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According to the chart, what month has the highest temperature? And temperature is it?
According to the chart, what month has the coldest temperature? And temperature is it?
How does the averages temperatures on the chart compare to the average temperatures in your hometown?





What does precipitation mean?
What is the average precipitation in January? and July?
How does Austin's average precipitation compare to your hometown?



Children's Work

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Mentor Teacher's Signature
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Date

  Learning About Our World Through Literature and  Technology 
Title of Lesson 
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 Lesson I  Learning With Technology About Our World  
”The Legend of the Indian Paintbrush”  

Lesson I  Learning With Technology About Our World  

Title of Lesson: “The Legend of the Indian Paintbrush”

General Information
Name: Faith Milner
School/Mentor Teacher: Echols County School/Mrs. Penny Register
Grade Level: Pre-K
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.

The text: “In the story, a small Comanche boy name "Little Gopher", is smaller then the other boys in the tribe. Little Gopher cannot go hunting with the other boys because of his size, but he does have a very special talent. Little Gopher must decide whether to use his talent or try to go hunting like the other boys.”

a _After looking at this picture what do you think will happen in the book

b What do you think is "Little Gopher's" talent?

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Reading the story:

Introduction to story:

1   The title of the book is “The Legend of the Indian Paintbrush” retold and illustrated by Tommie dePaola. Do a picture walk with the students.

Ask some questions or point out words or objects:

a)      What do you think the boy is doing in the picture on the front of the book?

b)      On the back is a picture of a actually paintbrush flower

c)      Have you seen a sunset before? How would you describe it?

d)     If you were "Little Gopher" would you use your special talent or would you try to go hunting with other boys? Why?

e)      Vocabulary Words: teepees, tribe, warriors, custom, dream-vision, buckskin, shaman, ablaze, gift

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 the Comanche people, 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:

Learning About Our World Through Literature and  Technology   
Comanche Nation

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Comanche Nation

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  Mentor Teacher's Signature

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 Date

 Lesson II  Learning About Our World Through Literature and  Technology   
Comanche Nation  

General Information

Name: Faith Milner
School/Mentor Teacher: Echols County School/ Mrs. Penny
Grade Level: Pre-K
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: The Legend of the Indian Paintbrush, retold and illustrated by Tomie dePaola

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.)

6. “Virtual Museum”. http://www.comanchelodge.com/museum.html

7. “Comanche History Part One”, http://www.tolatsga.org/ComancheOne.html

8. “Comanche Medicine”, http://www.comanchelodge.com/truth.htm

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

_Clothing  -- “Virtual Museum” http://www.comanchelodge.com/museum.html

_History – “Comanche History Part One” http://www.tolatsga.org/ComancheOne.html

_Religion – “Comanche Medicine” http://www.comanchelodge.com/truth.htm

(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_What are the shoes that the Comanche people wear called? What kind of shoes do you wear?  Click on http://www.comanchelodge.com/museum.html

2__Who is the man in the picture and why is he important?

                 Click on -- http://www.tolatsga.org/ComancheOne.html

3__What is a vision quest?

                 Click on -- http://www.comanchelodge.com/truth.htm

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