Global Diversity Lesson 1

The Global Diversity Literature Lesson
Joseph Had a Little Overcoat

About the Author

The author of this book is Simms Taback. Simms grew up in Bronx, New York. Simms career includes graphic art for CBS Records, designs for New York Times, and he has over thirty-five children's books that illustrated. Simms talent can really be seen in his pen and ink and watercolor illustrations.

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Questions that Encourage Critical Thinking

1. What is the man in the picture wearing?
2. Describe the coat the man is wearing.
3. Why do people wear coats?

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Summary

This is a story of a man named Joseph, who has an old, worn coat. Throughout the book the man's coat deteiorates more and more, but he continues to find ways to make use it.

Mentor Teacher's Signature

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Date

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Lesson Title Global Diversity Through Literature and Technology

General Information
Name: Lauren Walker
School/Mentor Teacher: Denise Tucker
Grade Level: Pre-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 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.
Building relationships with peers

· Explore building and art materials

· Respond to and identifying pictures and photographs
Communication and Language

Listening and responding
Communicating nonverbally
Participating in two-way communication
Speaking
Exploring picture books and magazines
Enjoying stories, rhymes, and songs

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/~lawalker/global
3. Map or globe
4. Colored markers, crayons
5. paper

Teacher will also need
1. Pencil and paper (to make notes for assessment and reflections
2. Copy of lesson rubric 1 for each group member. (see rubric below)

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 Joseph Had a Little Overcoat

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5). NO LESS THAN 3 STUDENTS
Introduction questions. (Introduction questions are for the teacher, to find out about the students' previous knowledge of the subject content.
2. Show the children the globe or the map. Ask them questions such as:

What is this called?
What colors do you see on it?
What does the blue represent? Tell them that the big blue areas are oceans and the small ones are lakes, or rivers, etc.
What do these many colors represent?
Can anyone point to our country, to Georgia?
We are going to learn about a man who lives in Southeast Asia.
Does anyone know where Africa is?
The teacher points to the place on the map and then asks a child to point to Georgia.
Do you think Southeast Asia is far away or near from us in Georgia?
Do you have go over water to get to this place from our place?

(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes

Language Experience Activity
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~lawalker/global 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 respond to your questions
4   Have a large piece of chart paper or separate sheets with each question, already prepared with the questions listed with spaces to write the children's responses underneath.
5. As each child responds to the questions, write exactly what they are saying when they make their responses.
Write students’ names next to each response.
List your 3 questions here
a. What is the man in the picture wearing?
b. Describe his coat.
c. Why do people wear coats?
Part 2
1. Read the paragraph under the questions to the children. Then show them the book
2.   Do a BRIEF picture walk and talk about the book
2. The title of the book is Joseph Had a Little Overcoat. The author of the book is Simms Taback.

3. Read the story to the children.
(10-15 minutes)

Closure:
1. After you read the story, review their responses made prior to reading them the story and compare their responses with the actual events in the story.
2. Ask them to tell you some things they learned from the story.
3. 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.
5. Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

EVALUATION A:
Rubric: Use this chart to evaluate each student
Copy the rubric below (1 per group member)

Level 3 - (5 -4 points)	Level 2 (3- 2 points)	Level 1 (1-0 points)
Student is able to use the mouse to point to things and click 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 to all the critical thinking prediction questions about the story and was able to compare his/her predictions with the events in the story.	Student responded with accuracy to two of the critical thinking questions from the story and was able to compare his/her responses with the events in the story.	Student responded with accuracy to 1 or none of the prediction questions about the related to the story that was read to them.
Student worked collaboratively with others in the group and understood the importance of contributing and working positively to complete the project	Student worked collaboratively with others in the group, but did not understand the importance of contributing and working with others to complete the project	Student was unable to work with others in the group and had difficulty understanding the importance of contributing to the overall project

(Lesson Plan outline developed by Dr. Heath Spring 2007)