The Global Diversity Literature Lesson
The Keeping Quilt
By: Patricia Polacco

About the Author!
 The title of my book is “The Keeping Quilt” and was written and illustrated by Patricia Polacco. Patricia Polacco is from Michigan. She used to live on a farm with her mom and grandparents.   She loved living on the farm and felt that was a magical time in her life and that her Babushka (her grandmother) and other grandparents were the most inspirational people in her life. Her mom’s family is from Ukraine and Russia so that is why she writes a lot about those traditions. Patricia came form a long line of story tellers but she did not start writing until she was 41, but the art aspects have been there for most of her life!

1. Describe what you see in the picture?
2. Describe what you think the little girl is doing in the picture?
3. What are some of the items that you see on the quilt?

Short Summary of the Story!

“The Keeping Quilt” is about a young girl coming to America from Russia. The only thing she had left from Russia was her dress and babushka (meaning head scarft). Her dress was getting too small so her mother decided to take her dress and babushka and clothes from other family members and make a quilt out of it to help her remember home. In the story the quilt ended up being many different things. Let’s Read “The Keeping Quilt” by Patricia Polacco and she what the quilt was used for and who it was passed on to.

Mentor Teacher's Signature

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Date

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Lesson Title Global Diversity through Literature and Technology

General Information
Name: Heather Barnes
School/Mentor Teacher: Berrien County Primary, Mrs. Janice Hall
Grade Level: 1^st 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 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/~userid/lesson1.html
3.  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 rubric below)

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 The Keeping Quilt, by Patricia Polacco.

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5).  NO LESS THAN 3 STUDENTS
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; to Georgia"
We are going to learn about a person who lived in Russia/Eastern Europe. They came to America as an immigrant.
Does anyone know where Russia/Eastern Europe is?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you think Russia/Eastern Europe is far away or near from us in Georgia?
Do you have go over water to get to this place from our place?

1. (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/~hnbarnes/global.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 your 3 questions here

a. Describe what you see in the picture?
b. Describe what you think the little girl is doing in the picture?
c. What are some of the items that you see on the quilt?

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 Keeping Quilt, Author and Illustrator Patricia Polacco
3.  Read the story to the children.
(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.  Have the children model Patricia Polacco’s quilt by making their own version of the quilt on a piece of construction paper, which either crayons and markers or cut pieces of paper into shapes.
 5.  Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

EVALUATION:
Rubric:  Use this chart to evaluate each student
Copy the rubric below (1 per group member)

Student’s Name:

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