Lesson Plan 1

   Lesson I Learning With Technology about Our World  
Why are we the same, although we are different?

C  Students will work cooperatively in small group to make a story picture about things they learned from the story.

• 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. 

Ashanti to Zulu is a 1976 Caldecott winner.  This ABC book informs readers about 26 different African tribes from A to Z.  Each letter  enlightens the reader about a tradition or custom that is important to each tribe that is mentioned.  With the many interesting facts and beautiful illustrations, any reader would want to learn more about African tribes.

Questions
    a. Name some ways that we are different from the people in the African tribes.

    b. Names some ways that we are similar to the people in the African tribes.

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Reading the story:

Introduction to story:   
  

3. Read the story to the children                                                              
   


4. Ask the children to decorate or enhance the chart picture with their own words or pictures related to the story.

Rubric:

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  Mentor Teacher's Signature

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  Date

Name:
School/Mentor Teacher:
Grade Level:
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: list title of book and author in APA style
3. Paper or props related to the multicultural story that you read in lesson I 
4.  Overhead and blanktransperancies

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

1. Talk about food, language, music, art, and people in the U.S.
2. Then discuss what  those things may be like in other countries.

(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 some of the things that they do in Africa that are similar to the things that we do in America?
2.What are some of the things that they do in Africa that are different from the things that we do in America?
3. Did you see some things in Africa that you see at your house, the stores, the mall, etc.?

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 and using the drawing program.

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

Links

My Hub Page	Resources for Parents and  Their Students
Global Diversity Page Exploring the World through Literature	Topic  Page
Electronic Reading File        Books of Common Thread Project	Exploring Maps and Graphss
LiveText Link