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Mentor
Teacher's Signature
_____________________
Date
_______________________
Lesson Title: Global
Diversity through Literature and Technology
General
Information
Name: Shana Dorminey
School/Mentor Teacher: Berrien County Primary/Mrs. Griffin
Grade Level: 1st Grade
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, and 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/~srdorminey/global.html
3. Map or globe
4. Colored markers, crayons
5. Construction paper for Individual Drawings
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. (see rubric
below)
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 Why
Mosquitoes Buzz in People’s Ears.
Procedure:
Part I Step One: Introduction
1. Work with a small group of students (2-5). NO LESS THAN 3
STUDENTS
Introduction questions. (Introduction questions are for the teacher, to
find
out about the students' previous knowledge of the subject content.
2. 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? 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; to Georgia?
We are going
to learn about animal friends that
live in Africa.
Does anyone know where Africa is?
The teacher
points to the place on the map and
then asks a child to point to Georgia.
Do you think
Africa is far away or near from
us in Georgia?
Do you have
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/~srdorminey/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
respond to your questions
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 responses.
Write students’ names next to each response.
List your 3 questions here
a. Do you think the snake in this picture is nice or mean? Why?
b. Why do
you think the
iguana has sticks in his ears?
c. Are the
rabbits
running from the snake or trying to help him?
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
2. Why Mosquitoes Buzz in People’s Ears By Verna Aardema,
Illustrated
by Leo and Diane Dillon
3. 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. The children will draw pictures of their favorite part of the
story.
5. Exhibit
children's
work or let them show the things they made to others.
(Estimated time 15 minutes)
EVALUATION:
Rubric: Use this chart to evaluate each student
Copy the rubric below (1 per group member)
(Lesson Plan
outline
developed by Dr. Heath Spring 2007)
STUDENT NAME
|
Level 3 - (5 -4 points)
|
Level 2 (3- 2
points)
|
Level 1 (1-0
points)
|
|
Student is able to use the
mouse to point to things and click 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 to all the
critical thinking prediction questions about the story and was able to
compare his/her predictions with the events in the story.
|
Student responded with accuracy
to two of the critical thinking questions from the story and was able
to compare his/her responses with the events in the story.
|
Student responded with accuracy
to 1 or none of the prediction questions about the related to the story
that was read to them.
|
|
Student worked collaboratively
with others in the group and understood the importance of
contributing and working positively to complete the project
|
Student worked collaboratively
with others in the group, but did not understand the importance
of contributing and working with others to complete the
project
|
Student was unable to work with
others in the group and had difficulty understanding the
importance of contributing to the overall project
|
STUDENT NAME
|
Level 3 - (5 -4 points)
|
Level 2 (3- 2
points)
|
Level 1 (1-0
points)
|
|
Student is able to use the
mouse to point to things and click 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 to all the
critical thinking prediction questions about the story and was able to
compare his/her predictions with the events in the story.
|
Student responded with accuracy
to two of the critical thinking questions from the story and was able
to compare his/her responses with the events in the story.
|
Student responded with accuracy
to 1 or none of the prediction questions about the related to the story
that was read to them.
|
|
Student worked collaboratively
with others in the group and understood the importance of
contributing and working positively to complete the project
|
Student worked collaboratively
with others in the group, but did not understand the importance
of contributing and working with others to complete the
project
|
Student was unable to work with
others in the group and had difficulty understanding the
importance of contributing to the overall project
|
STUDENT NAME
|
Level 3 - (5 -4 points)
|
Level 2 (3- 2
points)
|
Level 1 (1-0
points)
|
|
Student is able to use the
mouse to point to things and click 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 to all the
critical thinking prediction questions about the story and was able to
compare his/her predictions with the events in the story.
|
Student responded with accuracy
to two of the critical thinking questions from the story and was able
to compare his/her responses with the events in the story.
|
Student responded with accuracy
to 1 or none of the prediction questions about the related to the story
that was read to them.
|
|
Student worked collaboratively
with others in the group and understood the importance of
contributing and working positively to complete the project
|
Student worked collaboratively
with others in the group, but did not understand the importance
of contributing and working with others to complete the
project
|
Student was unable to work with
others in the group and had difficulty understanding the
importance of contributing to the overall project
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