Mentor Teacher's Signature

                                                                                                                                                           20 March 2007

                                                                                                                                                           Date

Lesson Title Global Diversity Through Literature and Technology

General Information
Name: Michelle R. Everitt
School/Mentor Teacher: Moody Child Development Center/Trisha Dees
Grade Level: Pre-K4
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  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 Standards
GPS

      A. Grade: K
          Technology Integration
          Strand: Basic Skills
          5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

     B,C, D 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 represented in children’s literature and those who are

                     enrolled in our schools.
 

Bright from the Start

    LD 1. Children will develop skills in listening for the purpose of comprehension

                a. Listens to and follows spoken directions

                                               • Follows directions such as, “Hang up your jacket and come to the group area.”

                                               • Repeats an instruction to a friend

                 b. Responds to questions

                                               • Answers questions from familiar adults and peers

                                               • Responds to questions during causal conversation

    SS 2 Children will develop a respect for differences in people

                 b. Demonstrates an emerging awareness and respect for culture and ethnicity

                                               • Learns some words of other languages

                                               • Tastes a snack that a classmate from another culture brings to school

Materials and Equipment
     1. Computer with Internet connection
     2. My Global Diversity Web Page  http://www.valdosta.edu/~mreveritt/global.html
     3. Map
     4. Colored crayons
     5. 9x9 Sheet of white beige construction paper for children to draw their own quilt items on.
            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 Keeping Quilt

Procedure:
Part I Step One: Introduction
     1. Work with a small group of students (2-5).  NO LESS THAN 3 STUDENTS
         Introduction questions. (Introduction questions are for the teacher, to find out about the students' previous knowledge of the subject content.)
      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 little girl who moved from Russia to the United States.
                Does anyone know where Russia is?
      3.The teacher points to the place on the map and then asks a child to point to Georgia. 
                      Do you think Russia 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/~mreveritt/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. 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.
a. What do you first notice about this picture?
b. Is this a happy picture? Tell me how you would know.
c. What do you think is happening in this picture?

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
3. Tell the students The Keeping Quilt is written and illustrated by Patricia Polacco.
4. 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. Each child will be given a 9x9 sheet of construction paper as well as markers to draw with. They will be asked to draw their favorite items on the
    square.                                                                                                                 
5. Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

Lesson Outline Developed By Dr. I. Heath Spring 2007

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