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Mentor Teacher's Signature
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Date

  Learning About Our World through Literature and Technology 
Lesson I Learning With Technology about Our World
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Hush!

General Information
Name: Lauren Terry
Grade Level: Pre-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 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.

a. Tell me some things you see in the picture. 

b. Looking at the picture, what do you think the story is going to be about?

Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.  (i.e. baby, lizard, shoes, hammock)

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 Thai mother has just placed her sleeping child in a nice hammock when she hears a mosquito crying in the wind. Softly, the mother whispers, "Mosquito, mosquito, don't come weeping. Can't you see that Baby's sleeping? Mosquito, mosquito, don't you cry, my baby's sleeping right nearby".  As soon as one animal quiets, another starts up a new racket. With the mosquito silent, a lizard pipes up, then a cat, then a mouse, then a frog, then a pig, until everyone is quiet. Each time someone new gives a cry, the mama sings her baby tune. By the end everyone is quiet and the mama is dozing as well. "Only Baby's wide awake, his eyes bright and round".

a. Have you met someone from Asia?  What kind of food do they eat?  What type of clothing do they wear?

b. What do you think it would be like to live in Thailand?

Reading the story: I will discuss with the students how the animal sounds are different in Thai because of the differences in language.

Introduction to story:  To get the students interested in the book, I will ask about their young siblings.  I will relate the story line to personal experiences in their own life.  The students will be able to talk about if their mothers ask them to be quiet when they put their younger siblings down for a nap.

1.   The title of the book is Hush! By: Minfong Ho pictures by: Holly Meade, and do a picture walk with the students

Ask some questions or point out words or objects:

a. Where does the baby sleep?

b. How are their homes different from the one you live in?

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 a Thailand mother and baby, 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 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.

 

________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

Learning About Our World through Literature and Technology   
Lesson II Learning about Our World through Literature and Technology 
__________________________________________

 

Thai Culture  

General Information

Name: Lauren Terry
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 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 your Global Diversity Graphic Organizer
http://www.asianinfo.org/asianinfo/thailand/pro-transportation.htm
http://www.thaifocus.com/thaifood.htm
http://www.sbgmusic.com/html/teacher/reference/cultures/thailand.html
2. Multicultural children’s book: Hush!  By: Minfong Ho pictures by: Holly Meade
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

Transportation: Do you see any cars?  Are there any roads?

http://www.asianinfo.org/asianinfo/thailand/pro-transportation.htm

Food: What type of food do you think the Thailand people eat?  

http://www.thaifocus.com/thaifood.htm

Music: Can you describe the type of music you might hear in Thailand?  The mother wanted everything to be quiet while her baby slept, do you think there was music?  Do you listen to music while you fall asleep?

http://www.sbgmusic.com/html/teacher/reference/cultures/thailand.html

(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 is a form of transportation that you see that you’ve never been on?

http://www.asianinfo.org/asianinfo/thailand/pro-transportation.htm

2. Can you describe a main dish of Thai food?       

http://www.thaifocus.com/thaifood.htm

3. What are the two types of music in Thailand? 

http://www.sbgmusic.com/html/teacher/reference/cultures/thailand.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. http://www.asianinfo.org/asianinfo/thailand/pro-transportation.htm  

http://www.thaifocus.com/thaifood.htm   

http://www.sbgmusic.com/html/teacher/reference/cultures/thailand.html

b. Ask them to describe and tell what they drew or wrote.

What is important about your picture?

Did you use any ideas from the Thai culture when you drew your picture?

Is there a reason why you used the colors you chose?

(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 cthe 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 Graphics
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