1. Do you know anything about food from Peru?
2. Is food from Peru  different from food in the United States?
3. The land in Peru is very Beautiful. What makes the land so pleasing?
4. What do the houses in Peru look like according to the website listed    above?
5. What are some different types of foods that we learned about in Peru.

Lesson Plan I

________________________
Mentor Teacher's Signature
____________________
Date

  Learning About Our World through Literature and Technology 

Title of Lesson 
________________________Cultural Differences__________________________

General Information
Name: Carla Oglesby
School/Mentor Teacher: Clyattville Elementary/Mrs. Melissa Evans
Grade Level: Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: N/A
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.

"Tonight is Carnaval" is a story that takes place in the Andes Mountains.  This book talks about about the every day life of a young boy and his family.  They work hard all year long in the fields growing crops and vegetables.  Finally, the one day they have all been waiting for....

A. Have you ever had to work in the fields growing crops and vegetables?

B. Do you know what a carnival is?

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Reading the story:

Introduction to story:

1. Read the title of the book, author, illustrator, and do a picture walk with the students. Answer: Tonight is Carnaval- By: Arthur Dorros

Ask some questions or point out words or objects:

A. What do you think this book might be about?

B. What does the pictures in the book look like they are made of?

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  Peru’s way of life, 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
Learning About Our World Through Literature and Technology   
Title of Lesson 
Traveling Though Peru

 

 

  ________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

General Information

Name: Carla Oglesby
School/Mentor Teacher: Clyattville Elementary/Mrs. Melissa Evans
Grade Level: Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: N/A
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

• Food-http://www.earthyfamily.com/PU-recipe.htm
• Land-http://www.culturefocus.com/peru.htm
• Housing-http://images.search.yahoo.com/search/images?p=Pictures+of+Peru+Housing&ei=UTF-8&fr=sfp&x=wrt
  
  

2. Multicultural children’s book: list title of book and author in APA style

• Dorros, A. (1991). Tonight is Carnaval: New York: Puffin Books

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.

• After looking at my graphic organizer lets talk about what we have learned. Today we talked about a little boy from Peru. Peru is a country in South America.  The story takes place in the Andes Mountains.  The family in the story works really hard throughout the year in the garden and in the fields planting and picking fresh crops. In Peru every year they take a day off for the Carnival.  The Carnival is a fun activity celebrated in their city. They play music and dance.

 (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:

1______________________________________________________

2_____________________________________________________

3_____________________________________________________

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