Lesson Plan I
  Learning About Our World Through Literature and Technology
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The Day of Ahmed’s Secret

General Information
Alicia Powell
Clyattville Elementary School / Mrs. Pannell:
Kindergarten
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 includes:
A. Student will be able to use the mouse while operating the computer to find information related to a multicultural children’s story.
B. Students will listen to a story about another culture.  

C. Students will work cooperatively in small group to make a story picture about things they learned from the story.

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

Part One: PAINT PICTURE ACTIVITY
1. Work with a small group of students (2-5).  Show students the PAINT picture on your page.

Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.

Read the text under the picture then read the questions.  Write their responses individually on a large sheet of chart paper that also has the questions on it.

Ahmed is a young boy who lives and works in Cairo, Egypt.  On this special day, Ahmed has a special secret to share, but he can only reveal his secret to his family that night.  Right now, Ahmed is traveling through the city while describing the sights and sounds he hears. His donkey pulls the cart to all the stops Ahmed must make to deliver butane fuel to help his family.  Ahmed describes every person he sees during his journey.  He also remembers stories his father told him about their city and how it is surrounded by the Nile River and the desert.  Finally, the day is over and Ahmed is home.  He stands proud in front of his family to tell them his secret. Can you guess Ahmed's secret?

a. What sights and sounds do you think Ahmed hears as he is traveling through the city?

b. Why do you think Ahmed working?

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Reading the story:

Introduction to story:

1   Read the title of the book, author, illustrator, and do a picture walk with the students

 The title of the book I am reading is The Day of Ahmed’s Secret by Florence Parry Heide & Judith Heide Gilliland and Illustrated by Ted Lewin.       

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Ask some questions or point out words or objects:

a. What do you think is Ahmed’s secret?

b. Describe a desert/river.  Is it hot in the desert?  Have you heard of the Nile River before?

Vocabulary Words:

1. Nile River
2. Desert
3. Butane
4. Camel
5. Donkey

Read the story to the children

Ask the children to decorate or enhance the chart picture with their own words or pictures related to the story.

Assessment of the Primary Learning Outcomes
Now that we have visited my website, and listened to a story about Ahmed and his secret, tell us what you wrote or drew on the chart paper from the story and why you chose to put it on the page.

Rubric:

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Mentor Teacher's Signature

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Date

Lesson Plan II
Learning About Our World Through Literature and Technology 
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General Information                                                                                                    
Alicia Powell
Clyattville Elementary School / Mrs. Pannell
Kindergarten
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 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 who are enrolled in our schools, whose native language is other than English)

Materials and Equipment
1. Computer with Internet connection set to your Global Diversity Graphic Organizer        http://www.valdosta.edu/%7Eakpowell/global.html
2. Multicultural children’s book: The Day of Ahmed’s Secret
3. Colored markers, crayons, and chart paper
4. Paper or props related to the multicultural story that you read in lesson I 
5  Markers, crayons, points, etc.  You can also use the PAINT program if there is time for each student to create a PAINT picture.(Students’ work will be scanned or saved and will be posted on your Global Diversity page.)

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.

Step One Introduction
Show students the graphic organizer and talk about your country and also how it relates to the story you read them earlier, The Day of Ahmed’s Secret.

The graphic organizer is about Egypt, the country where Ahmed lives.  The graphic organizer displays different links about Egypt including, hieroglyphics, food, and museum artifacts. How is the food in Egypt different from the food we eat in America?  Which foods look similar to things you eat or drink?  What types of artifacts are located in the museum?   Which one is your favorite? Why?

(Estimated Time 15 minutes)
 
Step Two: Teaching the Primary Learning Outcome
Ask the students to take turns reading the questions for each web site and ask them to tell you what they see or to provide the information from the questions:

1. What letters are missing from the Hieroglyphics?                                    
 Click here to find out: http://touregypt.net/ename/

2. Describe the symbols in your name. How would you like to write your name this way?                                                                                                         
 Click here to find out: http://touregypt.net/ename/

3. What other words can you translate?  Can you translate any words from the story?                                                                                                                       
 Click here to find out: http://touregypt.net/ename/

Step Three: Assessment
a. Give students props or paper, and ask them to write words or draw pictures that relate to what they learned from going through the web sites.

b.  Ask them to describe and tell what they drew or wrote.

(Estimated Time: 15 minutes)
 
Assessment the Primary Learning Outcomes
A. Social Studies
Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.

(Estimated Time:  15 minutes)

Closure
Read student responses together, or ask each student to read or tell what they drew on the chart
You will need to save the students’ pictures and answers as evidence for your lesson plan learning goals.  Later you will scan the students’ papers to place in your ECE Portfolio.  You will also share your chart in class when you present your activity