Global Diversity Through Literature
Paint Activity
Cultural Graphic Organizer
Finding Information Using Graphs
Children's Work: Lesson I
Children's Work: Lesson II
Lesson Plan I
Lesson Plan II
West African Tale
Nigeria
Why Mosquitoes Buzz in People's Ears
Retold By Verna Aardema
Illustrated by Leo and Diane Dillon
Painted by Kathryn Simpson, 2006
3. Should the iguana have put sticks in its ears? Was this smart?
Music Flag Food
Cultural Diversity Activity for Grades 3-5
Integrating Math and Science
Getting Information from Graphs
2. Out of the two months, which month had the lowest temperature?
3. Judging by the chart, what was the temperature for January?
4. What time of the year will Nigeria receive the most rainfall?
5. How much average rainfall does July receive?
Children's Work
Lesson I
Children's Work
Lesson II
Lesson Plan I
___________________________
Mentor Teacher’s Signature
Date Approved
General Information
Name: Kathryn Simpson
School/Mentor
Teacher:
Moody A.F.B Child Development Center/Mrs.
Ranee Haynes
Grade
Level: Pre-K
Subject
Area(s):
Technology Integration, Social Studies (Multicultural
Understanding)
Date
Taught:
Total
Duration of Lesson: 55 Minutes
Why Mosquitoes Buzz
in People’s Ears
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.
A.
Grade
K
·
Technology
Integration
·
·
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.
1. Computer
with Internet connection
2. Chart
Paper
3. Markers
4. Book Why Mosquitoes Buzz in People’s Ears, retold By Verna Aardema and illustrated
by Leo and Diane Dillon
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
Teacher will introduce Why Mosquitoes Buzz in People’s Ears by using a paint picture activity.
Part One:
PAINT PICTURE ACTIVITY
1. Work with a small group of students (2-5). Show students the
PAINT picture on your page.
http://www.valdosta.edu/%7Eksimpson/global.html
2. Ask the
children to use the mouse to point to various objects in the picture
and tell them to describe them or name them.
3. Read
the text under the picture then read the questions.
Start with an iguana, add a
couple of sticks, and so much can go wrong! King Lion calls a meeting
of the jungle animals to find out what is going on in his jungle. Who
knew such a little bug could be the cause of big problems?
1. Why is it important to
listen to grown-ups?
4. Write their responses individually on a large
sheet of chart paper that also has the questions on it.
5. Teacher will introduce vocabulary words from
the book to the students, and have them clap every time they hear one
of them: iguana, owlet, slithering
Estimated
Time: 20 minutes
Step Two: Teaching the Primary Learning Outcome(s)
Teach
the content relevant to the primary learning outcome(s).
Teacher
will then:
1. Show
the students the book, Why Mosquitoes Buzz in People’s Ears,
retold By Verna Aardema and illustrated by
Leo and Diane Dillon and do a picture walk with them.
2. Ask some questions or point out words or
objects:
a. Should the
iguana have put sticks in his ears? Was this smart?
b. Should we tell the truth all the time?
3. Read the story to the children.
Check
for understanding before going on.
Teacher
and students will review book by sequencing events from the book.
Ask
students to decorate or enhance the chart with picture with their own
words or pictures related to the story.
Teacher will review paint
picture and book features, and Nigerian folktale.
Estimated Time:
15
minutes
A. Teacher will use rubric to assess for understanding of computer usage:
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. |
B. Teacher will mentally note during reading of those who listen and pay attention
C. For assessment, teacher will say, Now that now have visited my website, listened to a story from Nigeria, tell me what you wrote or drew on the chart paper from the story and why you chose to put in on the page.
|
Level
3 |
Level
2 |
Level
1 |
|
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 Approved
General Information
Name: Kathryn Simpson
School/Mentor
Teacher:
Moody A.F.B Child Development Center/Mrs.
Ranee Haynes
Grade
Level: Pre-K
Subject
Area(s):
Technology Integration, Social Studies (Multicultural
Understanding)
Date
Taught:
Total
Duration of Lesson: 55 Minutes:
Nigeria, Africa
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 culture and
languages other than English from the cultures.
A. Grade: K
· Technology Integration
·
· 5 Topic: Basic Skills
· Standard: Operates basic technology tools and applications.
B.
Grade: K
·
Social Studies
· 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)
1. Computer with Internet
connection set to http://www.valdosta.edu/%7Eksimpson/global.html
2. Book
Why Mosquitoes Buzz in People’s Ears, retold By Verna Aardema and illustrated by Leo and Diane Dillon
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.)
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
Teacher will show student
the graphic organizer at http://www.valdosta.edu/%7Eksimpson/global.html
and introduce the country of
1.
Music of
2.
Flag of
3.
Food of
1. What kind of music do you think
people in
2. Often
colors stand for something. What do you
think
for?
3. Every country is unique when it comes to food. What kinds of food do you think
people in
Teach
the content relevant to the primary learning outcome(s).
Teacher will click on links leading to:
· Music of Nigeria: Nigerian instruments are much like those that we use in America, such as the xylophone and trumpet, however, there are some that are unique to that country such as the musical bow (show picture) and udu (show picture). Teacher will them play sound bites of each so that the student is able to hear how these instruments sound.
·
Flag of
·
Food of
Check
for understanding before going on.
Once web pages have been
viewed and discussed, teacher will review information found on the
pages.
Teacher
will 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. She will also ask them to describe and tell what they drew or
wrote.
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.
Estimated Time: 15 minutes
A.
Technology Integration
Student will be assessed through observation while using the mouse to
control the computer.
|
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. |
B.
Social Studies
Student will be assessed through answers to questions, illustrations,
and discussions about diverse cultures.
|
Level
3 |
Level
2 |
Level
1 |
|
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. |
Remediation
| My Hub Page |
Resources
for Parents and Students |
Global Diversity Page Exploring the World through Literature |
Topic
Page Tribute to Louis Armstrong |
|
|
Exploring Maps and Graphs |
LiveText Link |
