A Japanese-American boy and his family are forced to enter a camp during WWII. The boy and his

family decide to build a baseball field to cope with their time of depression. The young 

Japanese-American boy struggles at first with baseball because he had never played it. Through much

practice, he turns his full attention to baseball and given the opportunity to make a major impact in his

last game. Do you think he will win the big game?

1)    Have you ever heard anyone speak another language?

2)   If you did, were you able to understand what they were saying?

             
Click on the food title and tell us what foods you see?

Click on the language title and tell us what numbers you see and try to pronounce the Japanese saying?

Click on the people title and tell us how Japanese people are different from us.

    The weather in Japan varies north to south. In the northern reaches of the country the summers are warm and comfortable, while winters are long and cold. In the southwestern areas, summer weather can be very hot and humid, with mild winters. The islands of Japan receive abundant amounts of rain, with the highest amounts of percipitation occuring in summer through early fall.

1. Out of the two months, which one has the highest temperature?
2. Out of the two months, which one has the lowest temperature?
3. In which month does Tokyo receive the most rain?
4. In which month does Tokyo receive the least amount of rain?
5. Which month would you rather live in?

     
Callie and Hallie watch as Jesup navigates with a mouse.


Callie is reaching for the mouse as Hallie turns to Jesusp to see when she can have a turn.


Everyone smiling for the camera.




Look at our pretty drawings!!!!!!!!

Callie drew a picture of a flower, a Japanese letter, shrimp, and the Japanese flag.


Jesup drew a picture of a mushroom, a Japanese letter, a flower, and the Japanese flag.

________________________ Mentor Teacher's Signature ____________________ Date   Learning About Our World Through Literature and  Technology  Baseball Saved Us  __________________________________________________  Lesson I  Learning With Technology About Our World   Baseball Saved Us     Lesson I  Learning With Technology About Our World   Baseball Saved Us   General Information Name: Brent Bridges School/Mentor Teacher: Echols County School/Laura 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 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. A  Have you ever heard anyone speak another language? B  What did it sound like to you? Reading the story: Introduction to story: The title of the book is Baseball Saved Us. The author is Ken Mockizuki and the illustrator by Dom Lee. What does it look like this book may be about? Do you know what:        ichi 1 ni 2 san 3 These are japanese words for 1,2, and 3. A  From the Japanese boy’s expression, how do you think he feels? B  Why do you think the young Japanese boy looks so lonely? 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 a boy from 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.

 

 

Learning About Our World Through Literature and  Technology   
Baseball Saved Us 
__________________________________________

Baseball Saved Us  

 

________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 Lesson II Learning about Our World through Literature and Technology   
Baseball Saved Us  

General Information

Name: Brent Bridges
School/Mentor Teacher: Echols County School/Laura
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 to my Global Diversity Graphic Organizer and websites:

(http://www.japan-zone.com/new/expression.shtml)
(http://www.japan-guide.com/e/e620.html)
(http://www.asianinfo.org/asianinfo/japan/pro-people.htm)
(http://www.valdosta.edu/%7Ebmbridges/global.html)

2. Multicultural children’s book, Baseball Saved Us. The author is Ken Mockizuki and the illustrator by Dom Lee
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.
 

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 Baseball Saved Us.

 

___________________________________________________

___________________________________________________

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(Estimated Time 15 minutes)
 
Step Two: Teaching the Primary Learning Outcome
 
(http://www.japan-guide.com/e/e620.html)

1 What kind of Japanese food do you see?
2 Have you ever tried any of these foods?

(http://www.japan-zone.com/new/expression.shtml)

1 Do you recognize any of the numbers?
2 Can you say them in Japanese?

(http://www.asianinfo.org/asianinfo/japan/pro-people.htm)

1 How does the lady look different from us?
2 Does her face look different from ours?

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 the story