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Date

Global Diversity Through Literature

General Information
Name:   Michael Willis
School/Mentor Teacher:  Garrison Pilcher Elementary School/ Judy Graham  
Grade Level: 1st/2nd
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:  November 1, 2005
Total Duration of Lesson: About 45 minutes

Title of Lesson
Learning With Technology & Literature

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 and languages other than English.

Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

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 that are enrolled in our schools, whose native language is other than English)

Materials and Equipment

1. Computer with Internet connection
2. Multicultural children’s book: Grifalconi, A. (1986). The Village of Round and Square Houses. New York: Little, Brown and Company.

3. Colored markers, crayons, and chart paper
4. Pencil and paper (to make notes for lesson plan assessment and reflections)
5. Modification of lesson developed by Dr. Diane L. Judd
URL: http://www.valdosta.edu/~djudd/globallesson.html

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 of country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Activity and URL: http://www.valdosta.edu/~mgwillis/global.html

Procedures
Step One: Introduction
Work with a small group of students (2-5).  Tell students that today you are going to read them a special book, which takes place in Cameroon.   

Ask students your two introduction questions. (Introduce questions are for you, the teacher, to find out your students' previous knowledge of the subject content.)
1. Today we are going to study about Cameroon.  Can you tell me something about Cameroon?
2. Have you ever been to Cameroon or anyone who has been there?  

Relate lesson to students' lives today and/or future:

After we read our book and visit the website links, we are going to write (or dictate) and draw pictures about the people and their culture (food, clothing, etc.) in the country of Cameroon.  We are going to see how the people and culture in Cameroon are like you and how they are different than you.
 
Estimated Time:
About 10 minutes

Step Two: Teaching the Primary Learning Outcomes

Have students go to your Global Diversity Activity website at http://www.valdosta.edu/~mgwillis/global.html

Have students take turns and control the computer on your Global Diversity Activity website.  (Have students sit at the computer where they can control the mouse and computer.  Assist students, if needed, to scroll up and down on websites.)  Give students a brief overall view of you Global Diversity Activity page.

As the students go through each website, discuss the information and allow the students to make comments or talk about what they see. 
List the three cultural areas on your Global Diversity Activity website with the critical thinking questions for the cultural areas.
1.People   
2.Food    If you were going to eat African food, what two dishes would you select to eat?
3.Places  Where would you like to go in Africa and tell why?

Introduce your multicultural book; tell students, The Village of Round and Square Houses, Ann Grifalconi of your book.  First, do a “picture walk” of book (hold up book and show pages, allow students to tell what they think is happening on each page).  Then read The Village of Round and Square Houses to students.  While reading book to students, ask students “questions for understanding.” 
List of Check for understanding before going on: (List four or more questions to ask students while reading your story.)
1.  Why do you think the men would come to the women's round houses to eat supper?
2.  What do you think old Naka Mountain could be? And why the people worry about it?
3.  Why do you think red lava came flowing down the side of Naka Mountain?
4.   Would  you stay in the same village again after the  red lava flowed?   Why did the children still  do the work?

(Have ready before lesson, the two critical thinking questions written on a large sheet of chart paper, allowing space to record each student’s response.)  To provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions to each student using a “language experience strategy” (As children tell you their responses, write each response exactly as they speak).   Teacher will write the responses on a large sheet of chart paper and let each child write their name next to their response.  Students' answers to critical thinking questions can come from the websites or the book about the country. 

Provide students with paper, crayons, and/or markers to make illustrations of their answers to the critical thinking questions by drawing pictures on their papers.  (Later you can add their answers to the critical thinking questions on their papers with their illustrations.)

Estimated Time:
About 25 minutes

Step Three: Closure
Students will discuss their pictures and the cultural of Cameroon country.  Have student explain how the American culture is different and similar to the culture of the country they are studying.  Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family.  (If possible teacher should take notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later.)

Estimated Time:
About 10 minutes 

(You will need to save the students’ pictures and answers as evidence for your lesson plan learning goals.  You will also share in class your chart paper with students’ answers to critical thinking questions and pictures.  Later you will need to scan the students’ papers to place in your ECE Portfolio.  You will also add reflection comments in your ECE Portfolio.) 

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.

Rubric: for Evaluation of Technology Integration & Social  Studies PLOs

Scanned Pictures of (name of country) Cultures
by Elementary Students
Global Diversity Lesson developed by Michael Willis
for 1st graders at Garrison Pilcher Elementary School

1.  Why do you think the men would come to the women's round houses to eat supper?                   They run out of food. 2.  What do you think old Naka Mountain could be?  And why the people worry about it?        Volcano.  So they won't die. 3.  Why do you think red lava came flowing down the side of Naka Mountain?        The volcano went up. 4.  Would you stay in the same village again after the red lava flowed?  Why did the children still do the work?        No. Because the volcano stopped.

It was cool because fire comes out.