Mufaro's  Beautiful Daughters
By; John Steptoe

Table of Contents
Paint Picture
Questions
Zimbabwe Chart
Language
Food
Culture
Lesson Plan 1
Lesson Plan 2


Picture painted by Lindsay R. Scott, 2006

Mufaro's Beautiful Daughters is an African tale inspred by a folktale collected by G.M. Theal. It tells the story of a man named Mufaro and his two beautiful daughters, Manyara and Nyasha. Manyara has a very bad temper. She was always teasing her sister whenever their father was not looking. Nyasha was very kind and gentle. she never understood why Manyara was so mean to her. Mufaro's daughters were considered the most worthy and beautiful women in all the  land and were invited to appear before the King, and he will choose one to become queen. Because the sisters were different each on took a different path in going to see the king but who will become the queen.

1.) Which daughter became the queen of the village? What is the moral (lesson) taught in this story?

2.)  Mufaro's Beautiful Daughters is similar to the story of Cinderella. List the similarities and the differences of a Cinderella story and Mufaro's Beautiful Daughters.





                                                                                                                                          

Lesson Plan I

 
________________________
Mentor Teacher's Signature
____________________
Date

Learning About Our World Through Literature and Technology
Mufaro’s Beautiful Daughters 
__________________________________________________

General Information
Name: Lindsay R. Scott
School/Mentor Teacher: Diane Miller
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 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.

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. Describe what you see in the picture.

B.  Who would live in this type of place?

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Reading the story:

Introduction to story:

1        Read the title of the book, author, illustrator, and do a picture walk with the students

      Mufaro’s Beautiful Daughters by John Steptoe

Ask some questions or point out words or objects:

A. Judging by the cover, what will the story be about?

B. Where does the story take place?

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 __________, 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.

Lesson Plan II

________________________
Mentor Teacher's Signature
____________________
Date

 Learning About Our World Through Literature and Technology   
Mufaro’s Beautiful Daughters
__________________________________________

 

 General Information

Name: Lindsay R. Scott
School/Mentor Teacher: Diane Miller
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
2. Multicultural children’s book: list title of book and author in APA style
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

____Language: What is the primary language spoken in the story__________________________________________

____Culture: List some different events in the story that reflects culture?______________________________________________

____ Food: What types of food did thet eat in the story?_______________________________________________

(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 the primary language?____________________________________________________

2__List some details about people and culture___________________________________________________

3__Why do you think that I posted the article about food in Zimbabwe?___________________________________________________

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 and using the drawing program.
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

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 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