Chee-Lin,+A+Giraffe's+Journey+Reinforcing+Activity

Lesson Plan Author: Marilyn A. Friga University of Central Arkansas mfriga@uca.edu
 * NCSS Notable Trade Book Lesson Plan 2009 **

The chee-lin’s journey from Africa to Bengal to China, weaves a tale of not just a giraffe, but of the people he meets along the way. Chee-lin is a story of captivity and struggle, friendship and respect. The book has vivid artistic illustrations inspired by a painting created in 1414 by Shen Du [shun doo]. It provides the audience with a rich Chinese history recorded from a few surviving books and records of Chinese voyages of exploration. A timeline of Tweega’s journey is illustrated in the back of the book along with a poem done in Chinese text. ||
 * ** Title of NCSS Notable Trade Book: ** || Rumford, J. (2008). //Chee-Lin: A giraffe’s journey.// New York: Houghton Mifflin Company. ||
 * ** Book Summary: ** || // Chee-Lin, A Giraffe’s Journey, // by James Rumford traces the journey of a giraffe named Tweega in storybook chapter sequence. Eighty years before Columbus, China sent ships to explore and collect the amazing things of the world. The Chinese discovered many mystical and spectacular things, but one discovery stood out above the others, the chee-lin. This chee-lin was just a giraffe, but to the Chinese it was an omen of good fortune so rare that it had appeared only once before—at the birth of Confucius.
 * ** NCSS Standards: ** || Chee-Lin offers links to all ten of the NCSS Standards:

I. Culture and Cultural Diversity-people around the world live differently due to their unique physical and human geography II. Time, Continuity, and Change–history has changed over time across the geographical regions as early Explores explored the world during the 15th century, collected unique and spectacular items to return to land how these explorations changed the whole world over time. III. People, Places, and Environments- The various people, places and environments that Tweega is taken to in his journey is surrounded by the elements of that environment which although appear similar are different than his environment of home each providing a unique look at another place with unique people that take over his care. IV. Individual Development and Identity–Tweega’s journey is riddled with his own unique characteristics as are other people he meets along his journey in life. V. Individual, Groups, and Institutions–Tweega’s adventures take him to meet specific individuals, groups of people and institutions which when he eventually feels at home. VI. Power, Authority, and Governance–Readers and Tweega meet a Sultan, and then the Emperor of China whom is only nine years old. VII. Production, Distribution, and Consumption–there are infinite relationships between resources [being Tweega] and consumers [being African, Indian, Bengal and Chinese that impact the physical and human geography of the world. Teewga as he to sent to travel in the “creaky old boats,” until he finds his final resting place in China VIII. Science, Technology, and Society–Tweega learns about the various other places in the world after being captured and taken a on a ‘dhow’ boat then a ‘treasure’ boat, traveling after captivity. IX. Global Connections–understanding and protecting all animals in the world impacts the survival of animals around the world, as we all live on one planet, Earth. X. Civic Ideals and Practices–responsibility for the animals of the world and their survival connects with our respect for one another and the preservation of animal species around the world. || · Use magnet holders to attach the people/places slips on the time lines during group presentation activity. · Developed Time line on the board. [Or hang a piece of Butcher paper on board where the timeline can be moved for display to another classroom wall at the end of the activity for student reference.] · Alternative materials: make a set of people/places cards for each group of students and let them sequence the tags in group settings on a piece of poster size butcher paper containing a timeline. 5 groups: 5 sets of people/places cards; 5 timelines with a title box, timeline formatted on the paper · Supply box with work tools. · Student handout: Individual timeline for personal journey creation || · Examine the location, descriptions, cultures, resources and concerns related on the journey of Tweega the giraffe · To connect the struggles, conflicts, friendships with people and places of the region Tweega’s travels · Compare/contrast similarities and differences of regions · To understand how a timeline is a sequence of events · Analyze and create a personal timeline of one’s own journey, school life from birth to current grade level ||
 * ** Materials: ** || · Projection of Timeline with title box on Whiteboard/Smartboard. One set of timeline people/places slips for activity—preferable laminated.
 * ** Objectives: ** || The objectives of this lesson are
 * ** Procedures: **

// Exploration/ Introduction: //

// Development: //

// Expansion: // || Task I: Project a graphic organizer timeline with an overhead projector, SmartBoard or make a timeline on the white-board.

Task 2: Begin by asking student’s questions about what they know about a giraffe. Teacher directs a whole group lesson to build on student’s knowledge of giraffes. Story book is read aloud by chapter topics. Check for comprehension by stopping along the passage of the giraffe’s life story; ask for a student to place a pre-made people, place and events strip on the timeline when appropriate. Have students read the strip out loud before attaching to the timeline.

Task 3: Give students a blank timeline with topic box. Have them analyze and create a personal timeline of their school life. It should contain personal birthdates with year as starting point; year and school name they attended in kindergarten; year and school name 1st grade; year and school name 2nd grade; year and school name 3rd grade; year and school name 4th grade. Additionally, student should add names of teacher. Friends may be added below the line on the timeline for those that finish early.

Task 4: Students should give a presentation of their personal journeys to reinforce the idea on sequence of events is a timeline. Students will listen to a story; develop reading skills for reading comprehension; analyze how a timeline is developed and create a sequential timeline of their own personal journey of school life for presentation.

r Option to whole group: Divide students into groups of four. Give them a timeline and slides cut out; have them follow along and attach the slides to construct a timeline as a group setting for presentation and use as a model for individual work. r Students could write a story about their life and include their friends they have met along the way. r Students could design a timeline of major events/topics they have participated in, or studied in class this year r Students could create a timeline of a book they have read this year and present to the class instead of book reports ||
 * ** Assessment: ** || Each student’s participation in whole group should be assessed with formal observation/check off roster for placement of people/places in sequential order creating a timeline with immediate feedback.

Rubric should be used for individual timelines.

Rubric for presentation can be used if group activity chosen instead of whole group. || Video clips on Africa, India and China geography/environments. Cultural study on Africa, India and China can be integrated into the activities by comparing/contrasting various animals of each geographical area. Art Class activity--Calligraphy writing of Chinese letters, where students design their names in Chinese. Technology developments create a pamphlet or PowerPoint of their personal timeline with graphs for presentation to class and/or parent night showcase. Animals living around the world—integrating interdisciplinary connections to Science, English, Math and/or technology skills within the study of the various animals. Making timelines on other animal stories to display around the classroom walls. || Jungle Walk a site for animal lovers that is an encyclopedia bonanza. Has images/pictures, multi-media video clips and a world of interesting learning materials available to integrate into lesson. [] National Geographic Animal Video [] Interactive site to have students study animals such as the giraffe if computer lab is available. Site can also be integrated into whole class visual with lesson. [] Historical background on Chinese calligraphy writing. [] Write Chinese lessons of basic characters to integrate or extend lesson into an art project [] Free online games and activities on Ancient China.
 * ** Suggested **
 * Extension **
 * Activities: ** || Video clips on giraffes can be viewed prior to learning, games and/or field trips can be implemented into a Unit on Giraffe’s; life styles of living.
 * ** Additional **
 * References & Web Links ** || []

Images courtesy of Microsoft Office Clip/Art and Google search engine || The attached Document include the lesson plan and materials: