Global Diversity

General Information
Name: Cody Greene
School/Mentor Teacher:
Grade Level:
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 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. Copy of my Global Diversity Activity website is included with this lesson plan. Website Title: Global Diversity Activity and

StepOne: Introduction
1. Work with a small group of students (2-5). Tell students that today you are going to read them a special book (In My Family, Carmen Garza) that is about (life in a Mexican American family), and the story takes place in (Mexico) country.
2. Ask students an introduction questions. (Introduce questions are for the teacher, to find out about students' previous knowledge of the subject content.
Example:
Today we are going to study about (Mexico). Can you tell me something that you know about (Mexico ot Spanish speaking people)?
3. List the responses on the board or on a sheet of paper so they can see them.
(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes
List the 4-5 question that relate to web sites about the culture that you are going to present to your students.
a. What language do the people of Mexico speak?
b. Describe a Mexican fiest or party.
c. What is the weather like in Mexico?
d. What kind of food do they eat in Mexico?

1. Have students go to your Global Diversity Activity website at http://www.valdosta.edu/~cjgreene/global.html Students should be grouped around the computer with you so they can see the questions on the screen, and have access to using the mouse
2. Read each question aloud and ask them to predict the answer, and then ask a student to click on the link to get information and discuss the information with the students.
3. Allow students to take turns using the mouse to click on the links on your Global Diversity Activity website.
4. After each question, relate the information from websites to students' lives past, present, or future:
5. Assist students, if needed, to scroll up and down on websites) Give students a brief overall view of you Global Diversity Activity page.
6. Closure: Students will discuss their work that relates to the culture of (name that they learned about on the web sites. Ask students to describe things that are different, or may be done in other ways that are different from the way they do things.

Assessment of the Primary Learning Outcomes
Now that we have visited the website links, and learned a little about the culture, I am giving you each a piece of paper and you will use it to write (or you will dictate to me and I will write) and draw pictures about the things you learned about from the web sites about the people and customs or culture from Mexico (food, clothing, etc).

(Estimated time 15 minutes)

Lesson II Learning About Our World Through Literature and Technology
In My Family Lesson

LGeneral Information

Name: Cody Greene
School/Mentor Teacher:
Grade Level:
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. Listening to a children’s story about another culture, and working cooperatively in small group to make a multicultural story picture map about the story and culture represented.

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
2. Multicultural children’s book: list title of book and author in APA style
3. Colored markers, crayons, and chart paper
4. Large sheet of chart paper lined for writing sentences and student responses
5. Pencil and paper (to make notes for lesson plan assessment and reflections)

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. Copy of my Global Diversity Activity website is included with this lesson plan. Website Title: Global Diversity Activity and

Step One Introduction
Introduce your multicultural book; tell students, title, author, and illustrator of your book. First, do a “picture walk” of book (hold up book and show pages, allow students to tell what they think is happening on each page). Then read Name of you book to students. While reading the book to students, ask “questions to check for understanding.” (List four or more questions to ask students while reading your story)
a. What does a horned toad look like?
b. What is a pinata?
c. Why are they decorating the egg shells?
d. What is the Spanish word for celebration?
(Estimated Time 15 minutes)

Step Two: Teaching the Primary Learning Outcome
1. Show the students your PAINT drawing on your website <www.valdosta.edu/~cjgreene/global.html>, and talk about what they see in the picture, or what it reminds them about in the story they just read.
2. Read the 2 assessment questions under the picture These 2 questions should also be copied on a large sheet of chart paper, leaving space between questions to write students’ responses.

Step Three: Assessment
1. As students answer the question, write their responses exactly as they speak on the chart, and write the child’s name with the response: i.e. Amanda says, …
2. Let the children work as a group using markers and crayons to decorate the chart paper.
3. Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family. (If possible, teacher should take notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later)
(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.

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 describe with accuracy information about what they learned about the culture from the web sites i.e. food, clothes, climate, etc.	Student responded with accuracy to two of the critical thinking questions about the websites related to the culture that they were learning about.	Student responded with accuracy to none of the critic about the websites related to the culture that they were learning about.

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

My Hub Page	Resource Page
E-Book	Language Experience Lesson Paint Activity
Electronic Reading File	Around the World Activity
Software Review	Topic Page
Global Diversity through Language	LiveText Link