Multicultural Literature Activity                      The image “http://www.valdosta.edu/%7Eiheath/button3D1.jpg” cannot be displayed, because it contains errors.                     The image “http://www.valdosta.edu/%7Eiheath/button3A1.jpg” cannot be displayed, because it contains errors.



The Global Diversity Literature Lesson:
Looking at Latin America
Sparky's Bark is written by Mimi Chapra and illustrated by Vivi Escriva. The author was born in Cuba and raised in the United States. She now lives in Philidelphia with her husband. The books that she writes are about things people face when they come to foreign place. Vivi Escriva is an acclaimed illustrator who uses brilliant watercolors in her artwork. She lives in Spain.
_________________________________________
PAINT  ILLUSTRATION
b
_________________________________________
Critical thinking questions:

    Do you think the dog is happy? Why or Why not?

      Where do you think the dog and little girl are?

       What season do you think it is? How can you tell?
      
_________________________________________

    This book is a story about a little girl coming to a strange country to visit relatives. She does not know anything about the place she is traveling to. Can she learn how to live in this new place?

Lesson Plan

Mentor Teacher's Signature

 ____________________

Date

____________________

 

Lesson Title:  Global Diversity through Literature and Technology

General Information
Name: Dee Loyless
School/Mentor Teacher: Head Start – Mrs. Godfrey
Grade Level: Pre - K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
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 diverse cultures.
C.  Student will listen to a children’s story to learn about another culture
D.  Student will work cooperatively in small group to make a story picture account of events in the story.

Related GPS Standards
A. Grade: Pre - K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.
B, C, and D 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 represented in children’s literature and those who are enrolled in our schools.

 Materials and Equipment:
1. Computer with Internet connection
2. My Global Diversity Web Page http://www.valdosta.edu/~adloyless/global.html
3. Map or globe
4. Colored markers and crayons
5. Construction paper

Teacher will also need
1. Pencil and paper (to make notes for assessment and reflections
2. Copy of lesson rubric 1 for each group member.  (See rubric below)

 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 a computer painted picture related to the book Sparky’s Bark written by Mimi Chapra.

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5).  NO LESS THAN 3 STUDENTS
Introduction questions. (Introduction questions are for the teacher, to find out about the students' previous knowledge of the subject content.
2. Show the children the globe or the map. Ask them questions such as:
What is this called?
What colors do you see on it?
What does the blue represent?  Tell them that the big blue areas are oceans and the small ones are lakes, or rivers, etc.
What do these many colors represent?
Can anyone point to our country; to Georgia
We are going to learn about a little girl who is from Latin America.
Does anyone know where Latin America or Cuba is?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you think Latin America or Cuba is far away or near from us in Georgia?
Do you have to go over water to get to this place from our place?

(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes Language Experience Activity
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~adloyless/global.html
Students should be grouped around the computer with you so they can see the screen, and have access to using the mouse
2.  Let children take turns pointing to things in your picture.  They can also try to point to certain words on the screen.
3   Read each question under the paint drawing.  Ask them to respond to your questions. 
4   Have a large piece of chart paper or separate sheets with each question, already prepared with the questions listed with spaces to write the children's responses underneath.
5.  As each child responds to the questions, write exactly what they are saying when they make their responses.
Write students’ names next to each response.
3 questions:
a. Do you think the dog is happy? Why or Why not?
b. Where do you think the dog and girl are?
c. What season do you think it is? How can you tell?
Part 2
1.  Read the paragraph under the questions to the children.  Then, show them the book.
2.  Perform a BRIEF picture walk and talk about the book
2.  This book is called Sparky’s Bark.  It is written by Mimi Chapra.  The illustrator is Vivi Escriva.
3.  Read the story to the children.
(10-15 minutes)

Closure:
1. After you read the story, review their responses made prior to reading them the story and compare their responses with the actual events in the story. 
2.  Ask them to tell you some things they learned from the story.
3.  Give the students markers or crayons, and let them color and add words or pictures that they learned about in the story on the chart paper.
4.  What other forms of transportation could they have used to come to this country(America) other than an airplane?
 5.  Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

 

EVALUATION:
Rubric:  Use this chart to evaluate each student
Copy the rubric below (1 per group member)

Level 3 - (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to things and click  with no or little assistance

Student is able to use the mouse to control the computer with much assistance.

Student is not able to use the mouse to control the computer.

Student responded to all the critical thinking prediction questions about the story and was able to compare his/her predictions with the events in the story.

Student responded with accuracy to two of the critical thinking questions from the story and was able to compare his/her responses with the events in the story.

Student responded with accuracy to 1 or none of the prediction questions about the related to the story that was read to them.

Student worked collaboratively with others in the group and  understood the importance of  contributing and working  positively to complete  the project

Student worked collaboratively with others in the group, but did not understand the  importance of  contributing and working with others to complete  the project

Student was unable to work with others in the group and  had difficulty understanding the importance of contributing to the overall project