Global Diversity Page
Through Literature Activity

1 Paint Activity
2 Culture Graphic Organizer
3 Finding Information From Graphs
4 Children's Work
5 Lesson Plan 1
6 Lesson Plan 2



African Dream
by Eloise Greenfield
illustrated by Carole Byard

In this story, a little girl goes to Africa in her dreams.  She saw wild and exotic animals.  She traveled by foot and by donkey.  She meets her family in her dreams.

Where does she go in her dreams?

How do some people of Africa travel?

Ghana's Flag

Ghana


FOOD LANGUAGE       PEOPLE

1.) What is Ghana’s most famous food? (cocoa) What is it used to make? (chocolate)

http://www.oxfam.org.uk/coolplanet/ontheline/explore/journey/ghana/food.htm

2.) How do you say ‘hello’ in Swahili? (jambo) How do you say school? (shule)

http://www.kent.k12.wa.us/staff/darlenebishop/kenya/swahili.html

3.) What are some chores that African students do after school? (cleaning, washing clothes and working in the garden)

http://pbskids.org/africa/myworld/index.html

Weather Graphs

Questions to ask:
1.)  Which month had the highest temperature?
2.) Which month had the lowest temperature?
3.) What was the lowest average temperature in January?

Questions to ask:
1.) Which month had the most rainfall?
2.) What was the average rainfall in January?

Ghana, located in Western Africa, is slightly smaller than Oregon.  The capital of Ghana is Accra.  The highest point is Mount Afadjato, which is 880 meters.  Ghana in 1957 became the first sub-Saharan country in colonial Africa to gain its independence from the British colonies.  The climate is tropical; warm and comparatively dry along southeast coast; hot and humid in southwest; hot and dry in north.  Natural resources of Ghana are gold, timber, industrial diamonds, bauxite, manganese, fish, rubber, hydropower, petroleum, silver, salt, and limestone.

Lesson Plan 1

________________________
Mentor Teacher's Signature

____________________
Date

 Lesson I: Learning with Technology about Our World
African Dream

General Information
Name: Kellie Thomason  
School/Mentor Teacher: Mrs. Ortmeyer
Grade Level: 4^th & 5th
Subject Areas: Technology Integration, Social Studies   (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  35 minutes

Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson includes:

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.

Paint Picture Activity:

1) Work with a small group of students (2-5).  Show students the paint picture on your page.

2) Ask the children to use the mouse to point to the zebra and the elephant.

3) 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.

Text:

In this story, a little girl goes to Africa in her dreams. She saw wild and exotic animals. She traveled by foot and by donkey. She meets her family in her dreams.

a. Where does she go in her dreams?

b. How do some people of Africa travel?

Reading the story:                             
Introduction to story:

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

2) Ask some questions or point to the zebra and the elephant:

a. What do you think the animals are doing?

b. What is the man in the picture doing?

3) Read the story to the children.

4) 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 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.

Lesson Plan  II

________________________

Mentor Teacher's Signature

___________________

Date

Lesson II: Learning About Our World Through Literature and Technology

African Dream II

General Information
Name: Kellie Thomason
School/Mentor Teacher: West Gordon/ Mrs. Ortmeyer
Grade Level: 4^th & 5^th
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  25 minutes

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

Websites:

           Food-http://www.oxfam.org.uk/coolplanet/ontheline/explore/journey/ghana/food.htm

      Language-http://www.kent.k12.wa.us/staff/darlenebishop/kenya/swahili.html

      People-http://pbskids.org/africa/myworld/index.html

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.  (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. Remember in the story how the girl traveled? By foot and by donkey, good. What do they eat? Do you have any ideas? (Allow students to respond.) What language do they speak? We’re going to use my webpage to find out.

(Estimated Time: 5 minute)

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 is Ghana’s most famous food? (cocoa) What is it used to make? (chocolate)

http://www.oxfam.org.uk/coolplanet/ontheline/explore/journey/ghana/food.htm

2.) How do you say ‘hello’ in Swahili? (jambo) How do you say school? (shule)

http://www.kent.k12.wa.us/staff/darlenebishop/kenya/swahili.html

3.) What are some chores that African students do after school? (cleaning, washing clothes and working in the garden)

http://pbskids.org/africa/myworld/index.html

(Estimated Time: 5 minutes)

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 websites. b. Ask them to describe and tell what they drew or wrote.
(Estimated Time: 10 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.

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.

(Estimated Time: 5 minutes)

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 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.

By Travell Wooten