_________________________
Mentor
Teacher's Signature
___________________
Date
Global Diversity
Through
Literature
General Information
Name: Jenny Williams
School/Mentor Teacher: Pine Grove Elementary/ Mrs. James
Grade Level: K
Subject Areas: Technology Integration, Social
Studies (Multicultural Understanding)
Date Taught: 11-10-05
Total Duration of Lesson: About 45 minutes
Title of Lesson
Learning About Global Diversity
With Technology &
Literature
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 and
languages other than English.
Related QCC &
GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.
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 that
are
enrolled in our schools, whose native language is other than English)
Materials and
Equipment
1. Computer with
Internet connection
2. Multicultural children’s book: Kay, Verla. (2002). Broken
feather. New York: C.P. Putnam's Sons.
3. Inflatable globe
4. Colored markers, crayons, and chart paper
5. Pencil and paper (to make notes for lesson plan
assessment and reflections)
6. Modification
of lesson developed by Dr. Diane L. Judd
URL: http://www.valdosta.edu/~djudd/globallesson.html
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 of country in multicultural literature book. Elementary
students
will use computers to view website developed for multicultural
literature
book. Copy of
my Global Diversity Activity website is included with this lesson
plan.
Website Title: Global Diversity Activity and URL:
http://www.valdosta.edu/~jennyw/global.html
Procedures
Step One: Introduction
Work with a small group of students (2-5). Tell students that
today
you are going to read them a special book which takes
place in Northwest America on a USA Indian Reservation.
Ask students your two
introduction
questions. (Introduce questions are for you, the teacher, to find out
your students'
previous knowledge of the subject content.)
1. Example: Today we are going
to study about USA Indian reservations. Can you tell me something
about Indians?
2. Do you think that everyone
was friendly to the North
American Indians? Why, or why not?
Relate lesson to
students' lives today and/or
future.
After we read our
book
and visit
the website links, we are going to write (or dictate) and draw pictures
about
the people and their culture (food, clothing, etc.) on
the USA
Indian Reservations. We
are going to see how the people and
culture of North American
Indians are like you and how they are different
than you.
Estimated Time:
About 10 minutes
Step
Two: Teaching
the Primary Learning Outcomes
Have students go to
your Global Diversity Activity
website
at http://www.valdosta.edu/~jennyw/global.html
Have students take
turns and
control the computer on your Global Diversity Activity website.
(Have
students sit at the computer where they can control the mouse and
computer. Assist students, if needed, to scroll up and down on
websites.) Give students a brief
overall view of your Global
Diversity Activity page.
As the students go
through each website, discuss
the information
and allow the students to make comments or talk about what they see.
List the three cultural areas on your Global
Diversity Activity website with the critical
thinking questions for the cultural areas.
1. The Nez Perce
People:
What did the Native Americans
wear? If
you could design your own
Native American outfit, what would you make it look like?
2. Nez Perce
Food:
Do you like to try different kinds of food? What kind of
Indian foods do
you think you might like to try?
Introduce your multicultural book; tell students, the title of the book
is Broken Feather. The author
is Verla
Kay, and the illustrator is Stephen Alcorn.
First, do a “picture walk” of book (hold up book and show pages,
allow
students to tell what they think is happening on each page). Then read Broken Feather to
students. While reading book to students, ask
students “questions for understanding.”
List of Check for understanding before going on: (List four
or more questions to ask students while reading your story.)
1. Who were the Native
Americans hiding from?
2. What did the Native
Americans eat? How did the Indians capture their food?
3. How did the Indians
celebrate each night?
4. What were the white
men doing that was upsetting the Native Americans?
5. How did the Native Americans feel when the white men started
to take over their land?
6. When the white men moved in, what happened to the Indians?
(Have ready before
lesson, the two critical
thinking
questions written on a large sheet of chart paper, allowing space to
record
each student’s response.) To provide
practice and feedback related to the primary learning outcomes:
Teacher
will ask at least two critical thinking questions to each student using
a
“language experience strategy” (As children tell you their responses,
write
each response exactly as they speak).
Teacher will write the responses on a large sheet of chart paper
and let
each child write their name next to their response. Students'
answers to critical
thinking questions can come from websites or the book about the culture.
Provide students with
paper, crayons, and/or
markers to make
illustrations of their answers to the critical thinking questions by
drawing pictures
on their papers. (Later you can add
their answers to the critical thinking questions on their papers with
their
illustrations.)
Estimated Time:
About 25 minutes
Step Three: Closure
Students will discuss their pictures and the culture of the
United States Native Americans. Have
student explain how the American culture
is different and similar to the culture of the country they are
studying. Tell students that you are going
to put their
picture on the Internet and they will be able to go on the Internet and
share
their pictures with friends and family. (If possible teacher
should take
notes during the lesson and concluding discussions for the lesson
plan's
assessment and reflections to be added later.)
Estimated Time:
About 10 minutes
(You will need to
save the students’ pictures and
answers as
evidence for your lesson plan learning goals. You will also share in class
your chart paper with students’ answers to critical thinking questions
and
pictures. Later you will need to scan the students’ papers to
place in your ECE
Portfolio. You will also add reflection
comments in your ECE Portfolio.)
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.
Rubric for Evaluation of Technology
Integration & Social Studies PLO's
|
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 cultural diversity.
|
Student responded with accuracy to one of
the critical thinking questions about cultural diversity.
|
Student responded with accuracy to none of
the critical thinking questions about cultural diversity.
|
Student
|
Performance
Level
|
Describe
the Students' Evidence that Illustrate the Performance Level of their
Use of Technology.
|
1
|
3
|
The student
was able to effectively manipulate the computer mouse with little or no
assistance. As I pointed out words to click on, the student
dragged the mouse to the correct location and clicked. She was also
able to independently scroll along the page once taught different ways
of using the mouse to scroll up or down.
|
2
|
3
|
The student
demonstrated knowledge of controlling the mouse in order to follow
along throughout the instructional process. He left clicked on the
correct sites when told where to go. He also scrolled up and down the
web pages with no assistance.
|
|
|
Describe
the Students' Evidence that Illustrate the Performance Level of their
Social Studies PLO.
|
1
|
3
|
Student One
answered both of the critical thinking questions correctly. Her
picture drawing accurately portrayed the material we discussed
during the lesson about what the Indians ate and characteristics of
their dress.
|
2
|
2
|
Student Two
answered one of the critical thinking questions correctly and part of
the other question correctly. However, a part of the response to his
second question was nothing that was specifically talked about during
the lesson.
|
Comments & Reflections:
1.
Comment
on your
teaching of how your Global
Diversity lesson created learning experiences and activities that
implemented the use a variety of resources and technologies.
My Global Diversity lesson
plan included various incorporations to facilitate the learner's
diverse needs. The variety of resources included a related
book,
the Internet, chart
paper, and an inflatable globe. The websites provided information about
the food, locations, and outfits of the Nez Perce Indians. I also
created
a paint picture on the
computer to show students an example of the Indian culture.
2. State
evidence in two or
more sentences to show that your students gained knowledge during your
Global Diversity lesson.
Students were able to
correctly answer check for understanding
questions throughout the lesson. When asked about the different
foods Indians ate, students
were able to name various foods and how the Indians obtained those
foods. They
were also able to dictate the different characteristics of the Indian
clothing. The students drew
pictures of an accurate portrayal of the Indian culture we discussed.
3. Give at least one suggestion that
would lead to improving your teaching practices and student
achievement.
I would manage my time better by
keeping the students' attention on me as I discuss the websites.
Then, I will allow them time to simply look through the
pictures on the websites instead of me trying to
teach the information while they are scrolling through the website.
This would help them focus on the new
information
and then we could discuss some of the pictures as they scroll through
them. Doing this will keep the students more
interested and
engaged, thus
helping them learn more.
Scanned
Pictures of Nez Perce
Indian
Cultures
by Elementary Students
Global
Diversity Lesson developed by Jenny Williams
for kindergarten students at Pine Grove Elementary
School
|
|
|
1.) Do you like to try
different kinds of food? What kind of Nez Perce
Indian foods would
you like to try?
"Soup,
blueberries- because I've never had it before."
2.) What
did the Native Americans
wear? If
you could design your own
Native American outfit, what would you make it look like?
"I would want it to be brown,
and a headband, and feathers."
|
|
Student One describes her
picture as her dressed up like an Indian girl. She says that she is
about to build a fire, and camp, and eat. Her Indian outfit is gray
with feathers, a headband, and her special Native American
symbol. Her face is painted because they are going to celebrate.
The foods she would like to try were soup, strawberries, and
blueberries .
|
|
|
|
1.) Do you like to try
different kinds of food? What kind of Nez Perce
Indian foods would
you like to try?
"Melons and berries and chicken
and pears"
2.) What
did the Native Americans
wear? If
you could design your own
Native American outfit, what would you make it look like?
"Feathers on the back and
on their hair."
|
|
Student Two describes his
picture of him like an Indian boy. He has on moccasins and strings from
his arms. He has a symbol of a dragon on his Indian outfit. His
face his painted because Indians painted their faces. The food he
drew about was meat because they killed big animals. This is a picture
of deer meat. Student Two also describes his strawberries and the
pitchfork because they used pitchforks and spears to kill fish in the
rivers.
|
