Global Diversity Page

Global Diversity
Through Literature Activity
1 Paint Activity
2 Learning About the Culture
3 Getting Information from Graphs
4 Children's Work
5 Lesson Plan I
6 Lesson Plan II

Kenya

The Orphan Boy
A Maasai Story by
Tolowa M. Mollel
Illustrated by
Paul Morin
cow

This story is about the Maasai. The Maasai is a group of people that live in Kenya. In this story a wise old man feels lonely and wishes he had a companion. One day, a young boy finds the old man and stays with him. The boy has a wonderful secret that no one can find out. The young boy seems to have amazing powers. The old man finds himself longing for the knowledge of the boy's secret.

Question One:
Why is it sometimes important to keep secrets?

Question Two:
Do you think the old man will find out the boy's secret? Why do you feel this way?

Learning About the Culture (Lesson II)

Houses

Country

People

1. Click on the link called 'houses'. Look at the pictures on this site. What do the Maasai’s houses look like?
2. Click on the link called 'country'. When you are on this site, click on the links called 'climate' and 'economy'. Read some information about it. What is the weather like in Kenya, and what kinds of crops are grown there?
3. Click on the link called 'people'. Look at the pictures on this website. What kind of clothing do the people wear?

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

graph

1.What is the difference in the temperature for the January high and the July high?
2. What is the difference in the temperature for the January low and the July low?
3. Does Nairobi get more precipitation, in January or July?
4. How much rain does Nairobi get in July?
5. Do they get much precipitation in Nairobi?

Kenya has a tropical climate. Kenya is a country on the coast of Africa. The average high for the year is around 80 degrees F. The average annual low is 54 degrees F. The weather stays about the same all year long. Kenya has a lot of wild animals such as zebras, lions, giraffes, etc. They also have a lot of insects.
africa
kenyamap

Children's Work
drawing

Lesson Plan I

Learning about Our World through Literature and Technology
__________________________________________________

________________________
Mentor Teacher's Signature

____________________
Date

Lesson I Learning With Technology about Our World

Title of Lesson

General Information
Name: Lindsey Williams
School/Mentor Teacher: Cook County Primary/ Mrs. Weeks
Grade Level: 1st Grade
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.

Look at the cow. In this story the boy takes the cattle out the eat grass. Use the mouse and point to the cow. Look at the boy. Use the mouse to point to the boy. Describe what he is wearing.

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.

a. Why is sometimes important to keep secrets?

b. Do you think the old man will find out the boy's secret? Why do you feel this way?

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

Reading the story:

Introduction to story:

1 Read the title of the book, author, illustrator, and do a picture walk with the students
"This book is called The Orphan Boy. It was written by Tolowa Mollel, remember, this is called the author of the story, and the pictures were drawn by Paul Morin, this means he is the illustrator. Let's look at some of the pictures."
Show the students the first picture. Ask them what they think about it. Ask them what they notice. Turn the page and ask how many people are in the picture. Tell the students that there is a little boy in the picture. Ask a student to point to the boy. Show them the next picture and ask if they think it is night or day and why. Turn to page ten and ask what is different in this picture. Ask if they notice the grass. Turn to page 15 and ask the students what are on the page. Tell the students that these are cattle and that they need grass to eat. Turn to page 19 and ask them if the man is happy or sad. Ask them why they think he is sad. Turn to page 27 and ask the students what they notice. Ask them what they think is going to happen in the story.

Ask some questions or point out words or objects: mysterious, drought, curiosity, orphan
a. What do you notice about the pictures?

b. What do you think is going to happen in this story?

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 another group of people in Kenya, tell us what you wrote or drew on the chart paper from the story and why you chose to put it on the page.

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 all the questions about the culture and was able to draw or write words accurately that related to the story.	Student responded with accuracy to some the questions about the culture and was 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

Learning About Our World through Literature and Technology
_________________________________________________________

________________________

Mentor Teacher's Signature

____________________

Date

Lesson II Learning about Our World through Literature and Technology

Title of Lesson

General Information

Name: Lindsey Williams

School/Mentor Teacher: Cook County Primary/ Mrs. Weeks

Grade Level: 1st Grade

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 that 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:

http://www.valdosta.edu/~lindwill/global.html

2. Multicultural children’s book:

Mollel, T.M. The Orphan Boy. 1990. Clarion Books, 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

This chart shows you pictures of three things: some houses that the Maasai live in, the country called Kenya, where the Maasai live, and a picture of a Maasai woman. There are links to websites down below this chart. Let’s read the words together (Houses, Country, and People). When you click on the links it will take you to a website that will have information about these three things. I want you to look at the pictures and the words on the website. I will ask you one question about each of these things, and I want to see if you can find the answer. These websites have a lot of big words on them, so if you need help figuring out anything, raise your hand and quietly wait until I come and help you.

(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:

1. What do the Maasai’s houses look like?

http://www.kent.k12.wa.us/staff/DarleneBishop/kenya/masai/masai.html

2. What is the weather like in Kenya, and what kinds of crops are grown there?

http://www.africanet.com/africanet/country/kenya/default.htm

3. What kind of clothing do the people wear?

http://rosswarner.com/Maasai.html

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 Graphs
LiveText Link