Global Diverstiy Page

Global Diversity:
Guatemala

1 PAINT Activity
2 Learning About The Culture
3 Getting Information From Graphs
4 Children's Work
5 Lesson Plan 1
6 Lesson Plan 2

Gracias, Rosa
By: Michelle Markel
Illustrated By: Diane Paterson

G-paint

Paint Picture By: Malissa Kay

Kate had to get a new babysitter because her old one moved away. Her new babysitter, Rosa, was a Spanish young woman who spoke little English and came from Guatemala. Kate learned where Rosa came from through stories and pictures. This picture above displays some of the things in Guatemala that Rosa and Kate may have drawn and talked about together. A hand crafted doll outdoors beside colorful mountains, flowers, and birds. What else will Rosa tell Kate about her home? Read the book and find out!

Questions:
1.) How is the doll in the picture different from other dolls you have seen?
2.) By looking at the picture, do you think Guatemala is warm or cold? What about the picture tells you that?

Learning About The Culture (Lesson 2)

Food spanish Language people People

Questions:
1.) What is a popular food that is made in Guatemala? Does it look easy to make?
2.) What is the Spanish word for “Heart”? (Find and discuss the correct pronunciation.)
3.) About how many people populate Guatemala?

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

G-Chart

Questions About the Graph:
1.) Would you need an umbrella in the month of January?
2.) Does the Average annual temperature in Guatemala ever reach 80 degrees?
3.) What is the average (estimate) low temperature in Guatemala in the month of July?
4.) What month (January or July) has highest temperatures?
5.) Is there a large gap between the high temperatures in January and July?

Map of Guatemala
G-map

Studying the Map:
Guatemala is a country in Central America, in the south of the continent of North America, situated between the Pacific Ocean and the Caribbean Sea. It is bordered by Mexico to the north, Belize to the northeast, and Honduras and El Salvador to the southeast. It is a diverse country with landscape that ranges from lush tropical rain forest in the northern lowlands to the pine forested hills of the Highlands. Guatemala also has unspoiled tracts of virgin rain forest (protected in a network of national parks), spectacular waterfalls and underground caves. All of the major cities are situated in the southern half of the country; including the capital Guatemala City.

Children's Work

Tech Lesson1a

Shelby, Briggs, and Sophie

Tech Lesson 1

Shelby-Paint Picture Briggs-Paint Picture Sophie-Paint Picture

Lesson Plan I

________________________
Mentor Teacher's Signature
____________________
Date

Learning About Our World Through Literature and Technology
Gracias, Rosa
__________________________________________________

Lesson I Learning With Technology About Our World
Gracias, Rosa

Lesson I Learning With Technology About Our World
Gracias, Rosa

General Information
Name: Malissa Kay
School/Mentor Teacher: Clyattville/Ms. Hendley
Grade Level: PK
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: N/A
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 a 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.

Kate, a young girl, had to get a new babysitter because her old one moved away. Her new babysitter was Rosa, a Spanish young woman who only spoke a little English. At first, Kate did not like her but that feeling did not last long. Rosa turned out to be a fun babysitter. She told Kate all about her family and Guatemala. Kate learned where Rosa came from through stories and pictures. This picture above displays some of the things in Guatemala that Rosa and Kate may have drawn together. A hand crafted doll outside beside colorful mountains, flowers, birds. What else will Rosa tell Kate about her home? Read the book and find out!

A.) How is the doll in the picture different from other dolls you have seen?

B.) By looking at the picture, do you think Guatemala is warm or cold? What about the picture tells you that?

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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.

The title of the book I am reading is: Gracias, Rosa written by: Michelle Markel and
illustrated by: Diane Paterson.

Ask some questions or point out words or objects:

A.) First, explain the concept of Spanish and how it is the language that is used in Guatemala. Point to the word Gracias and explain that it means “Thank you” in Spanish. Ask, “Do you know anyone that speaks Spanish? Please answer Yes/No.”

B.) Examine the picture on pages thirteen and fourteen. Point to Rosa’s mother and explain that she is making tortillas, which are made by forming a thin disk of unleavened bread made from wheat flour and baked on a hot surface. They are hard workers. Ask, “By looking at this picture, what do you think the people are like that live in Guatemala?”

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 babysitter from Guatemala, 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.

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Lesson Plan II

Learning About Our World Through Literature and Technology
Guatemalan Culture
__________________________________________

Guatemalan Culture

________________________

Mentor Teacher's Signature

____________________

Date

Lesson II: Learning About Our World Through Literature and Technology
Guatemalan Culture

General Information

Name: Malissa Kay
School/Mentor Teacher: Clyattville/Ms. Hendley
Grade Level: PK
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: N/A
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: Gracias, Rosa, By: Michelle Markel
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, paints, 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 Gracias, Rosa.

Show the students the location of Guatemala on a map located on a web site link. Explain how Spanish is the dominate language. Rosa uses Spanish words that are defined in a Glossary on the last page in the back of the book.

(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 popular food that is made in Guatemala? Does it look easy to make?
http://www.rollybrook.com/tamales.htm

2.) What is the Spanish word for “Heart”? (Find and discuss the correct pronunciation.) http://www.enchantedlearning.com/languages/spanish/Hisfor.shtml

3.) About how many people populate Guatemala?
http://yahooligans.yahoo.com/reference/factbook/gt/popula.html

*Let them browse the web sites after they have answered each question.

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