Global Diversity
Through Literature Activity
1 Paint Activity
2 Culture Graphic Organizer
3 Finding Info from Graphs
4 Children's Work
5 Lesson Plan I
6 Lesson Plan II
Japan
How My Parents Learned To Eat
By: Ina R. Friedman
Illustated by: Allen Say
pic
What do you think this book is about? Do you know anyone that does not eat like we do?
In How My Parents Learned To Eat, a young Japanese sailor meets a native Japenese girl while in Japan. They both have a crush on each other. However, they are scared to ask eachother on a date because they are from different cultures.
So, the mother and the father take time to go to a foreign restaurant and learn the Japanese and American eating styles. The mother seeks help from her great Uncle who has traveled the world. She thought for sure he would know what to do.
He takes her to an American restaurant and they have lunch American style.
Meanwhile, the father goes to a Japanese restaurant and learns to eat with chopsticks.
Read this book to find out if they ever go on a date!
Culture Graphic Organizer
Picture Dictionary Shoes and Slippers Miso Soup
Weather info.
Cultural Diversity Activity
Integrating Math and Science
Getting information from Graphs
What is July's average Hi temperature?
Is it warmer in Japan in the summer then here?
How much rainfall did they recieve that month?
What month is our rainy month?
Children's Work
Lesson Plan I
____________________
Date
Title of Lesson
How my parents learned to eat
Lesson I
Learning With Technology About Our
World
Lesson
I Learning With Technology About Our World
Title of Lesson
General
Information
Name: Brooke Steinberg
School/Mentor Teacher: Laura McGuire
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
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
It
is important to learn about other cultures other than our own. This picture reflects a young Japanese girl
eating. Japanese people enjoy different
foods than Americans but we also enjoy the some of the same foods.
a . Does anyone know what kind of foods Japanese people eat?
b. Does
anyone think it would be cool to travel
to
Reading the story:
Introduction to story:
1 Read How My Parents Learned To Eat, by Ina R. Freidman, Illustrated by Allen Say.
Ask some questions or point out words or objects:
a_Can anyone tell me what type of food is very common in the Japenese culture?
b_Does anyone remember why her parents didn’t meet earlier?
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
another country,
Japan, 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
Learning About Our World Through Literature
and
Technology
Title of Lesson
__________________________________________
How my parents learned to Eat.
________________________
____________________
Date
Lesson II Learning
About Our World
Through Literature and Technology
Title of Lesson
General Information
Name: Brooke
Steinberg
School/Mentor Teacher: Laure McGuire
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 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: How my parents learned to Eat?
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
As
you look at the graphic organizer tell me what you think we do the same
as the
Japanese culture. Do the people in
(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 Japanese word
did you look up? What does it mean? Click on-
http://www8.plala.or.jp/y-naka/jiten.html
2__What do Japenese
people do different than us when they enter the room? Click on-
http://www.shejapan.com/jtyeholder/jtye/001/index.html
3___What is miso soup?
Click on-http://www.shejapan.com/jtyeholder/jtye/001/index.html
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.
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
|
evel 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 |