1. paint activity
2.Culture Graphic Organizer
3.Finding Information from Graphs
4. Children's Work
5. Lesson Plan 1
6. Lesson Plan 11
Mexico
Speak English for Us, Marisol!
By: Karen English
Illustrated by: Enrique O. Sanchez
This is a story about a little girl name Marisol, who's neighbors and family only knows how to speak Spanish. One day Marisol wants to hurry home from school so she can she her cat have kitten. Instead of getting home in a hurry people keep saying Oh, Marisol and they need her to help them speak English. When she finally gets home, her mother needs Marisol's help also! Marisol thinks she will never see her cat born.
Have you ever heard someone speaking Spanish? What does it sound like?
Do you know any Spanish words? What words do you know?
.
Learning About the Culture (Lesson II)
MUSIC LANGUAGE FOOD
What kind of music is popular in the Mexican Culture?
What kind of "bread" do the people of the Mexican culture like to eat?
Cultural Diversity Activity for Grades 3-5 Integrating Math
and Science Getting Information from Graph
What does Fahrenheit and precipitation mean?
What is the difference between the high in January and the high in July?
Which month has the most rainfall?
Which month do you think is winter?
Which month do you think is summer?
Mexico is located in Central America, which is south of the United States. Mexico city is the largest city in Mexico. 20 million people live in Mexico City which makes it the second largest city in the world! Mexico City enjoys spring weather year-round, with the evenings somewhat cooler, especially in winter. June to September is the rainy season, and there are short and heavy showers in the afternoons.
Map of Mexico
Children's Work
Lesson Plan I
________________________
____________________
Date
Learning About Our World Through Literature
and
Technology
Speak
English
For Us, Marisol
__________________________________________________
Lesson I
Learning With Technology About Our
World
Speak
English
For Us, Marisol
Lesson
I Learning With Technology About Our World
Title of Lesson
General
Information
Name: Casey Pearson
School/Mentor Teacher: Mrs. Watkins
Grade Level: 1st grade
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.
This is a story about a little girl name Marisol, who's neighbors and family only knows how to speak Spanish. One day Marisol wants to hurry home from school so she can she her cat have kitten. Instead of getting home in a hurry people keep saying Oh, Marisol and they need her to help them speak English. When she finally gets home, her mother needs Marisol's help also! Marisol thinks she will never see her cat born.
a.
Have you ever heard someone speaking Spanish?
What does it sound like?
b. Do you know any Spanish words? What words do you know?
////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
Reading the story:
Introduction to story:
1
“The title of the book I am going to read
to you today
is Speak English for Us, Marisol written by Karen English, and
illustrated by Enrique O. Sanchez. This is a story about a young girl
named
Marisol.”
2. Next Do a picture walk with the students and ask some questions or point out words or objects:
a. Page 9 say, “Now what does this window say?” After they tell you ask the students, “Where do you think this story takes place?”
b. On page 26 ask the students, “ Now boys and girls, What is Marisol doing in this picture?” allow for response and ask, “ Have you ever stood in line with your mother somewhere?” allow for response and ask, “Did you feel bored and ready to go?” Now say, “I bet Marisol is feeling the same way.”
c. Point out the vocabulary words:
1. Mustache p.8, Por Favor p.11, stubborn p.11, jacarandas p. 15, Gracias p.18, application p.20, Que p. 27, twilight p.29.
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
Hispanic
student , 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 II
Lesson Plan
II
Learning About Our World Through Literature
and
Technology
Title of Lesson
__________________________________________
Learning about
________________________
____________________
Date
Lesson
II: Learning About Our World Through Literature and
Technology
Learning about
General Information
Name:
Casey Pearson
School/Mentor Teacher: Sallas Mahone/
Mrs. Watkins
Grade Level: 1st grade
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: English, Karen. 2000. Speak
English for
Us, Marisol!
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
“This is chart shows us all about the Mexican culture. The Mexican culture is what Marisol in our book is used to. For example we are going to learn to count to ten just like Marisol and her Hispanic friends would. We are also going to learn about what kind of food Marisol might eat and what kind of music she may listen to. It is important for us to learn about different cultures because you may have friends who have a Hispanic culture”
(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:
Click on the icon and answer the following question
1. What music is popular in the Mexican culture? (http://www.elmonterey.com/mexicanculture/musicdance.aspx)
2. What number is tres? Can you tell me some other numbers in Spanish?
(http://www.literacycenter.net/lessonview_es.htm)
3. What kind of “bread” do the Spanish eat?
(http://www.dsokids.com/2001/dso.asp?pageID=288)
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
|
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 |
My Hub Page |
Resources
for Parents and Their Students |
Global
Diversity Page Exploring the World through Literature |
Topic Page |
Electronic Reading File |
Exploring Maps and Graphs |
LiveText Link |  |