2. The Serengeti looks like.... |
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3. An "enkang" is... |
4. Some foods that the Masai eat are.... |
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"Look
at us on the internet !" |
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Response to
Critical Thinking Questions
L.A "when they
hug" K.M "they want you to be safe" R.T
"when people miss you"
2. Do you think there is anything that Tender Heart could do that would make his father stop loving him? S.M
"no" S.B "No he loves him" J.B "No,
because he won't stop hugging him and kissing him"
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"SOMETHING I
LEARNED FROM THE WEBSITE"   |
Mentor Teacher's Signature ____________________ Date General Information Name: School/Mentor Teacher: Lanier County Elementary School/ Mrs. Norwood Grade Level: Pre-K Subject Areas: Technology Integration, Social Studies (Multicultural Understanding) Date Taught: November 4, 2005 tentative Total Duration of Lesson: 55 minutes. 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. Listening to a children’s story about another culture, and working cooperatively in small group to make a multicultural story picture map about the story and culture represented. 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 2. Multicultural children’s book: Joosse, B. (2005).Papa, Do You Love Me? 3. Colored markers, crayons, and chart paper 4. Large sheet of chart paper lined for writing sentences and student responses 5. Pencil and paper (to make notes for lesson plan assessment and reflections) 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. Copy of my Global Diversity Activity website is included with this lesson plan. Website Title: Global Diversity Activity and Papa, Do You Love Me? (Masai Culture). Step One Introduction Introduce your multicultural book.Tell students that we will be reading Papa, Do You Love Me? by Barbara Joosse and illustrated by Barbara Lavallee. 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 the name of your book, Papa, Do You Love Me? to students. While reading the book to students, ask “questions to check for understanding.” (List four or more questions to ask students while reading your story) a. Do you think that Tender Heart's father loves him a lot? Why? b. Did Tender Heart's father let the lion get him? c. What does Tender Heart's father do when he gets thirsty? d. Even though Tender Heart's father gets mad, does father still love him? (Estimated Time 15 minutes) Step Two: Teaching the Primary Learning Outcome 1. Show the students your PAINT drawing on your website, <www.valdosta.edu/~jlbottin/global.html>, and talk about what they see in the picture, or what it reminds them about in the story they just read. 2. Read the 2 assessment questions under the picture. These 2 questions should also be copied on a large sheet of chart paper, leaving space between questions to write students’ responses. 1. What is love?
2. Do you think
there is anything that Tender Heart could do that would make his father
stop loving him?Step Three: Assessment 1. As students answer the question, write their responses exactly as they speak on the chart, and write the child’s name with the response: i.e. Amanda says, … 2. Let the children work as a group using markers and crayons to decorate the chart paper. 3. 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: 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. 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. 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.
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My Hub Page |
Resource
Page |
| Books
of
Common Thread Project I Books of Common Thread Project II |
Global Diversity Through Literature |
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LiveText Link |
 jlbottin@valdosta.edu |
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