The Global Diversity Literature Lesson
Juan Carlos' Journey

About the Author/Illustrator:

The extraordinary book, Tiny Tortilla, was written by Arlene Williams.  Williams was born in Pennsylvania, but moved to Nevada in the Mojave Desert when she was ten years old and has many memories of there. She loves reading and writing tales of magic and adventure.  G. Brian Karas is illustrator of this book. Karas grew up in Connecticut in a small wooded town.  He describes his life in this town as uneventful, so all he had was to rely on his imagination.  As a child, he was very interested in art.  Karas is an author and illustrated for many children’s books, but is now well-known for his exquisite drawings.   

1. Why do you think the boy is sitting by the cactus?
   

2. What do you think the boy is holding?
   

3. What do you see in the background?

About the book:

                                 

                   

Lesson Plan 1

Mentor Teacher's Signature

                                                                                                     ____________________

Date

_______________________

Lesson Title Global Diversity Through Literature and Technology

General Information
Name: Lacia Howell
School/Mentor Teacher: Moultan Branch/Angel Weeks
Grade Level: PreK
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 PK Standards: Bright from the Start

WSSB3: Begins to be aware of technology and how it affects life.

SS2b:Demostrates and emerging awareness and respect for culture and ethnicity
 
Materials and Equipment
1. Computer with Internet connection
2. My Global Diversity Web Page  http://www.valdosta.edu/~lbhowell/global.html
3.  Map or globe
4. paint
5. paper for individual paintings

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 “Tiny Tortilla.”

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 do you think the blue represents?  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 Juan Carlos who lived in Mexico.
Does anyone know where Mexico is?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you think Mexico is far away or near from us in Georgia?

(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/~lbhowell/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 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. Why do you think the boy is sitting by the cactus?
b. What is in the boy’s hand?
c. What do you see in the background?
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.  “Tiny Tortilla” by: Arlene Williams Illustrated by: G. Brian Karas
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.
4.  The activity will be to paint a picture about something you learned from the book “Tiny Tortilla”.

 5 .  Exibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)


 

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

Name: ____________________