Around the World
3rd Grade
Carrie Daugherty
Unit Objectives:
-Students will learn a few key differences in United States cultures and those
around the world.
-Students will be able to demonstrate good letter writing techniques. (Greetings,
body, salutations, etc.)
-Students will begin to understand international travel. (passports, brochures,
etc.)
-Students will demonstrate good reading, listening, and research skills to gain
knowledge.
List of Materials:

SmartBoard

Computers

Journals

Pencils

Paper

Flat Stanley Template

Crayons

Passport Templates
List of Resources:
Brown, Jeff. Flat Stanley. New York: Harper and Row Junior Books, 1964. Print.
Oppel, Kenneth. The King’s Taster. New York: Harper Collins, 2009. Print.
Jackson, Ellen. It’s Back to School We Go. Brookfield, CT: The Millbrook Press Inc.,
2003. Print.
Description of Home Connection:
Students will be making a flat Stanley and a passport at school to take home for
the weekend. They will use the passport to tell the story of where they took Stanley over
the weekend. For each place they took Stanley they will create a stamp related to where
they traveled and write 2-3 sentences to tell about what he did.
Unit Introduction:
We will be taking a small trip around the world. We will be using books and
research to better extend our knowledge on different cultures and customs around the
world. Using activities such as letter writing, passports, and brochures we will expand
our views of the world as a global community.
Reading Activities:
1. It’s Back to School We Go! – We will be reading the book aloud as a class.
After reading the story, students will go back to their seats and we will make a
compilation of all of the back to school rituals based on each country
discussed in the story on the SmartBoard. After completing the lists, students
will be required to choose one child from the story to become their pen pal.
Students will write letters to the chosen pen pal telling about back to school
traditions they have. They will write their letters and switch with a partner, who
will proofread it. After the proofread, students will submit the final copy.
The students will be assessed by their peers during the proofread.
Type of Writing: Descriptive
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key
details and explain how they support the main idea.
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace
2. The King’s Taster – We will read book together as a class. After reading, we
will have a brief discussion on the various meals and places the taster
traveled. Students will then return to their seats and prepare for the next part
of the assignment. They will be given a writing prompt (What is a meal you
consider fit for a king?) As a class we will travel to the computer lab and
students will be given time to research various foods and delicacies from
around the world. After researching, they will fill out their selected meal. After
writing, students will gather on the carpet and take turns presenting their
chosen meals. Students will be observed while using the computers to
research, and also when they are sharing their meal ideas.
Type of Writing: Informative
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear
event sequences.
CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use
technology to produce and publish writing (using keyboarding skills) as well
as to interact and collaborate with others.
Social Studies Activities:
1. Flat Stanley – Over two days students will listen to the book Flat Stanley
by Jeff Brown (read aloud and a discussion to follow) Students will then
create their own Flat Stanley (using a template, cut out and color) and a
passport for Flat Stanley. They will take Stanley and the passport home
for the weekend. They will create “stamps” or small pictures of the places
they took Stanley. Example a shopping cart for the grocery story or a
swing set for the park. If the students don’t go anywhere that weekend
they can use the different rooms in their house for stops for Stanley, such
as a couch for the living room or stove for the kitchen. After each stamp
they will need to write 2-3 sentences about what Stanley did. Each student
should bring back their passport on Monday with at least 5 stamps
explained in it. They will pick their favorite Stanley stamp and share it with
the class. Students will turn in their passport and will also be observed
while presenting one Stanley stamp.
Type of Writing: Descriptive
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace
2. Travel Brochure- Students will think of a place they would like Flat Stanley
to go. They will use the computer to research that place. They will need to
include things such as 3 major cities, types of food eaten there, major
religions, interesting facts, landmarks, tourist hot spots, recreational
activities, languages, and the best ways to get there from here. They will
use that information to create a tri-fold trying to persuade Flat Stanley to
go there. This assignment will be the closing of our world travel unit. We
will do a world showcase event for Flat Stanley, where each student will
share with the class why they chose that place, what they learned, and
why Flat Stanley should visit there (2-3 minutes max). Students will be
graded by the rubric that is attached.
Type of Writing: Persuasive
SS.3.G.10 -obtain information from appropriate types of maps, globes,
charts, graphs and timelines in a research project (e.g., political, physical
and historical)
SS.3.C.3 -investigate significant cultural contributions of various groups
creating our multicultural society.
CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use
technology to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others
Culminating Event:
At the end of our unit students will have created a brochure for Flat
Stanley trying to persuade him where he should go and why. Students will
present to the class (and Flat Stanley) their brochure and give reasons
why they think Flat Stanley should go to that place.
Rubric for Flat Stanley Travel Brochure:
Great (5 pts.)
Research Skills
(uses computer
and internet to gain
information
correctly)
Includes native
language, major
religions, foods,
landmarks, tourist
spots, recreational
activities)
Neat and
Organized
brochure
At least three major
cities
Presentation at
World Showcase
Good (3pts.)
Needs
Improvement (1 pt)
Passport Template
Name: Flat Stanley
Address: ___________________
___________________________
Nationality: _________________
____________________________________________
____________________________________________
____________________________________________
_________________
____________________________________________
____________________________________________
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