Global Diversity Literature Activity
1. Paint activity
2. Learning about the culture
3. Getting information from graphs
4. Children's wor k
5. Lesson plan 1
6. Lesson plan 2

South Africa
Mufaro's Beautiful Daughters
  by John Steptoe

global draw
A long time ago in Africa there was a man named Mufaro.  He had two very beautiful daughters.  One daughter was  named Nyasha.  She was very kind and gentle and all of the people  and animals loved her.  The other daughter was named Manyara she was very mean to her sister, and jealous of her as well.  One day their father recieved word that the king of a nearby land was looking for a wife.  Mufaro decided to send both of his daughters to see if the king would choose one of them to be his wife. 

  1. Who in the picture looks nice?  What about her makes you know she is nice?
  2. Who do you think the king will want to marry?
Culture Graph

power pt assign


                                                                                                                                                                                                                                        
                                                     african clothing                                                   food africa                                   african languasge
                                                        CLOTHING                                                      FOOD                                              LANGUAGE    


  1.  Look at the clothing, what are some of the differences in styles between US clothing and African Clothing?
  2. What are some of the foods eaten in Africa?
  3. What are some of the languages spoke in Africa?


Children's Work

chicken

coconut

chick
a       a          c

d     e     F
H              K

 
Weather Chart Port Elizabeth
 weather

          The city of Port Elizabeth is located on the South Eastern Coast of Africa.   Port Elizabeth boasts the title of second largest city in South Africa.  It has many wonderful  tourist destinations and the temperate climate and small amount of percipitation  allows access to the beaches all year round.   Besides the beautiful beaches Port Elizabeth is rich in history and culture, such as the Donkin Heritage Trail.  This is the trail that the settlers of the 1820's followed.   Another unusual aspect of this modernized African city  is the fact that wildlife is ever present and viewable because of the many wildlife preserves in the area.


Questions here

1) Does Port Elizabeth have more precipitation in July or January?
2) When is the temperature the lowest (coldest)
3) When is the temperature the highest (hottest)
4)  Is the high temperature for January and July about the same
5) What is precipitation?
Continent of Africa
map africa
Map of South Africa


          south africa map

                    







Lesson Plan 1

 Lesson I Learning With Technology About Our World  
A Trip to Africa

 

General Information
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 (Bright from the Start Pre-K Standards)

A. Grade: Pre-K Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

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.

A long time ago in Africa there was a man named Mufaro.  He had two very beautiful daughters.  One daughter was named Nyasha.  She was very kind and gentle and all of the people and animals loved her.  The other daughter was named Manyara she was very mean to her sister, and jealous of her sister.  One day Mufaro received word that the king of a nearby land was looking for a wife and so he decided to send both of his daughters to see if the king would choose one of them to be his wife. 

a. Who in the picture looks like the nice one? What about her makes you know she is nice?

b. Who do you think the king will want to marry?

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

Reading the story:

Introduction to story:

1 The title of the book is Mufaro’s Beautiful Daughters by John Steptoe.

Ask some questions and point out words or objects:

a. Do the names of the characters sound different from yours?

b. Do you think the snake in the story is good or bad?

Vocabulary to go over:

Gentle

Kind

Mean

Jealous

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 African culture, 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 2

Learning About Our World Through Literature and Technology   


Exploring Africa with Technology

 

General Information
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 ( Bright from the Start Pre-K Standards)

A. Grade: Pre-K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B. Grade: Pre-K
Social Studies
SS 2 b: Demonstrates an emerging awareness and respect for culture and ethnicity.


Materials and Equipment

1. Computer with Internet connection set to your Global Diversity Graphic Organizer

2.  Multicultural Children’s Book:  Steptoe, John. (1987). Mufaro’s Beautiful Daughters.    NewYork: Lothrop, Lee and Sheppard 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.)

6. http://www.afrol.com/archive/food_staples.htm - Food Web Site

7. http://www.cyberserv.co.za/users/~jako/lang/ - Language website

8. http://www.wear2go.com/african-clothing/on_line_catalog.htm - cothing website


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

 (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. Discuss the kind of clothing that the people in the book wore.
  2. What kind of foods do people of Africa eat? 
  3. What language or languages do African people speak?  Talk about the names characters had and what they mean. 

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 cthe story