Global Diversity Through Literature Activity

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


Japan





The Bicycle Man
by:
Allen Say




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

1. What is the esimated difference in temperature between January's high and low?
2. What is the estimated difference between January's low and July's low?
3.What is the esimated difference in July's high and January's high?
4. Which month has the greatest amount of precipitation, January or July?
5. What does Fahrenheit and Precipitation mean?

 Due to the large North South extension of the country, the climate varies strongly in different regions. The climate in most of the major cities, including Tokyo, is temperate to subtropic and consists of four seasons. The winter is mild and the summer is hot and humid. There is a rainy season in early summer, and typhoons hit parts of the country every year during late summer. The climate of the northern island of Hokkaido is colder, and snow storms occur frequently during winter. In Okinawa, on the other hand, the mean temperature of January is a warm 16 degrees Celsius.

Children's Work



Lesson Plan I

Lesson Plan I

________________________
Mentor Teacher's Signature
____________________
Date

 Lesson I  Learning With Technology About Our World  
Global Diversity  

 Lesson I Learning With Technology About Our World  
Global Diversity  

General Information
Name: Laura Leigh Martin
School/Mentor Teacher: Mrs. Reaves
Grade Level: 3^rd
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.

This story takes place on a small island in Japan. The students in the story are participating in their annual spring sportsday. They play games in the morning, and then eat a special picnic lunch. After lunch, they continue with the rest of the day's activities. While cheering for their teacher during a race, the students noticed two strange men watching them. The men hopped over the fence and introduced themselves. The children became intrigued by the men and the special talent one of them shared with the students. This was one sportsday the children on this small south island of Japan would never forget.

a. Have you ever met someone from another country?  If so, what country were they from?

b. What do you think the bicycle has to do with the story?

c. What do you think the word “ari-ga-tow” means?

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

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 I am reading is “The Bicycle Man” by Allen Say. He also illustrated it.  

Ask some questions or point out words or objects: foreigner, ringmaster

a. Point out to students the American soldiers.

b. What do you think the soldiers have to do with the bicycle?

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 Japan, tell me 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

Lesson Plan II
Learning About Our World Through Literature and Technology   
Learning About Japanese Culture 
__________________________________________

 

 

Learning About Japanese Culture  

 

 

________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

Lesson II Learning About Our World Through Literature and Technology   
Learning About Japanese Culture  

General Information

Name: Laura Leigh Martin
School/Mentor Teacher: Mrs. Reaves
Grade Level: 3^rd
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 www.valdosta.edu/~lamartin/global.html
2. Multicultural children’s book: Say, Allen. (1982). The Bicycle Man. Houghton Mifflin Company; New York, New York.
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 Bicycle Man” by Allen Say.

1. Tell students the story we read earlier relates to the graphic organizer because it contains information about Japan.
2. Tell students the graphic organizer contains links to information that will help them discover the answers to the questions I am going to ask them.
3. Tell students graphic organizer relates to Japan because it contains the Japanese flag and an example of how to write in Japanese.

(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:

http://web-japan.org/kidsweb/cook/intro/intro.html

http://www.infocreate.co.jp/hometown/tips-e.html#6

http://au.encarta.msn.com/encyclopedia_761568918/Japanese_Language.html

 

1. What types of food do people in Japan eat? What are some things they do before they eat a meal?

2. What is Japan’s main source of transportation?

3. How is Japanese language different from English?

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.
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 Graphss
LiveText Link