Global Diversity Page

What You Should Expect!

This is an exciting twist on an old tale; one we've probably all heard; Cinderella! Pear Blossom is a young, beautiful girl, growing up in Korea with an evil stepmother and stepsisters. To see if Pear Blossom can escape her problems, you must read the story!

Lesson Plan

Mentor Teacher's Signature: ______________________

Date: ___________________

Lesson Title: Global Diversity Through Literature and Technology

General Information
Name: Mary Rosenkrans
School/Mentor Teacher: R. Watts
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’s):
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 Bright From the Start Standards:
1. LD 1 a: Listens to and follows spoken directions

2. LD 1 b: Responds to questions

3. SS 2 b: Demonstrates an emerging awareness and respect for culture and ethnicity

Materials and Equipment:
1. Computer with Internet connection
2. My Global Diversity Web Page: http://www.valdosta.edu/~merosenk/global.html
3. Globe
4. Crayons
5. Paper for individual drawings

6. The book The Korean Cinderella (Climo, S. (1993). The Korean Cinderella. HarperCollins Publishers.)

7. Set of memory cards created by the teacher.
*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 The Korean Cinderella.

Procedures:

Part I Step One: Introduction

-T: “Have any of you ever been on a trip?” S: “Yes, to Florida, No, etc.” Teacher will ask students if it was fun if any say yes. If no students have been, teacher will state that when you go on vacation or on a trip, you go to a place far away from home. She will tell them that this vacation might even be over a big body of water.

-Next, the teacher will show the children the globe. She will ask them the following question: “Do you know what I am holding, (student)?” If students know what it is, she will tell them they are correct, it is a globe. If students do not know what the globe is, she will explain to them it is a model of the earth. T: “_____, what color is this (pointing to blue area)?” S: “It’s blue!” T: “It is blue, great job!” The teacher will explain that anywhere on the globe that is blue is water. She will tell students that the big blue areas are oceans and the smaller areas are lakes or rivers. Teacher will then show the students where they live by pointing to South Georgia. Teacher will then tell students that they will be learning about a person who lives in Korea and she will point to the area of Korea on the globe. Teacher will leave on finger on Georgia while the other is on Korea. She will then ask a student: “Since Korea is across an ocean, do you think it is far away or close by?” S: “Far away!” If students say Korea is far away, teacher will tell them they are correct. If they do not know that, she will tell them that Korea is a long way away. She will tell them they would have to fly there in an airplane and it would take about 14 hours to get there.

Estimated time: 10 minutes

Step Two: Teaching the Primary Learning Outcomes Language Experience Activity:

Part 1:

-The teacher will open up her website on the computer in the classroom. She will have three chairs already set up around the computer. She will explain that everyone will have a chance to play with the mouse, so they each have to take turns. Students will take turns pointing to things on the computer screen paint picture. Teacher will read the questions under the paint illustration one at a time, asking each question of each student. Teacher will record the exact answers to the questions on a piece of chart paper that has each question on it. She will write the child’s name and response given for each question.

-The four questions are as follows:

1. Is there an animal in the picture? Tell me about it!

2. What is the colorful thing with a handle? What do you think it is for?

3. Tell me about this pot. Do you think it will be useful with a hole in it?

4. Do you see any food in the picture? Name it! What is your favorite fruit?

Part 2:

-The teacher will read the paragraph under the questions to the children and then show them the book.
-The teacher will do a BRIEF picture walk and talk about the book (3-4 pictures). She will stop on a few pages and point out different things about the illustrations, telling students about the book and asking them questions about the picture to make predictions about what might happen.
-The teacher will tell students the title, author, illustrator of the book: The Korean Cinderella, Shirley Climo, & Ruth Heller. Teacher will explain that “author” means that the person wrote the book. She will also state that “illustrator” means the person who drew the pictures in the book.

-The teacher will then read the story, stopping to ask questions as needed to keep students focused. Teacher will not read the story word for word; instead, she will sum up each page and make sure to talk about the pictures.

Estimated time: 10-15 minutes

Closure:

-After reading the story, the teacher will review their responses made prior to reading them the story and compare their responses with the actual events in the story.
-Teacher will ask each child to tell her something she/he learned from the story.
-The teacher will then give the students crayons and paper and let them color and pictures to the chart paper pertaining to what they learned in the story.

-Teacher will then have cards that she created to match up different characters, events, and items from the story. Each picture will be created twice so that the students will be playing a game of memory with the cards.

-Teacher will exhibit children's work by hanging it up in the room.

Estimated time: 15 minutes

Assessing the Primary Learning Outcome:
A. Student will be able to point and click the mouse without assistance. Teacher will watch as student uses mouse. Teacher will record ability/inability to use mouse by using the rubric.
B. Students will listen during discussion and be able to respond to questions about diverse cultures. Teacher will listen to students’ answers and record them on chart paper. Teacher will evaluate by using the rubric after students have answered questions.
C. Student will listen to story as read by teacher. Teacher will evaluate by watching students and seeing if they can answer her questions as she goes through the story. Teacher will evaluate using the rubric.
D. Student will make a story picture account of events in the story on the chart paper by drawing and coloring with crayons. Teacher will watch as students draw and color and will listen to any discussion of drawing. Teacher will evaluate by using the rubric as she observes students cooperation in drawing/coloring.

Extension:

For students who are already able to easily answer all questions, the teacher will have other questions readily available.

Remediation:

For students who are unable to operate the mouse, the teacher will help said student. If students do not understand the story, she will spend more time explaining it in a more simplistic manner.

Accommodations:

Teacher will make verbal directions short and specific.
Tasks presented will be varied in style.
Material presented will be broken into manageable parts.
Directions will be repeated, rephrased, or simplified as needed.
Cues and guidance will be provided.

Adding illustrations to the poster Checking out the globe Playing a matching card game

Rubric:

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