Global Diversity Through Literature  Activity
1 Paint Activity
4 Children's Work
5 Lesson Plan I
6 Lesson Plan II


Northwest America

Brother Eagle, Sister Sky
A message from Chief Seattle
 Illustrated By:  Susan Jeffers

In the book Brother Eagle, Sister Sky, Chief Seattle, a leader of the Northwest Indian Nations, is asked to sell his land by the government of Washington, D.C.  Chief Seattle gives a beautiful speech about what the land means to him.  In his speech, he tells the stories he has heard from his parents about the land we live on today.  As he is deciding on whether or not to sell, he asks the government to keep a few things in mind.
 

What is your favorite thing about the earth?
What is something important we get from the earth?
If you could live anywhere on the earth, where would it be?

 

Learning About the Culture




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




Children's Work
















Lesson Plan I

________________________
Mentor Teacher's Signature
____________________
Date

Learning About Our World Through Literature and Technology 
 Lesson I Learning With Technology About Our World  
Brother Eagle, Sister Sky  

 

Lesson I Learning With Technology About Our World  
Brother Eagle, Sister Sky

General Information
Name: Kim Hays
School/Mentor Teacher: Cook County Primary School/ Mr. Cassity
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 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.

In the book Brother Eagle, Sister Sky, Chief Seattle, a leader of the Northwest Indian Nations, is asked to sell his land by the government of Washington, D.C.  Chief Seattle gives a beautiful speech about what the land means to him.  In his speech, he tells the stories he has heard from his parents about the land we live on today.  As he is deciding on whether or not to sell, he asks the government to keep a few things in mind.

1. What is your favorite thing about the earth?
2. What is something important we get from the earth?
3. If you could live anywhere on the earth, where would it be?
   

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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

·        The title of the book is Brother Eagle, Sister Sky.  It is illustrated by Susan Jeffers, and the words are from a famous Indian Chief, Chief Seattle.

Ask some questions or point out words or objects:

a. Just by looking at the pictures, what do you think is important to Chief Seattle?
b. Where do you think Chief Seattle hears the stories from?
c. What do you think Chief Seattle asks of the government of Washington, D.C.?

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

Suquamish Indians, tell us what you wrote or drew on the chart paper from the story and why you chose to put it on the page.

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

  ________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

Lesson II Learning About Our World Through Literature and Technology   
Brother Eagle, Sister Sky

General Information

Name: Kim Hays
School/Mentor Teacher: Cook County Primary School/ Mr. Cassity
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 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 www.valdosta.edu/~kdhays/global.html
2. Multicultural children’s book:  Jeffers, S. (1991). Brother eagle, sister sky. New York: Penguin Group.
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

·        The teacher will tell the students that they will be learning about food, ceremonies, and ways of travel of the Indians from the Northwest Indian Nations. 

·        The teacher will explain to the students that there are various Indian tribes that live in the northwest, and that the Suquamish Tribe is one of many.

·        The teacher will explain that the tribes of the northwest eat certain foods and have certain ways to travel because they live near water.

(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 type of foods do Indians from the Northwest Indian Nation mostly eat and how do they cook?  Click on the picture of the fish to find out!   http://ancienthistory.mrdonn.org/NWIndianlife.html#Meals

2.  What is a ceremony that Indians of the Northwest Indian Nations celebrate?  Click on the party hat to find out!  http://ancienthistory.mrdonn.org/NWIndianlife.html#Potlatch

3.  How did Indians of the Northwest Indian Nations travel?  Click on the canoe to find out!  http://ancienthistory.mrdonn.org/NWIndianlife.html#Canoes

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