The Global Diversity Literature Lesson
Two Faithful Friends

The Faithful Friend was written by Robert D. San Souci.   He is an author from San Francisco, California.  Books have always inspired him.  His family’s love for books when he was a child helped influence him to become a writer.  His enjoyment comes most from taking children places through reading that they have never been or wished they could go. 

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This story is about two friends, Clement and Hippolyte, who are like brothers.  Clement falls in love with a girl, Pauline, and ask Hippolyte to join him on his quest to ask for Pauline’s hand in marriage.  Pauline belongs to Zabocat, a wizard, who does not want Pauline to marry Clement.  Will Zabocat put spells on Clement and Pauline if they get married anyway? 

Wesley liked the scene where Clement and Pauline
got married because it was a  happy ending. 

Jeffery enjoyed the scene where Hippolyte killed the snake that was to kill
 Clement and Pauline for getting married.  

Tytytonna thought the wedding was beautiful.  She liked the scene where
 Clement and Pauline were married. 

Global Lesson Plan 1

 

Mentor Teacher's Signature
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Date
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Lesson Title Global Diversity Through Literature and Technology

General Information
Name:  Cynthia Whitmer
School/Mentor Teacher:  Mrs. Wendy Spell
Grade Level:  1
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: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B, C, 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/~cawhitmer/global.html
3.  Map or globe
4.  Colored markers or crayons
5.  Paper for individual drawings or other art supplies that are relevant to the story.

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: The Faithful Friend.

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (3-5).
Introduction questions.
2. I will show the children the globe or the map. I will 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 some people who lived in the Caribbean Sea—Puerto Rico.
• Does anyone know where Puerto Rico is?
• The teacher points to the place on the map and then asks a child to point to Georgia. 
• Do you think Puerto Rico 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. I will go to the computer and my Lesson 1 Global Diversity Activity website at
    http://www.valdosta.edu/~cawhitmer/global.html.  Students will be grouped around the computer with me so they can  
    see the screen, and have access to using the mouse.
2. Children will take turns pointing to things in my picture.  They may also try to point to certain words on the screen.
3. I will read each question under the Paint drawing.  I will ask them to respond to my questions.
4. I will have separate sheets of paper already prepared with the questions listed and will have spaces to write the
    children's responses underneath.
5. As each child responds to the questions, I will write exactly what they are saying when they make their responses.
    I will write students’ names next to each response.

a.  Do you see anything in the pictures that you could eat?  If so, what do you think it is?
b.  What do you think the man standing next to the women is doing?
c. What do you think the man standing alone is doing?  What gives you this idea? 

Part 2
1.  I will read the paragraph under the questions to the children and then show them the book.
2.  I will do a BRIEF picture walk and talk about the book.
2.  I will tell them the title, author, illustrator of the book.
3.  I will read the story to the children.
(10-15 minutes)

Closure:
1. After I read the story, I will review their responses made prior to reading them the story and compare their responses with
    the actual events in the story. 
2. I will ask them to tell me some things they learned from the story.
3. Using crayons or markers children will draw their favorite scene
    from the story. 
4. Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

 

(Lesson Plan Outline developed by Dr. Heath Spring, 2007)

EVALUATION:
Rubric:  Use this chart to evaluate each student.  

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