Global Diversity Page

The Global Diversity Literature Lesson

A Peek into the Middle East tassels

Goha the Wise Fool was written by Denys Johnson-Davies. Born in Canada, he moved to Cairo where he lives today helping translating Arabic fiction into English. The art of the book was done by Hany El Saed Ahmed and his uncle, Hag Hamdy Mohamed Fattouh. They are a tent making team that worked together using hand-sewn khiyamiyas.

Let's Ponder Together!

1. What country do you think the man sitting on the rug is from?
2. Who is the person in the doorway?
3. What do you think he is saying to the man on the rug?

This book is a collection of stories all about Goha. Goha is a funny little man wearing a saggy robe. He tries to outsmart other people, but he usually outsmarts himself. The stories are humorous as they highlight his antics. Each story is accompanied by a hand-sewn illustration of the story.

The students were given the opportunity to invent their own story about Goha. They decided to ilustrate him going to the market with 2 of his donkeys. Each child decided to draw a different feature on the chart paper. One drew Goha, another drew the donkeys, and the remaining student drew the market. They enjoyed the stories about Goha and enjoyed making their own story as well.

Mentor Teacher's Signature

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Date

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Lesson Title: Global Diversity through Literature and Technology

General Information
Name: Crysti Burnette
School/Mentor Teacher: Berrien Primary School / Mrs. Elaine Garner
Grade Level: 2^nd grade
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: April 3, 2007
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/~cbburnett/global.html
3. Map or globe
4. Colored markers, crayons
5. paper for individual drawings or other art supplies that are relevant to the story (list them)

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 attached rubric)

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 Goha the Wise Fool.

Procedure:

Step One: Introduction
1. Work with a small group of students (3-5).
Introduction questions. (Introduction questions are for the teacher, to find out about the students' previous knowledge of the subject content.
2. Show the children the globe or the map. 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, the USA?

Can anyone point where we live, Georgia?
We are going to learn about Goha who lived in the Middle East.
Does anyone know what part of the world is considered the Middle East?
The teacher points to the Middle East on the map and then asks a child to point to Georgia.
Is the Middle East far away or near from us in Georgia?
Do you have to go over water to get to there from our home?

(Estimated time: 10 minutes)

Step Two: Teaching the Primary Learning Outcomes Language Experience Activity
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~cbburnett/lesson1.html. Students should be grouped around the computer with you so they can see the screen, and have access to using the mouse.
2. Let children take turns pointing to things in your picture. They can also try to point to certain words on the screen.
3 Read each question under the Paint drawing. Ask them to respond to your questions.
4 Have a large piece of chart paper or separate sheets with each question, already prepared with the questions listed with spaces to write the children's responses underneath.
5. As each child responds to the questions, write exactly what they are saying when they make their responses.
Write students’ names next to each response.
List of 3 questions:

1. What country do you think the man sitting on the rug is from?
2. Who is the person in the doorway?
3. What do you think he is saying to the man on the rug?

Part 2
1. Read the paragraph under the questions to the children. Then show them the book
2. Do a BRIEF picture-walk and talk about the book
2. The title of the book is Goha the Wise Fool. It was written by Denys Johnson-Davies. The art was created by Hag Hamdy and Handy.
3. Pre-select a few stories from the collection to read to the students.
(Estimated time: 10-15 minutes)

Closure:
1. After you read the story, review their responses made prior to reading them the story and compare their responses with the actual events in the story.
2. Ask them to tell you some things they learned from the story.
3. Give the students markers or crayons, and let them color and add words or pictures that they learned about in the story on the chart paper.
4. Exhibit children's work or let them show the things they made to others.
5. Take pictures of student’s working.
(Estimated time: 15 minutes)

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

Student’s Name:

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