Project Grant
Andrea Simone
Spring 2012
Education 385
Professor Evans
Teacher’s Name: Andrea Simone
Grade level: Third
School: I would apply for this grant my first year teaching.
Project title: Cultural Trade Books
Number of students involved per school year: On average twenty eight students will be involved
each school year.
Illinois learning standards addressed:
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
A. Compare characteristics of culture as reflected in language, literature, the arts,
traditions and institutions.
18.A.1 Identify folklore from different cultures which became part of the heritage of the
United States.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic
creations serve as expressions of culture.
STATE GOAL 1: Read with understanding and fluency.
B. Apply reading strategies to improve understanding and fluency.
1.B.1a Establish purposes for reading, make predictions, connect important ideas, and
link text to previous experiences and knowledge.
1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions;
connect, clarify and extend ideas.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence)
of nonfiction texts to improve comprehension.
C. Comprehend a broad range of reading materials.
1.C.1b Identify important themes and topics.
1.C.1c Make comparisons across reading selections
1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g.,
dialogue, conflict, shape, color, characters).
Learning objectives:
1.
2.
3.
4.
Students will be able to compare and contrast several different cultures.
Students will be able to discuss how culture affects the way people think, act, and feel.
Students will be able to appreciate the values and beliefs of different cultures.
Students will be able to read appropriate leveled trade books.
Overview of activity:
Students will be exposed to a variety of books that cover many different cultures. I will
have students do independent reading as well as guided reading. I also will read the books to my
students. I feel that trade books are a great tool to enhance student learning and involvement. My
hopes are that the students will develop an appreciation for cultures other than their own. I
believe that the trade books best demonstrate the beliefs and values of several different cultures.
The books would be beneficial to my classroom because the students and I can read them all
year. I plan to spread the reading of the books throughout the entire school year, in order to keep
an ongoing discussion. My intentions are that students will develop stronger appreciations for
different cultures as the year progresses. I also think it is important to teach my students the
similarities and differences between their culture and others. The books will ensure a quality
social science education for all the students. The books will also help aid in students’ fluency in
reading as well as comprehension. One thing that I find very beneficial about trade books is the
fact that they bring a new level of instruction to the students. I want to appeal to all the different
learning styles in my classroom. Textbooks do not always serve as the best tool for every
student. Some students will find it much easier to comprehend the trade books. Overall my hopes
are to use the trade books to expose students to the values and customs of cultures, expand their
reading comprehension and fluency, and help them to develop appreciation for other cultures.
Timeline:
The use of the given trade books will be ongoing throughout each school year.
Method of assessment:
Students will be assessed using multiple forms of assessment. Students will be assessed
on their ability to compare and contrast different cultures by creating ongoing Venn Diagrams.
Students will also create a “Book of Cultures”. In this book students will discuss and illustrate
the costumes and beliefs of a variety of cultures. Students will also be assessed on their ability to
discuss how culture affects the way people think, act, and feel; this will be assessed by careful
observation during discussion. The discussions will also show the students ability to appreciate
the values and beliefs of different cultures. Students will also be assessed on their ability to read
appropriate leveled trade books. Assessment of reading will be done through observation of
students reading aloud and formal assessments of comprehension.
Materials needed:
I am requesting to receive money to purchase the following trade books:
1. Chee-Lin: A Giraffe's Journey
Written and Illustrated by: James Rumford
2. Listen to the Wind: The Story of Dr. Greg and Three Cups of Tea
3. The Butter Man
Written by: Elizabeth Alalou and Ali Alalou
Illustrated by: Julie Klear Essakali
4. Way Up and Over Everything
Written by: Alice McGill
Illustrated by: Jude Daly
5. Beatrice's Goat
Written by: Page McBrier
Illustrated by: Lori Lohstoeter
6. Seeds of Change: Wangari's Gift to the World
Written by: Jen Cullerton Johnson
Illustrated by: Sonia Lynn Sadler
7. Armando and the Blue Tarp School
Written by: Edith Hope Fine & Judith Pinkerton Josephson
Illustrated by: Hernan Sosa
8. Journey Home
Written by: Lawrence McKay
Illustrated by: Dom Lee and Keunhee Lee
9. Afgan Dreams: Young Voices of Afghanistan
Written by: Tony O'Brien and Mike Sullivan
Photographs by: Tony O'Brien
10. Let's Eat! What Children Eat Around the World
Written by: Beatrice Hollyer
Project budget:
Chee-Lin: A Giraffe's Journey ($15.30)
Listen to the Wind: The Story of Dr. Greg and Three Cups of Tea ($14.52)
The Butter Man ($6.39)
Way Up and Over Everything ($13.29)
Beatrice's Goat ($7.19)
Seeds of Change: Wangari's Gift to the World ($16.20)
Armando and the Blue Tarp School ($16.15)
Journey Home ($7.95)
Afgan Dreams: Young Voices of Afghanistan ($16.23)
Let's Eat! What Children Eat Around the World ($15.38)
Total for books: $128.60
Tax: $8.68
Total amount requested: $137.28