________________________
Mentor Teacher's Signature

                                                                                                  ____________________

Date

Lesson Title: Global Diversity Through Literature and Technology
General Information:  This is a language experience activity.
Name:  Sheila Register                      
School/Mentor Teacher:  Berrien Primary / Mrs. Judy Hatcher      
Grade Level:  Kindergarten  
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 GPS Standards
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.
 
Materials and Equipment

1. Computer with Internet connection
2. My Global Diversity Web Page (http://www.valdosta.edu/~saregister/global.html)
3. Colored markers, crayons, and chart paper
4. Plain white paper for individual drawings (optional)
5. Pencil and paper (to make notes for lesson plan assessment and reflections)
6. Copy of lesson rubric for each group member
7. Schroeder, A.(1994). Lily and the wooden bowl. New York. Delacourt
8. Lesson Plan

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 Lily and the Wooden Bowl. 

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5).  Tell students that today you are going to read them a special book, (Lily and the Wooden Bowl, By:  Alan Schroeder , Illustrated By:  Yoriko Ito), that is about (A young Japanese girl left alone in the world.  She wears a bowl on her head to hide her beauty.  She uses two special gifts to help her on her journey to love and happiness.), and the story takes place in Japan.   
2. Ask students introduction questions.

Today we are going to study about Japan. 
List of Introductory Questions:
A. Do you know anything about Japan?
B. How far away do you think Japan is?   

(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes

 Language Experience Activity
1.  Go to the computer and your Global Diversity Activity website at http://www.valdosta.edu/~saregister/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.
3.  Read each question under the Paint drawing.  Ask them to predict the answer.   
4.  Have a large piece of chart paper already prepared with the questions listed with spaces to write responses underneath each.
5.  As each child responds to the questions, write exactly what they are saying when they make their prediction responses.
Write students’ names next to each response.

Prediction questions for Lily and the Wooden Bowl.

          a. Why do you think Lily is wearing a bowl on her head?

            b. What do you think Lily will do with the spoon and the bowl?

            c. What do you think the white objects in the sky represent?

6.  Read paragraph about Lily and the Wooden Bowl.

            Lily and the wooden bowl is the story of a girl who gets left all alone in the           world.  Her grandmother dies and leaves her only three items to cherish and    protect her throughout her journey.  She gives her a wooden bowl to hide her face,             a spoon, and an origami.  Lily gets picked on a lot throughout her journey, but she             never loses her faith.  Lily sticks to her beliefs and values to overcome all the         ridicule, and to find true love and happiness.

Part 2

1.  Show the book to the children:  Do a picture walk and talk briefly about the book.

2.  Tell them the title, author, and illustrator of the book.

3.  Read the story to the children.

  ___________________________
Mentor Teacher's Signature
 ___________________________
Date

Title:  Learning With Technology about Different Cultures

 
General Information:  This lesson involves finding information on web sites and Developing Multicultural Awareness and Appreciation of Diversity.

 
Name:  Sheila Register
School/Mentor Teacher:  Berrien Primary/ Mrs. Judy Hatcher   
Grade Level: Kindergarten
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 and languages by clicking to the web sites to find information.
C.  Student will work cooperatively in small group or individually to make a multicultural story picture, or will write information about what she or he has learned from perusing the cultural web sites.
D.  Student will be able to compare his own culture with the culture represented in the web sites.
 
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 Global Diversity Page. http://www.valdosta.edu/saregister/global.html

WEB SITE TITLES AND ADDRESSES:

Japanese Translator: 

http://japanesetranslator.co.uk/your-name-in-japanese/

Kimono Fabric, Kimono Pattern, & How to make a Kimono:  http://www.japanesekimono.com/kimono_fabric.htm

Japan-Guide:

http://www.japan-guide.com/e/e620.html

2.  Schroeder, A.(1994). Lily and the wooden bowl. New York. Delacourt

3. Colored markers, crayons, and chart paper
4. Markers, crayons, paint, etc. 

5. PAINT program to create a PAINT picture. (Students’ work will be scanned or saved and will be posted on the 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.  Students will use computers to view website selected by the teacher that provide information about the culture represented in the story.
 
Procedure:
 
Step One Introduction:
1. Show students the graphic organizer. Say: “Yesterday we read a book about Lily and the wooden bowl.”
This is a graphic organizer which shows information about the country where the story took place. 
Who can tell me something about the story?
2. Allow students to answer. Accept the answers given
Explain to the students that we are going to learn more about the country in the story and the people of Japan.
3. Look at the graphic organizer and discuss the picture representations of the culture that they will be learning about:  (Japanese clothes, food, and writing)

 (Estimated Time 15 minutes)
4.  Read each question under the graphic organizer (or on the graphic organizer) and ask a student to click on the icon below to find the information.
 
a. How do you think Lily and her friends in Japan write their names?

Japanese Translator:

http://japanesetranslator.co.uk/your-name-in-japanese/

b. What type of clothes do you think Lily and her friends in Japan wear?

Kimono Fabric, Kimono Pattern, & How to make a Kimono:

http://www.japanesekimono.com/kimono_fabric.htm

c. What kinds of food do you think Lily and her friends in Japan like to eat?

Japan-Guide:

http://www.japan-guide.com/e/e620.html

5.  Go over the information on the web site and ask the students to respond or make comments about what they see.
Allow students to take turns using the mouse to click on the links and read information or provide directions for them as they look at the web sites with you (the teacher).
(Estimated Time 10-15 minutes)
 
Step Two Reinforcement Activities
6. Tell the children:
Now that we have visited the website sites, and learned a little about the culture, I am giving you each a piece of paper.  You will draw pictures about the things you learned about from the web sites about the people and customs or culture from Japan (food, clothing, and writing).  You will then dictate to me what the picture is and I will write this for you.
7. Allow the students to discuss their work and the various cultural things that they drew or learned about.
8. Each student will also practice writing his name in Japanese, which the students can see or print from the Japanese translator web site.
 
(Estimated time 15 – 20 minutes)
 
(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
 
Assess 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.