Chato and the party animals always throw their friends birthday parties.  However, Chato the cat is always sad because he was rescued from the pound and he does not know his birthday.  Chato's friends get to celebrate their birthdays and Chato has never had the chance to enjoy a party of his own.

                                     1. If you went to Mexico, what do you think it would be like?

  2. Do you think something will go wrong with Chato’s party?  If so, what?



Learning about Cultural Diversity



      Food              Language             People           



Cultural Diversity Activity for Grades 3-5
Intergrating Math and Science
Getting Information from Graphs

                                                                                                       

Mexican Flag

Children's Work

                                                                                        












Lesson Plan 1

________________________
Mentor Teacher's Signature
____________________
Date

  Learning About Our World Through Literature and Technology 
Title of Lesson 
Global Diversity

 Lesson I:  Learning With Technology about Our World

Title of Lesson

Global Diversity (Mexico)

 Lesson I:  Learning With Technology about Our World  
Title of Lesson:  Global Diversity  

General Information
Name:  Amanda Grainger
School/Mentor Teacher:  Berrien County Primary/ Mrs. Trout
Grade Level:  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 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.

The animals in the neighborhood always have birthday parties.  But Chato is always sad at every party he attends because he was a rescued from the pound and doesn’t know his birthday. Read Chato and the party animals to find out what happens to Chato and his friends.

a If you went to Mexico, what do you think it would be like?

b Do you think something will go wrong with Chato’s party?  If so, what?

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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 is Chato and the party animals and it is written by Gary Soto and illustrated by Susan Guevara.

Chato and the Party Animals By Gary Soto and Illustrated By Susan Guevara

Ask some questions or point out words or objects:

A.  What do you think is going to happen to Chato and his friends?

B.  What kind of party do you think Chato is having?

Vocabulary- 

carnal-brother

grito-loud yell

mi familia-my family

 

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 Mexico, 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:

 

 

Level 3	Level 2	Level 1
Student is able to use the mouse to control the computer 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 with accuracy to all the questions about the culture and were able to draw or write words accurately that related to the story.	Student responded with accuracy to some the questions about the culture and were able to draw or write words accurately that related to the story.	Student was unable to respond with accuracy to questions about the culture, and did not draw pictures that accurately represented the story.

Lesson Plan 2

 

Global Diversity (Mexico)  

________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

Lesson II:  Learning About Our World Through Literature and  Technology   
Title of Lesson  

General Information

Name:  Amanda Grainger
School/Mentor Teacher:  Berrien County Primary/ Mrs. Trout
Grade Level:  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 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
2. Multicultural children’s book: list title of book and author in APA style
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

Tell students about Mexican food-chips, salsa, and burritos.

Discuss Spanish vocabulary words in the book.

Talk about people from Mexico and their culture.

 

 (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  Have you ever eaten Mexican food?

2  Do you know what language Mexican people speak?

3  Do you think people dress differently in Mexico?

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. 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.

(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

 

Level 3	Level 2	Level 1
Student is able to use the mouse to control the computer 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 with accuracy to two of the critical thinking questions about the story	Student responded with accuracy to one of the critical thinking questions about the story	Student responded with accuracy to none of the critical thinking questions about cthe story