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Mentor Teacher's Signature

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Date

Lesson Title: Global Diversity Through Literature and Technology

General Information: This is a language experience activity

Name: Lindsey Ory   

School/Mentor Teacher: W.G. Nunn/ Mrs. Tarleton

Grade Level: Kindergarten

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 diverse cultures.

C.  Student will listen to a children’s story to learn about another culture

D.  Student will work cooperatively in small group to make a story picture account of events in the story.

Related GPS Standards:

A. Grade: K

Technology Integration

Strand: Basic Skills

5 Topic: Basic Skills

Standard: Operates basic technology tools and applications.

B,C, D 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 represented in children’s literature and those who are enrolled in our schools.

Materials and Equipment:

1. Computer with Internet connection

2. My Global Diversity Web Page:  http://www.valdosta.edu/~laory

3. Colored markers, crayons, and chart paper

4.  Plain white paper for individual drawings (optional)

5. Pencil and paper (to make notes for lesson plan assessment and reflections)

6. Copy of lesson rubric for each group member.

7. The Rough- Face Girl

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 a computer painted picture related to the book The Rough-Face Girl

Procedure:

Part I

 Step One: Introduction

1. Work with a small group of students (2-5).  Tell students that today you are going to read them a special book by Rafe Martin, illustrated by David Shannon that is about a young girl who has become a servant to her sisters, and the story takes place in the Canada a long time ago when there were many Native American tribes.  
2. Ask students an introduction questions. (Introduction questions are for the teacher, to find out about the students’ previous knowledge of the subject content).

Example:

Today we are going to study about the Native American culture.

List of Introductory Questions:

a. Can anyone tell me about Native Americans?

b. Does anyone know where Native Americans live?

(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes Language Experience Activity

1. Go to the computer and your Global Diversity Activity website at http://www.valdosta.edu/~laory/global.html Students should be grouped around the computer with you so they can see the screen, and have access to using the mouse
2. Let children take turns pointing to things in your picture.  They can also try to point to certain words on the screen

3        Read each question under the Paint drawing.  Ask them to predict the answer  

4        Have a large piece of chart paper already prepared with the questions listed with spaces to write responses underneath each.

5        5. As each child responds to the questions, write exactly what they are saying when they make their prediction responses.

Write students’ names next to each response.

Prediction Questions

a. What do you think is inside the tepee?

b. What shapes do you see in the picture?

c. What do you think the symbols on the tepee mean?

Read the paragraph under the questions to the children.

Part 2

1. Show the book to the children: Do a picture walk and talk briefly about the book
2. Tell them the title, author, and illustrator of the book
3. Read the story to the children

Closure:

After you read the story, review the chart and compare their responses with the actual events in the story.  Ask them to tell you some things they learned from the story.

Give the students markers or crayons, and let them color and add words or pictures that they learned about in the story on the chart paper.  These can be done around the margins or wherever there is space.

Hang up the completed language experience chart in the classroom.

(Estimated time 15 minutes)

EVALUATION:

Rubric:  Do one for each student in the group (See below table)

  ___________________________
Mentor Teacher's Signature
 ___________________________
Date

Title: Learning With Technology About Different Cultures
General Information  This lesson involves finding information on web sites and Developing Multicultural Awareness and  Appreciation of  Diversity
Name: Lindsey Ory   
School/Mentor Teacher: W.G. Nunn/ Mrs. Tarleton
Grade Level: Kindergarten
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 to diverse cultures and languages by clicking to the web sites to find information
C.  Student will work cooperatively in small group or individually to make a multicultural story picture or will write information about what she or he has learned from perusing the cultural web sites.
D.  Student will be able to compare his own culture with the culture represented in the web sites.
 
Related QCC & GPS Standards
Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
 
Standard: Operates basic technology tools and applications.
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 Global Diversity Page:

 My Global Diversity Page

www.valdosta.edu/~laory/global.html

Native American Cultural Pages:

Algonquin Animal Words

http://www.native-languages.org/algonquin_animals.htm

Algonquin Clothing

http://www.native-languages.org/clothing.htm

Algonquin Arts and Crafts

http://www.native-languages.org/art.htm

2. Multicultural children’s book: The Rough-Face Girl by Rafe Martin
3. Colored markers, crayons, paint, and chart paper

         
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.  Students will use computers to view website selected by the teacher that provide information about the culture represented in the story.
 
Procedure:
 
Step One Introduction:
1. Show students the graphic organizer. Say,: “Yesterday we read a book about The Rough-Face Girl.  This is a graphic organizer which shows information about the country where the story took place. 
Who can tell me something about the story?
2. Allow students to answer. Accept the answers given
Explain to the students that we are going to learn more about the country in the story and the people of the Native American Culture (focusing on the Algonquin Indians)
3. Look at the graphic organizer and discuss the picture representations of the culture that they will be learning about: clothing, crafts, and languages
 (Estimated Time 15 minutes)

4. Read each question under the graphic organizer (or on the graphic organizer) and ask a student to click on the icon below to find the information
List the 3 culture questions and web site address where the information is located:
a. Do Algonquin Indians speak a different language than English?

http://www.native-languages.org/algonquin_animals.htm

b. What type of clothing did Algonquin Indians wear?

http://www.native-languages.org/clothing.htm

c. What kinds of crafts did Algonquin Indians create?

http://www.native-languages.org/art.htm

5.  Go over the information on the web site and ask the students to respond or make comments about what they see.
Allow students to take turns using the mouse to click on the links and read information or provide directions for them as they look at the web sites with you (the teacher).
(Estimated Time 10-15 minutes)
 
Step Two: Reinforcement Activity
6. Tell the children:
Now that we have visited the website sites, and learned a little about the culture, I am giving you each a piece of paper and you will use it to write (or you will dictate to me and I will write) and draw pictures about the things you learned about from the web sites about the people and customs or culture from the Native American culture and what you learned about their language, crafts, and clothing.

7. Allow the students to discuss their work and the various cultural things that they drew or what they learned about
8 Ask students to describe things that are different from our culture.
 
(Estimated time 15 – 20 minutes)
 
(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
 
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.

Rubric

My Hub Page	Resources for Parents and  Their Students
Global Diversity Page Exploring the World through Literature	E-Book A Collaborative Project
E.mail Me	Class Pages Sharing Our Resources
New Ways to  Integrate Technology in the Classroom	LiveText Link