The Global Diversity Literature Lesson

"Trick or Treat to the Island of Haiti"

Please, Malese! by Amy MacDonald, illustrated by Emily Lisker.
Amy MacDonald has written many bestselling  children's books over the years. She has a well rounded writing experience that includes: journalism, children's novels and short stories, and teaching writing courses for college. Please, Malese! is a combination of the American tales, Brer Rabbit and Haiti: The Black Republic. MacDonald's inspiration for this story came in 1996 during a social visit to Haiti.

         This is a story about a young man who tricks his way into getting things he needs from his neighbors. Uh-oh! He runs into trouble when some of the neighbors begin to suspect what's going on. Will Malese get away with his dishonest ways?


Pictures






Lesson Plan

Mentor Teacher's Signature

                                                                                                     ____________________

Date

_______________________

 

Lesson Title Global Diversity Through Literature and Technology

General Information
Name: Leah Nicole Lane
School/Mentor Teacher: Cook Primary/ Cindy Wall
Grade Level: Pre-K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: 21 March 2007
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 Pre-k Standards:

Building relationships with peers

Exploring building and art materials

Responding to and identifying pictures and photographs

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/~lnlane/lesson1.html
3.  Map or globe
4. Colored markers, crayons
5. paper for individual drawings or other art supplies that are relevant to the story (list them)

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 Please, Malese!

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5).  NO LESS THAN 3 STUDENTS
                - Has anyone every played a trick on someone?

       - Have you ever had a trick played on you?

       - How did that make you feel?

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 person who lived in Haiti.
Does anyone know where Haiti is?
Do you think Haiti is far away or near from us in Georgia?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you have go over water to get to Haiti from Georgia?

(Estimated time 10 minutes)

Step Two:

Teaching the PLO Language Experience Activity:
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~username/lesson1.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.   Optional: 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:

a. Who do you think is lying in the hammock?
b. How do you think the people in the window feel?
c. Why do you think they feel that way?

Part 2
1.  Read the paragraph under the questions to the children then   show them the book
2.   Do BRIEF picture walk and talk about the book
2.  Tell them the title, author, illustrator of the book.

                     Please, Malese! By Amy MacDonald

                                       Illustrated by Emily Lisker
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 and allow them to interpret the story by drawing a picture of their favorite trick Malese played on his friends.

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

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

 

“Lesson plan outline developed by Dr. Heath: Spring 2007”

Student Name

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

Notes on observations: