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Global Diversity
Through Literature Activity

1. Graphic Organizer on Mexican & Jewish Culture






2. Table of Websites

1.  Mexican Food	2.  Language
3. Map	4.  Jewish Food

What foods would you bring that represent your culture ?

Do you think that Pablo made the right choice in choosing Jalapeno Bagels?

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_______________________
                                                                                                     Mentor Teacher's Signature
                                                                                                             ____________________
                                                                                                                                                       Date

5.  Lesson I  Learning With Technology About Our World  

General Information
Name: Natasha Wilson
School/Mentor Teacher: Hallmark Heights Head Start/Ms. Godfrey
Grade Level: Head Start
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:  November 3, 2005
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
2. Colored markers, crayons, and chart paper
3.  Plain white paper for individual drawings
4. Pencil and paper (to make notes for lesson plan assessment and reflections)

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.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Activity and

Procedure:   StepOne: Introduction
1. Work with a small group of students (2-5).  Tell students that today you are going to read them a special book (list title of book, author, and illustrator) that is about (tell who or what your selected book is about), and the story takes place in (name of country of your multicultural book) country.   
2. Ask students an introduction questions. (Introduce questions are for  the teacher, to find out about students' previous knowledge of the subject content.
Example:
Today we are going to study about (name of country that the Inspiration Graph questions are about, and the web sites. .  Can you tell me something that you know about (name of country of your multicultural book (or about the languages they speak there, or things they eat)?
3.  List the responses on the board or on a sheet of paper so they can see them.
(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes
List the 4-5 question that relate to web sites about the culture that you are going to present to your students (These questions are at the top of the Global Multicultural Activity website and each corresponds to a link)  

1. What foods do people in Mexico like to eat?
2. What language do people in Mexico speak?
3. Where is Mexico?
4. What are some Jewish foods?

1. Have students go to your Global Diversity Activity website at http://www.valdosta.edu/~nswilson/global.html Students should be grouped around the computer with you so they can see the questions on the screen, and have access to using the mouse
2. Read each question out loud and ask them to predict the answer, then ask a student to click on the link to get information and discuss the information with the students.
3. Allow students to take turns using the mouse to click on the links on your Global Diversity Activity website.
4. After each question, relate the information from websites to students' lives past, present, or future:
5. Assist students, if needed, to scroll up and down on websites) Give students a brief overall view of you Global Diversity Activity page.
 

Assessment of the Primary Learning Outcomes
Now that we have visited the website links, and learned a little about the culture, I am giving you each a piece of paper and you will use it to write (or you will dictate to me and I will write) and draw pictures about the things you learned about from the web sites about the people and customs or culture from (name of country) (food, clothing, etc.).

Closure
Students will discuss their work that relates to the culture of (name that they learned about on the web sites..  Ask students to describe things that are different, or may be done in the other ways that are different from the way they do things.

(Estimated time 15 minutes)

Rubric:

The children were evualated using the above rubric.
Laniek: Level  2 - She could use the mouse with little assistance and she answered some of the questions correct.

Jocelyn:  Level 1 - She couldn't use the mouse very well. When asked the questions she didn't know the answer.  ___________________________________________________________________________________________________________________________

                                                                                                             ________________________
                                                                                                  Mentor Teacher's Signature
                                                                                                                  ____________________                                                                                                                                                              Date

                                                                    6. Lesson II Learning About Our World Through Literature and Technology

General Information
Name: Natasha Wilson
School/Mentor Teacher: Hallmark Heights Head Start/Ms. Godfrey     
Grade Level: Head Start
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: November 4, 2005
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. Llistening to a children’s story about another culture, and working cooperatively in small group to make a multicultural story picture map about the story and culture represented.

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
2. Multicultural children’s book: list title of book and author in APA style
3. Colored markers, crayons, and chart paper
4. Large sheet of chart paper lined for writing sentences and student responses
5. Pencil and paper (to make notes for lesson plan assessment and reflections)

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.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Activity and

Step One Introduction
Introduce your multicultural book; tell students, title, author, and illustrator 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 Name of you book to students.  While reading the book to students, ask  “questions to check for understanding.”  (List four or more questions to ask students while reading your story)
a. What is a jalapeno?
b. Can you speak any Spanish?
c. What do you think that Pablo will take to school?
d. Do you think that Pablo chose the right food to take to school? Why?
(Estimated Time 15 minutes)
 
Step Two: Teaching the Primary Learning Outcome
1.  Show the students your PAINT drawing on your website <www.valdosta.edu/~nswilson/global.html>, and talk about what they see in the picture, or what it reminds them about in the story they just read.
2. Read the 2 assessment questions under the picture These 2 questions should also be copied on a large sheet of chart paper, leaving space between questions to write students’ responses.

Step Three: Assessment
1.  As students answer the question, write their responses exactly as they speak on the chart, and write the child’s name with the response: i.e. Amanda says, …
2.  Let the children work as a group using markers and crayons to decorate the chart paper.
3. 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: 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
 

Students were evualted uing the above rubric.
Jourdan: Level 1  Jourdan could use the mouse with minimal assistance and she responded to the question with correct responses.
Janecia: Level 1  Janecia could use the mouse with minimal assistance and she responded to the question with correct responses.

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