Global Diversity Literature Lesson

The Global Diversity Literature Lesson
Lord of the Cranes
Retold by Kerstin Chen
Illustrated by Jian Jiang Chen
cranes

The author, Kerstin Chen, and the illustrator, Jian Jiang Chen, are married. The book, Lord of the Cranes, is their first book together. They both studied in Hamburg, Germany. Jian Jiang also was a professor at Suzhou University in China for several years.

Questions that Encourage Critical Thinking

                    1.Why do you think the man is riding on the back of a crane?
2.   Where do you think the man lives?
3.   Where do you think the story takes place?

Summary of the Story

This is the story of a wise old man in China. The wise old man has special powers and travels into the city to make a difference. Let's read the story, Lord of the Cranes retold by Kerstin Chen and illustrated by Jian Jiang Chen to find out what special powers the man has and what the man did to make a difference in the lives of the townspeople.

The picture that one of my students drew about his favorite part of the story.

dalton

Another picture that one of my students drew about his favorite part of the story.
My students enjoyed the part of the story where the old man flew on the cranes.

cranes

Lesson Plan

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Mentor Teacher’s Signature

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Date Approved

General Information
Name: Becky Umberg
School/Mentor Teacher: Berrien Primary/ Heather Nix
Grade Level:     Kindergarten
Subject Area(s):Technology Integration, Social Studies
Date Taught:    March 20, 2007
Total Duration of Lesson: 55 minutes

Title of Lesson
Global Diversity Through Literature and Technology

Primary Learning Outcome(s)
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 cultures.
D. Student will work cooperatively in small group to make a story picture account of events in the story.

Related Georgia Performance Standard(s) or QCC Standard(s)
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

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
Computer with Internet connection
Global Diversity Web Page http://www.valdosta.edu/~rlumberg/global.html
Map or globe
Chart paper
Colored markers, crayons
Paper for individual drawings
Book: Lord of the Cranes
Teacher will also need:
Pencil and paper (to make notes for assessment and reflections)
Copy of lesson rubric
Original Lesson Plan from Dr. Heath

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.

Global Diversity Web Page http://www.valdosta.edu/~rlumberg/global.html

Procedures

Step One: Introduction
o       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?

o       Tell them that the big blue areas are oceans and the small ones are lakes, or rivers, etc.
§         What do these many colors represent?
o       Can anyone point to our country; to Georgia?

o Have children to point to the U.S, to Georgia

o       We are going to learn about a man who lived in China.

·        Does anyone know where China is?
·        Do you think China is far away or near from us in Georgia?
·        Do you have to go over water to get to this place from our place?

Estimated Time: 10 minutes

Step Two: Teaching the Primary Learning Outcome(s).

o Go to the computer and Global Diversity Activity website at http://www.valdosta.edu/~rlumberg/global.html

o Students should be grouped around the computer, so they can see the screen, and have access to using the mouse.

Children take turns pointing to things in picture.
o       They can also try to point to certain words on the screen.
Read each question under the Paint drawing.
§         Why do you think the man is riding on the back of a crane?
§         Where do you think the man lives?
§         Where do you think the story takes place?
Students respond to questions.
§         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.
§         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.
Read the paragraph under the questions to the children
Show them the book.
§         Do a BRIEF picture walk and talk about the book.
Tell them the title, author, illustrator of the book.
§         Lord of the Cranes; Kerstin Chen; Jian Jiang Chen
Read the story to the children.
After reading story, review their responses made prior to reading them the story and compare their responses with the actual events in the story.
Ask them to tell you some things they learned from the story.
Add responses to chart paper.
Have students draw a picture that relates to the story and something they learned about China and the story.
Have students share and describe picture.
Estimated Time: 35 minutes

Step Three: Closure
Emphasize to children that they learned how to use a mouse and the importance of knowing this skill to use computers.
Emphasize importance about learning about other cultures because it is important to respect others and where they come from.
Emphasize main points of story.

Estimated Time: 10 minutes

Rubric:

Level 1 8-4 points	Level 2 (3-2 points)	Level 1 (1-0 points)
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.
After reviewing the web sites, Student responded with accuracy to 3 of the critical thinking questions about cultural diversity related to the web site.	After reviewing the web sites, Student responded with accuracy to 2 of the critical thinking questions about cultural diversity related to the web site.	After reviewing the web sites,student was unable to respond with accuracy to the critical thinking questions about cultural diversity.
Student was able to tell write, or draw information with accuarcy about the culture after reviewing the 3 web sites. - demonstrated understanding of the culture through his/her hands-on activity/ project. -worked cooperatively in the group.	Student had some difficulty responding to activities related to culture on the web sites -was unable to work cooperatively within the group to complete the hands-on activity or project.	Student was unable to draw or write accurate information about the culture, - had difficulty understanding the information presented on the web sites. -was not able to complete the hands-on activity/ project and work with others in the group.