students will understand where the
game come from and the culture
behind it.

Objectives
(SWBAT)
(Students will be
able to)

Students will be able to

use their fine motor skills
to pick up the marbles.
Students will be able to
understand what country
and culture Kudoda
comes from
Students will be able to
describe what a marble
looks like

the winner and the losers

the winner and the losers

Math: Strand 4: Geometry

Math: Strand 4:
Student will understand how
Geometry Student will
they should count their marbles
understand how they should
at the end of their turn.
count their marbles at the end
Social Studies Standard number
of their turn.
2: Community: Students will
Social Studies Standard number
understand where the game come from 2: Community: Students will
and the culture behind it.

Students will be able to use

their fine motor skills to
pick up the marbles.
Students will be able to
understand what country
and culture Kudoda comes
from
Students will be able to
describe what a marble
looks like

For younger kids:

Students will be able to pick
up a couple of marbles and
feel them between their
fingers.
Students will be able to say
a couple of words about the
marble
Students will attempt to
throw the stone in the air.

understand where the game come

from and the culture behind it.

Students will be able to use

their fine motor skills to
pick up the marbles.
Students will be able to
understand what country
and culture Kudoda comes
from
Students will be able to
describe what a marble
looks like

Materials
-1 Bowl
-2 Blocks
-1 Stone
-60 Marbles
-African Music

-1 Bowl
-2 Blocks
-1 Stone
-60 Marbles
- African Music

-1 Bowl
-2 Blocks
-1 Stone
-60 Marbles
- African Music

For Younger Kids:

-Bigger marbles to grab
-Lighter stone
Lesson Sequence

1.
I first would split the class
into groups of 4-5
2.
I would introduce the
game by showing the
students a map.
3.
I would place a block
where we are in the United
States and then a block on
East Africa to show the
students how far apart they
are.
4.
I would then explain
some differences between
East Africa and America that
make it unique and special
5.
I will give the stone to
one of the students.
6.
They will throw the
stone in the air. While
another student tries to grab
as many marbles as they can

1.
I first would split the class
into groups of 4-5
2.
I would introduce the
game by showing the
students a map.
3.
I would place a block
where we are in the United
States and then a block on
East Africa to show the
students how far apart they
are.
4.
I would then explain
some differences between
East Africa and America
that make it unique and
special
5.
I will give the stone to
one of the students.
6.
They will throw the
stone in the air. While
another student tries to grab

1.
I first would split the
class into groups of 4-5
2.
I would introduce the
game by showing the
students a map.
3.
I would place a block
where we are in the United
States and then a block on
East Africa to show the
students how far apart they
are.
4.
I would then explain
some differences between
East Africa and America
that make it unique and
special
5.
I will give the stone
to one of the students.
6 . They will throw the
stone in the air. While
another student tries to

from the glass bowl. Then

the other student will catch
the stone. When they catch,
you may not grab anymore
marbles
7.
They will repeat this
until each student has been
able to collected marbles.
8.
Once each student has
collected marbles, the
teacher will assist each
student on counting how
many marbles they each got.
9.
The student with the
stone will pass it to the left
10. Repeat steps 5-9, until
each student has had a turn
with the stone.
We will then finish the game by
having a group discussion and
talking about what they have
learned.

as many marbles as they can

from the glass bowl. Then
the other student will catch
the stone. When they catch,
you may not grab anymore
marbles
7.
They will repeat this
until each student has been
able to collected marbles.
8.
Once each student has
collected marbles, the
teacher will assist each
student on counting how
many marbles they each got.
9.
The student with the
stone will pass it to the left
10. Repeat steps 5-9, until
each student has had a turn
with the stone.
We will then finish the game by
having a group discussion and
talking about what they have
learned.
For Younger children:
We will do all of the same steps
but practice each step by itself
before putting all of the steps
together.
1.Practice tossing and catching

grab as many marbles as

they can from the glass
bowl. Then the other
student will catch the
stone. When they catch,
you may not grab anymore
marbles
7.
They will repeat this
until each student has been
able to collected marbles.
8.
Once each student
has collected marbles, the
teacher will assist each
student on counting how
many marbles they each
got.
9.
The student with the
stone will pass it to the left
10. Repeat steps 5-9, until
each student has had a turn
with the stone.
We will then finish the game
by having a group discussion
and talking about what they
have learned.

the stone.
2. Grabbing and picking up the
marbles from the bowl
3. Counting the marbles.
4. Combine steps 1 and 2 when
they are ready in small groups.
With one student throwing and
another is grabbing the marbles.
5. Then count all the marbles
together.
Extensions

To challenge students, we will have

them count how many marbles they
picked up and put them into
groupings of twos. If they need fine
motor challenges we will use
smaller marbles, to make it harder
for them to pick up.

To challenge students, we will have

them count how many marbles they
picked up and put them into
groupings of twos. If they need fine
motor challenges we will use
smaller marbles, to make it harder
for them to pick up.

To challenge students, we will

have them count how many
marbles they picked up and put
them into groupings of twos. If
they need fine motor challenges
we will use smaller marbles, to
make it harder for them to pick up.

For older kids:

Have them toss the stone, grab the
marbles, and then catch the stone.
Accommodation
s

.
For disabilities- teachers
assistants will be there and the
bowl may be moved towards
that student.
If children are scared or not
interested in the game, there will be
a table with bowls filled of marbles.

For disabilities- teachers

assistants will be there and the
bowl may be moved towards
that student.
If children are scared or not
interested in the game, there will be
a table with bowls filled of marbles.
They may use these as a sensory

For disabilities- teachers

assistants will be there and the
bowl may be moved towards
that student.
If children are scared or not
interested in the game, there will
be a table with bowls filled of
marbles. They may use these as a

They may use these as a sensory

activity and get use to the feeling of
the marbles.

activity and get use to the feeling of

the marbles.
For younger children:

sensory activity and get use to the

feeling of the marbles.

Practice just tossing the stone in the

air and catching the stone with their
hands.

How do these connect to the unit plan. These are learning standards for k-3. How can we use the same unit plan by modifying
it slightly to teach an older age group
Reflection and Applications
(CREATE 4; INTASC 9, 10; NAEYC 5)
v
Standard Guide for lesson plan:
Strand 2: World HistoryConcept 1: Research Skills; Read: Only the Mountains Do Not Move: A Maasi Story of Culture and Conservation By: Jan Reynolds
(Week 2- Monday and Wednesday). Children will draw a picture of what their home looks like (Week 2- Tuesday and Wednesday).
Children will create drums using recycled materials from the classroom or at home (Week 2- Tuesday and Wednesday).

To modify tis for a third grade classroom we will use maps, artifacts and photos to learn about history and

Concept 2: Early Civilizations; Only the Mountains Do Not Move: A Maasi Story of Culture and Conservation By: Jan Reynolds
(Week 2- Monday and Wednesday)
Concept 9: Contemporary World; Read: Omers Favorite Place: First Experiences By: Ifeoma Onyefulu (Week 2- Tuesday and
Thursday).

Strand 3: Civics/Government
Concept 4: Rights, Responsibilities, and Roles of Citizenship; Children will attempt to draw a map of how far their home is to
school. Children can guestimate how far it is to see how much they are noticing before they get to school. Children will attempt to
draw a map of how far their home is to school. Children can guestimate how far it is to see how much they are noticing before they get
to school (Week 2- Friday).
Strand 4: Geography- Children will draw a picture of what their home looks like. Children will use whatever materials they need to
use to create their home (Week 2- Tuesday and Thursday). Children will play a matching card game with different plants and animals
that they have in East Africa (Tuesday and Thursday).
Concept 1: The World in Spatial Terms: Children will attempt to draw a map of how far their home is to school (Week 2- Friday).
Concept 2: Places and Regions: Children will draw a picture of what their home looks like. Children will use whatever materials
they need to use to create their home (Week 2- Tuesday and Thursday).

Concept 5: Environment and Society: Children will draw a picture of what their home looks like. Children will use whatever
materials they need to use to create their home (Week 2- Tuesday and Thursday). Children will play a matching card game with
different plants and animals that they have in East Africa (Week 1- Tuesday and Thursday).
Strand 5: Economics-Children will create drums using recycled materials from the classroom or at home(Week 2- Tuesday and
Thursday). Children will draw a picture of what they would want their school to look like(Week 1- Monday and Wednesday).
Concept 1: Foundations of Economics; Children will create drums using recycled materials from the classroom or at home(Week 2Tuesday and Thursday).