____________________

Mentor Teacher's Signature

_______________________

Date

Lesson Title Global Diversity Through Literature and Technology

General Information
Name: Shantelle Roberson
School/Mentor Teacher: Kelli Chesser/Bethune Elementary
Grade Level: 1st
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: 03-13-2007
Total Duration of Lesson:  45 minutes.

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/~sdroberson/global.html
3.  Map or globe
4.  Colored markers, crayons
5.  Paper for individual drawings

6. Multicultural book: Coquis Everywhere! By Nancy Hooper and illustrated by Raymond Betancourt.

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

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 Everywhere Coquis! by Nancy Hooper, illustrated by Raymond Betancourt.

Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5). 
Introduction questions

2. Show the children the globe or the map.

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? Georgia?
We are going to learn about an animal that lived in Puerto Rico.
Does anyone know where Puerto Rico is?
The teacher points to the place on the map and then asks a child to point to Georgia. 
Do you think Puerto Rico is far away from 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 Outcomes Language Experience Activity
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~sdroberson/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 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 prediction responses.
Write students’ names next to each response.
List your 3 questions here
a. What do you think the parrot and the coquis are saying?
b. What time of the day is it and how can you tell?
c. Why are the parrot and coqui in the town?

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 them the title, author, illustrator of the book.
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. Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

Child’s Name: