Global Diversity Through Literature Activity

    Mexico    

1. Paint Activity
2. Cultural Graphic Organizer
3. Finding Information using Graphs
4. Children's Work
5. Lesson Plan I
6. Lesson Plan II


Too Many Tamales
By:  Gary Soto
Illustrated By: Ed Martinez



Paint Picture By:  Karen Grainger

Cultural Graphic Organizer




Food........Clothing.......People

Finding Information using Graphs

Mexico is a very hot climate. It is around 70 degrees F all the time. That is because it is very close to the equator. They get the most rain in the summer months. They don't get hardly any rain in the winter months.
 
1. Which month is the hottest?

2. Which month is the coldest?

3. Which month has the most rain?

4. Which month has the least rain?

5. What is the average Hi temperature in July?

Flag of Mexico

Map of Mexico

Children's Work

Lesson Plan I

Global Diversity

 Lesson I:  Learning With Technology about Our World  
Title of Lesson:  Global Diversity  

General Information
Name:  Karen Grainger
School/Mentor Teacher:  Berrien County Primary/ Cynthia Proctor
Grade Level:  K
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.

Maria loved to help her mother in the kitchen. It made her feel so grown up. She wanted to try on her mother's wedding ring to feel even more grown up. She forgot that she was wearing it when her mother came in and they finished cooking. Then Maria couldn't find the ring. It must be in the food they made.

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Reading the story:

Introduction to story:

1   The Title of the book is Too Many Tamales  By Gary Soto  Illustrated by Ed Martinez

Do a picture walk with the students

Ask some questions or point out words or objects:

A.  What do you think is going to happen?

B.  What time of the year is it? How can you tell?

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.

Rubric:

Learning About Our World Through Literature and Technology   
Title of Lesson 
Global Diversity

 
Title of Lesson

Global Diversity  

________________________

  Mentor Teacher's Signature

  ____________________  

  Date

Lesson II:  Learning About Our World Through Literature and  Technology   
Title of Lesson  

General Information

Name:  Karen Grainger
School/Mentor Teacher:  Berrien County Primary/ Cynthia Proctor
Grade Level:  K
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: http://www.valdosta.edu/~krgrainger/global
2. Multicultural children’s book: Too Many Tamales by Gary Soto
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

Talk to students about Mexican food, clothing, and people.

 (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. Have you ever been to a Mexican restaurant?

2. What kinds of clothes do Mexican people wear?

3. What is different about the people of Mexico?

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

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 Graphss
LiveText Link