Global Diversity
Through Literature Activity

By: Rachel Music

1. Graphic Organizer on China




2. Table of Websites

1. Enchanted Learning about animals	2. Spotlight Words
3. Enchanted Learning about the Flag	4. Showcasing Food

________________________
Mentor Teacher's Signature
____________________
Date

5.  Lesson I Learning With Technology about Our World  
Title of Lesson  

General Information
Name: Rachel Music
School/Mentor Teacher: Hallmark Heights Headstart/Primrose
Grade Level: Pre-K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: October 2005
Total Duration of Lesson:  55 minutes. (This lesson can be presented in 2 sessions)

Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:
A. Student will be able to use the mouse while operating the computer.
B. Student will be able to respond to questions about a diverse cultures and languages other than English from the cultures.

Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills

5 Topic: Basic Skills  
Standard: Operates basic technology tools and applications.

B. Grade: K
Social Studies Georgia Performance Standard
Geographic Understandings
SSKG1: The student will describe American culture by explaining diverse community and family celebrations and customs. (This also includes the cultures represented by children from other countries that are enrolled in our schools, whose native language is other than English.)

Materials and Equipment
1. Computer with Internet connection
2. Colored markers, crayons, and chart paper
3.  Plain white paper for individual drawings
4. Pencil and paper (to make notes for lesson plan assessment and reflections)

Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book. A copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity though Literature Activity

Step One: Introduction
1. Work with a small group of students (2-5).  Tell students that today you are going to read them a special book, Love as Strong as Ginger, by Lenore Look, and illustrated by Stephen t. Johnson. This book is about a young girl named Katie and her grandmother. The story takes place in China.   
2. Ask students an introduction questions.

Today we are going to study about China. Can you tell me something about China? Can you describe what Chinese people wear?  Do you know what animals live there? Do you know what the Chinese flag looks like? What do Chinese people eat?

3.  List the responses on the board or on a sheet of paper so they can see them.
(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes
List the 4-5 question that relate to web sites about the culture that you are going to present to your students (These questions are at the top of the Global Multicultural Activity website and each corresponds to a link)  
a. Describe some animals that live in China.
b. What are some Chinese words?
c. Describe the Chinese flag.
d. What are some types of Chinese food?

1. Have students go to your Global Diversity Activity website at http://www.valdosta.edu/~rlmusic/global.html Students should be grouped around the computer with you so they can see the questions on the screen, and have access to using the mouse.
2. Read each question out loud and ask them to predict the answer, and then ask a student to click on the link to get information and discuss the information with the students.
3. Allow students to take turns using the mouse to click on the links on your Global Diversity Activity website.
4. After each question, relate the information from websites to students' lives past, present, or future.
5. Assist students, if needed, to scroll up and down on websites) Give students a brief overall view of you Global Diversity Activity page.
6. Closure: Students will discuss their work that relates to the culture of China. Ask students to describe things that are different, or may be done in the other ways that are different from the way they do things.
 
Assessment of the Primary Learning Outcomes
Now that we have visited the website links, and learned a little about the culture, I am giving you each a piece of paper and you will use it to write (or you will dictate to me and I will write) and draw pictures about the things you learned about from the web sites about the flag, food, animals, and/or words from China. 

(Estimated time 15 minutes)

Rubric:

________________________
  Mentor Teacher's Signature
  ____________________  
            Date

6. Lesson II Learning with Technology about Our World  
Title of Lesson  

General Information
Name: Rachel Music
School/Mentor Teacher: Hallmark Heights Headstart/Primrose
Grade Level: Pre-k
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: October 2005
Total Duration of Lesson:  55 minutes. (This lesson can be presented in 2 sessions.)


Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:
A. Student will be able to use the mouse while operating the computer.
B. Listening to a children’s story about another culture, and working cooperatively in small group to make a multicultural story picture map about the story and culture represented.

Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B. Grade: K
Social Studies Georgia Performance Standard
Geographic Understandings
SSKG1: The student will describe American culture by explaining diverse community and family celebrations and customs. (This also includes the cultures represented by children from other countries that are enrolled in our schools, whose native language is other than English.)

Materials and Equipment
1. Computer with Internet connection
2. Multicultural children’s book: Love as Strong as Ginger. Look, Lenore. 1999.  
3. Colored markers, crayons, and chart paper
4. Large sheet of chart paper lined for writing sentences and student responses
5. Pencil and paper (to make notes for lesson plan assessment and reflections)

Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book. A copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity through Literature Activity.

Step One Introduction
Introduce your multicultural book; Love as Strong as Ginger, by Lenore Look, and illustrated by Stephen t. Johnson. First, do a “picture walk” of book (hold up book and show pages, allow students to tell what they think is happening on each page).  Then read the name of you book to students.  While reading the book to students, ask “questions to check for understanding.”  (List four or more questions to ask students while reading your story)
a. Who is the story about?
b. What ocean animal does the grandmother work with everyday?
c. Where do Katie and her grandmother go in the story?

d. What does Katie realize about her grandmother? 

(Estimated Time 15 minutes)
 

Step Two: Teaching the Primary Learning Outcome
1.  Show the students your PAINT drawing on your website <www.valdosta.edu/~rlmusic/global.html>, and talk about what they see in the picture, or what it reminds them about in the story they just read.
2. Read the 2 assessment questions under the picture.

a.       What types of feelings or emotions are expressed between Katie and her grandmother?

b.      What are some of the foods that Katie and her grandmother eat?

 These 2 questions should also be copied on a large sheet of chart paper, leaving space between questions to write students’ responses.

Step Three: Assessment
1.  As students answer the question, write their responses exactly as they speak on the chart, and write the child’s name with the response: i.e. Amanda says, …
2.  Let the children work as a group using markers and crayons to decorate the chart paper.
3. Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family.  (If possible teacher should take notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later.)
(Estimated Time: 15 minutes)
 
Assessment the Primary Learning Outcomes
A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
B. Social Studies
Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.

My Hub Page	Resource Page
Electronic Reading File	Global Diveristy Through Literature
Topic Page	Live Text Link
E-Mail  Me : rlmusic@valdosta.edu