The Global Diversity Literature Lesson

Multicultural Literature Activity     Exploring Culture Activity     Geography Enrichment Activity

A Journey to Japan

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Timimoto's Great Adventure
Written and Illustrated by:  Frank Francis

This book takes place in Japan, an island country in East Asia.   It is a fictional book with fun, unrealistic characters.  The main character, Timimoto, is very small in size but this does not stop him from facing giant challenges.  This book will entertain children and encourage them to believe they can do anything.  Children will also get a glimpse of Japanese life and culture through the colorful illustrations throughout the book.



painting
               Questions for you to think about:

1. Do you think the boy is paddling toward the frog or away from the frog?  Why?
2. Describe the setting of the picture.  Where do you think the boy is?
3. Does anything seem unusual about the picture? 


braid

This is the story of a young boy from Japan named Timimoto.  He leaves his family to find adventure and new experiences.  He faces unusual challenges but doesn't give up.  Let's read Timimoto's Great Adventure to find out Timimoto's story and the results of his adventure.

students     at     work

students     students2     students3
After looking at the picture, making predictions, & reading the book, 2nd grade students confirmed their predictions and chose a favorite picture or scene from the book to draw collaboratively.  Above, the students are shown working on their activity.
 

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Mentor Teacher's Signature

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Date
 

Lesson Title: Global Diversity Through Literature and Technology

General Information
Name:  JoAnn Pulliam                      
School/Mentor Teacher:  Berrien County Primary/Mrs. Futch
Grade Level:  2nd
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/~jmpulliam/global.html
3. Map or globe (can use inflatable)
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 Timimoto’s Great Adventure.

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5).  NO LESS THAN 3 STUDENTS
2. Show the children the globe or the map. Ask them introduction 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 little boy who lived in Japan.”
“Does anyone know where Japan is?”
“The teacher points to the place on the map and then asks a child to point to Georgia.” 
“Do you think Japan is far away or near from us in Georgia?”
“Do you have to go over water to get to this place from where we live?”

(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/~jmpulliam/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.

a.  Do you think the boy is paddling toward the frog or away from the frog?
b.  Describe the setting of the picture.  Where do you think the boy is?
c.  Does anything seem unusual about the picture?

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.  Tell them the title of the book:  Timimoto’s Great Adventure
     Tell them the author of the book:  Frank Francis
    Tell them the illustrator of the book:  Frank Francis
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.  Exhibit children's work or let them show the things they made to others. – Use camera and take pictures of children doing things.
(Estimated time 15 minutes)

Evaluation:
Rubric:  Use this chart to evaluate each student

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

Level 3 (5 - 4 points)

Level 2  (3- 2 points)

Level 1  (1- 0 points)

Student is able to use the mouse to point to things and click  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 to all the critical thinking prediction questions about the story and was able to compare his/her predictions with the events in the story.

Student responded with accuracy to two of the critical thinking questions from the story and was able to compare his/her responses with the events in the story.

Student responded with accuracy to 1 or none of the prediction questions about the related to the story that was read to them.

Student worked collaboratively with others in the group and  understood the importance of  contributing and working  positively to complete  the project

Student worked collaboratively with others in the group, but did not understand the importance of  contributing and working with others to complete  the project

Student was unable to work with others in the group and  had difficulty understanding the importance of contributing to the overall project