The Global Diversity Literature Lesson

global.html

Multicultural Literature Activity

Exploring Culture Activity

Geography Enrichment Activity
Cleversticks is a fun and eventful book for children. Ling Sung, a chinese boy, goes to school and sees all the other students getting praise for things they can do. Ling wants to be able to do something too. With a lot of thought Ling Sung finds out that he can do something and show the rest of his class how to do his neat trick.

Barnard Ashley, the author of Cleversticks, lives in London. He has been in the service and attended an educational school specializing in drama. He worked for many years as a teacher before becoming a full time writer.

Derek Brazell, the illustrator of Cleversticks, has illustrated many books. He is also an author. Brazell illustrates different ethinical groups. He also loves using a variety of colors in all his pictures.

cleversticks


1.  What do you think all the different items in this picture are for?
2.  What do these items mean to you?
3. In the book, the students do something with paintbrushes. By knowing the title of the book and looking at the picture above what do you think the students do with the paintbrushes?
Cleversticks

This book is a great book about a young Chinese boy that really wants to be good at doing something. His classmates all can do something that he thinks is neat and cool, but what can Ling do? Let's read the story Cleversticks by Banard Ashley to find out more about Ling's talents.


Pictures From My Lesson
student          student          student          drawing         

drawing          drawing          drawing          drawing



Lesson Plan for Global Diversity Lesson #1

Mentor Teacher's Signature

                                                                                                     ____________________

Date

_______________________

 

Lesson Title Global Diversity Through Literature and Technology

 

General Information


Name: Janna Smith
School/Mentor Teacher: Blackshear Elementary/Terry Day
Grade Level: 1st grade
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: 3/22/2007
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/~jvsmith/global.html
3. Globe
4. Colored markers, crayons
5. Paper for individual drawings or other art supplies that are relevant to the story

6. Chopsticks, cotton balls, and small legos.

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 the book Cleversticks.

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (4).  NO LESS THAN 3 STUDENTS
Introduction questions. (Introduction questions are for the teacher, to find out about the students’ previous knowledge of the subject content.)
2. Show the children the globe.

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 young boy who is from the country of China
Does anyone know where China is?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you think China is far away from Georgia?
Do you have go over water to get to this place from our place?

(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/~jvsmith/global.html Students will be 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 predict the answer.  
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 prediction responses.
Write students’ names next to each response.

Three questions:
a. What do you think all the different objects mean?
b. What do you think that the cookies are for?
c. In the book, the students do something else with the paintbrushes. By knowing the title of the book and looking at the picture above what do you think the students do with the paintbrushes?


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, author, illustrator of the book.
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.  Do an activity that relates to the story: I will give each student chopsticks and have them practice picking things up with the chopsticks. They will try to pick up large cotton balls, small legos, and crayons.
5.  Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

 


EVALUATION:
Rubric:  Use the following chart to evaluate each student
Copy the rubric below (1 per group member)

 

Evaluation Rubric for Lesson

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