Global Diversity Page

Global Diversity
Through Literature Activity

1 Paint Activity
2 Learning about the Culture
3 Getting Information from Graphs
4 Children's Work
5 Lesson Plan I
6 Lesson Plan II

South Africa

Jamela's Dress
By Niki Daly

Jamela’s mom bought new fabric to make a dress for a special wedding. Jamela and her mom washed the beautiful fabric and hung it out to dry. Jamela couldn’t resist wrapping up in the beautiful fabric to show it off. She pranced through the town wrapped in the fabric and something terrible happened! The once beautiful fabric was no longer beautiful; it was ruined!

QUESTIONS:

1. How do you think the fabric was ruined?
2. How do you think Jamela’s mom will react when she finds out about the fabric?

Learning About The Culture (Lesson II)
Graphic Organizer

org

Where is South Africa? Clothing Language

QUESTIONS:

1. Looking at the maps of Africa, can you point out where South Africa is? Can you point to the parts on the map that are considered South Africa?

2. Do you see outfits in the book, Jamela’s Dress, that look like some of the outfits we see on the computer? Do the outfits in the book and computer look different from the clothes you and I are wearing?

3. Do their words and language sound different than the way you and I talk?

Cultural Diversity Activity for Grades 3-5
Integrating Math and Science
Getting Information from Graphs

chart

Questions:
                1. In South Africa, is it warmer in January or July?
                2. Is the weather in South Africa like the weather where you live?
                3. In South Africa, did it rain more during January or July?
                4. Can you look at the chart and tell me what the average low temperature in                          January was?
                5. In South Africa, during January, what type of clothing would you wear?

Map of Africa

map

Cape Town, South Africa is located on the west coast of South Africa. Their seasons are opposite from ours. When it is summer here, it is winter there; however, during winter in South Africa, it does not really get cold. There is not a drastic change between their winters and summers.

Children's Work

pics

kids kids

Lesson Plan I

Learning About Our World Through Literature and Technology

Title of Lesson
Learning about South Africa: Jamela’s Dress

Grade Level: 2^nd Grade
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
A. Grade: K
Technology Integration
Strand: Basic Skills 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.

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. How do you think Jamela’s mom will react when she finds out about the material?

b. Do you think Jamela and her mom will get more material? If yes, how will they get the material?

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Reading the story:

Introduction to story:

1 Read the title of the book, author, illustrator, and do a picture walk with the students

We are going to read the book Jamela’s Dress, it is written and illustrated by Niki Daly. While doing the picture walk, ask the students to tell you what they think the picture is showing.

Ask some questions or point out words or objects:

a. What do you think this book is going to be about?

b. I will point out different words that may be difficult for the children; such as, the words “Kwela” and “Enkosi kakhulu.”

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 Jamela and her family and friends from South Africa, 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 II

Learning about Our World through Literature and Technology

Title of Lesson
Learning about South Africa

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. 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.)

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

First, let’s look up South Africa and see where it is located. Just by the name South Africa, we can tell where in Africa it is located. South Africa and the other countries that make up the rest of Africa are very different.

Then, we will look at some of the clothes that someone from South Africa might wear. Some of the characters in the book are dressed like you and I are, but some are not. Let’s go through the book and find characters that are dressed differently than you and I.

Next, lets look at the languages of South Africa. South Africa has eleven different official languages. Does anyone know what that means? It means some people there speak English, some speak Afrikaans, and nine indigenous African languages. Let’s look through the book and find words that we are not familiar with.

(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.Looking at the maps of Africa, can you point out where South Africa is? Point to the parts on the map that are considered South Africa.

Countries of the World : geography, tourism, politics, economy, culture

2.Do you see outfits in the book, Jamela’s Dress, that look like some of the outfits we see on the computer? Do the outfits in the book and computer look different from the clothes you and I are wearing?

http://http://www.angelfire.com/hiphop2/ethnicgifts/Africa.jpg www.mitchie.com/images3/africanwomen1.jpg

3.Try to pronounce some words from the various languages spoken in South Africa. Xhosa is one of the languages in South Africa. In the book, Jamela says “Enkosi kakhulu”; in Xhosa (one of the languages of South Africa) means “thank you very much.” Do their words and language sound different than the way you and I talk?

AfricanLanguages.com - African Languages info

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

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 the story

My Home Page	Resources for Parents and Their Students
Global Diversity Page Exploring the World through Literature	Topic Page
Electronic Reading File	LiveText Link