Global Diversity Through Literature Activity
1.  Paint Activity
2.  Culture Graphic Organizer
3.Finding Information from Grpahs
4.  Children's Work
5.  Lesson Plan I
6.  Lesson Plan II



Abenaki Indian culture

How Chipmunk got His Stripes
by:  Joseph Bruchac & James Bruchac
Illustrated by:  Jose Aruego & Ariane Dewey

This book is about a bear and a brown squirrel that had a bet on whether the sun would come up the next morning.  The bear said he could he could keep the sun from coming up and the squirrel said he could not stop the sun from rising.  They stayed up all night to see who was right.  After their long night they get into quite a bit off mischief that will change their lives forever.

Learning about the Culture

1.  People:  Where did the Abenaki Indians live?
2.  Customs:  Do you think building a village was easy?
3.  Food:  What were the Abenaki food sources?

 

                             

                           

                    

                                                                                          Before 1600                                            About 1725

Children's work

Lesson Plan I

Lesson Plan I ________________________ Mentor Teacher's Signature ____________________ Date   Learning About Our World Through Literature and  Technology  Title of Lesson  __________________________________________________  Lesson I  Learning With Technology About Our World   Title of Lesson      Lesson I  Learning With Technology About Our World   Title of Lesson   General Information Name: Melissa Williams School/Mentor Teacher: J.L. Lomax/A.  Clarke Grade Level:  3rd 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 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 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. This book is about a bear and a brown squirrel that had a bet on whether the sun would come up the next morning.  The bear said he could he could keep the sun from coming up and the squirrel said he could not stop the sun from rising.  They stayed up all night to see who was right.  After their long night they get into quite a bit off mischief that will change their lives forever. a _What is the hole under the tree called and what purpose does this hole  in the ground serve? b. What kind of animal do you think this is?  Why do you think that? c. What other animals live in burrows?  _______________________________________ //////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// Reading the story: Introduction to story: 1   Read the title of the book, author, illustrator, and do a picture walk with the students How Chipmunk got his stripes Author: Joseph Bruchac & James Bruchac Illustrator:  Jose Aruego & Ariane Dewey _______________________________________________________________ Ask some questions or point out words or objects: a_ How do you think the chipmunk got his stripes? ___________________________________________ b_ Do you think the bear and the smaller animal were friends? ___________________________________________ c. What other animals live in burrows?  d.  What is a burrow?  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  the Abenaki Indians, 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.

Lesson Plan II

Lesson Plan II Learning About Our World Through Literature and Technology    Title of Lesson  __________________________________________     Title of Lesson     Mentor Teacher's Signature   ____________________               Date   Lesson II Learning About Our World Through Literature and  Technology    Title of Lesson   General Information Name:  Melissa Williams School/Mentor Teacher:  J.L.  Lomax/A.  Clarke Grade Level: 3rd Subject Areas: Technology, 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 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                     www.valdosta.edu/~mwwilliams http://www.geocities.com/bigorrin/abenaki_kids.htm http://www.nativetech.org/wigwam/phototour.html http://www.govwentworth.k12.nh.us/goals2000-4WebSite/history/Native%20Americans/lifestyle.html 2. Multicultural children’s book: list title of book and author in APA style 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, points, 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 the Abenaki Indians and also how it relates to  How Chipmunk got his stripes . Why do think this story is important to the Indians? ___________________________________________________ What kind of home did the Indians live in? ___________________________________________________ How did the Indians cook their food? ___________________________________________________ (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_Where did the Abenakis’ live? _  http://www.geocities.com/bigorrin/abenaki_kids.htm____________________________________________________ 2 Do you think building a village was easy?  http://www.nativetech.org/wigwam/phototour.html ____________________________________________________ 3 What were the Abenaki food sources? http://www.govwentworth.k12.nh.us/goals20004WebSite/history/Native%20Americans/lifestyle.html_____________________________________________________ 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 cthe story

 

___________________________                                                                                             Mentor Teacher’s Signature   ___________________________                                                                          Date Approved   Contextual Factors for Block II The teacher uses information about the learning-teaching context and student individual difference to set learning goals and plan instruction and assessment.        Classroom Characteristics o       Number of students §         __9__ Number of boys §         __6__ Number of girls §         __8-10__ Age range   o       Ethnicity (number of students) §         _15___ African American §         ____ Asian American §         ____ Native American §         ____ Hispanic §         ____ Caucasian §         ____ Other   o       Reading Achievement §         Based on: _Development Reading Assessment (DRA)________________________________________________ §         _20___ % Above-average or advanced skill level §         __70__ % Average or intermediate skill §         __10__ % Below average skill level   o       Mathematics Achievement §         Based on: _Nine Weeks Average ________________________________________________ §         __20__ % Above-average or advanced skill level §         __70__ % Average or intermediate skill §         __10_ % Below average skill level   o       Classroom Organization (check as many as apply) §         ____ Homogeneous §         __x__ Heterogeneous §         ____ Self-Contained §         ____ Team Teaching §         ____ Departmentalized §         ____ Parallel Block §         List other programs:   o       Resources (check as many as apply) §         _x___ Television §         __x__ Classroom library §         __4__ Number of computers in classroom §         __500__ Estimate number of books §         List other resources (such as math and science manipulative materials):      Individual Differences o       Students Attending Pull-Out or Supplementary Programs (number of students) §         _15___ Title I §         __15__ Reading §         __0__ Gifted §         __6__ Early Intervention Program §         __6__ Safety Net §         List other programs:   o       Language Proficiency (number of students) §         __15__ English language §         _0___ Bilingual §         _0___ Other languages §         List other languages:   o       Students with Individual Education Plans (IEP) (number of students) §         ____ Blind or visually impaired §         ____ Deaf or hearing impaired §         ___x_ Developmentally delayed §         ____ Emotionally or behaviorally disordered §         ____ Learning disabled §         ____ MiMH §         ____ OHI §         ____ Physically disabled §         __x__ Speech §         ____ Other

 

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