The Global Diversity Literature Lesson

A Chinese Tale

multi
culture
geography

"Lord of the Cranes"
by Kirsten Chen

"Lord of the Cranes" is a Chinese tale retold by Kirsten Chen.  The story teaches the importance of kindness towards others, especially those in need.  This book is a great piece of children's literature that gives a glimpse into Chinese culture.  The teacher can use the book to discuss how different cultures are similar by having the children compare their culture's beliefs about kindness to those of the Chinese in this story.  By using this book as part of a lesson on diversity, the children can learn that even though people are different, they can also share similar beliefs.

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PAINT  ILLUSTRATION
LordoftheCranes
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Questions that Encourage Critical Thinking
  1. What do you see happening in the picture?
  2. What do you think the man is painting?
  3. Why do you think he is painting a picture on the house?
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Mentor Teacher's Signature

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Date

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Lesson Title:  Global Diversity Through Literature and Technology

 

General Information
Name:  Miranda Simmons
School/Mentor Teacher:  Mrs. Rowe
Grade Level:  2nd
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:  March 29, 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 GPS Standards
A. Grade: 2
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B,C, D Grade: K-3
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/~mgsimmon/global.html
3.  Map or globe
4. Colored markers, crayons
5. paper for individual drawings

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 “Lord of the Cranes.”

Procedure:
Part I Step One: Introduction
1. Work with a small group of two students. 
Introduction questions. (Introduction questions are for the teacher, to find out about the students' previous knowledge of the subject content.)

Have you ever heard any stories from China?  What were they about?

Do you know anything about birds called cranes?

Do you know what a beggar is?
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 god named Tian who visited China.
Does anyone know where China is?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you China is far away or near from us in Georgia?
Do you have go over water to get to this place from our place?

(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes Language Experience Activity
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~mgsimmon/global.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.   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.
List your 3 questions here
a.  What do you see happening in the picture?
b.  What do you think the man is painting?
c.  What do you think he is painting a picture on the house?
Part 2
1.  Read the paragraph under the questions to the children.  Then show them the book.
2.   Do a BRIEF  picture walk and talk about the book
2.  Tell them the title, author, illustrator of the book.
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 or crayons, and let them color and add words or pictures that they learned about in the story on the chart paper.
4.  The children will draw a picture of what they could do to be kind to someone in the class.  The innkeeper was kind to Tian, how could you be kind to someone in the class?
5 .  Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

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

 

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

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