FOOD                         LANGUAGE                  PEOPLE

 Lesson 1:  Learning With Technology about Our World  

Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills 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.

Part One: PAINT PICTURE ACTIVITY
1. Work with a small group of students (2-5).  Show students the PAINT picture on your page.

Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.  Read the paragraph:  “This is a scene about a boy who is born very differently from most children and then has a grand adventure with two very different friends.”

Read the text under the picture then read the questions.  Write their responses individually on a large sheet of chart paper that also has the questions on it.

a.   Have you ever ridden in a boat?  If you have, where did you ride in the boat?  Was it on a pond or a lake?  Did you take a cruise with your parents on the ocean?  Have you ever been fishing in a river in a boat with your father or grandfather?

b.   Have you ever taken a long trip or journey?  If you have, where did you go?  Did you leave the Valdosta area?  Did you go some place else in Georgia?  Have you ever traveled outside of the state of Georgia?

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Reading the story:  Peach Boy

Introduction to story:

1. The title of the book is:

Japanese Children’s Favorite Stories: Peach Boy.  Compiled by: Florence Sakade and illustrated by Yoshisuke Kurosaki

Ask some questions or point out words or objects:

a. Look at the picture on the first page.  What do you see?  What do you think the story could be about?  Look at how the old woman is dressed.  Do women dress like that in America? 

b. Do you see some things that you would see here in America?  What features do you see that Japan and America share in common with each other based on the picture.

Read the story to the children

Ask the children to decorate or enhance the chart picture with their own words or pictures related to the story.

Assessment of the Primary Learning Outcomes:
Now that we have visited my website, and listened to a story about Japanese culture, tell us what you wrote or drew on the chart paper from the story and why you chose to put it on the page.

Rubric:

Level 3	Level 2	Level 1
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.
Student responded with accuracy to all the questions about the culture and were able to draw or write words accurately that related to the story.	Student responded with accuracy to some the questions about the culture and were able to draw or write words accurately that related to the story.	Student was unable to respond with accuracy to questions about the culture, and did not draw pictures that accurately represented the story.

Lesson Plan II
Learning About Our World Through Literature and Technology   
Title of Lesson 
__________________________________________

 

 

Title of Lesson  

________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

Lesson II:  Learning About Our World Through Literature and  Technology   
Title of Lesson  

Exploring Japan: Part 2

General Information

Name:
School/Mentor Teacher:
Grade Level:
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 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 set to your Global Diversity Graphic Organizer
2. Sakade, F., (2003) Japanese Children’s Favorite Stories.  Tuttle Publishing. Clarendon, VT.
3. Colored markers, crayons, and chart paper
4. Paper or props related to the multicultural story that you read in lesson 1. 
5. Markers, crayons, points, etc.  You can also use the PAINT program if there is time for each student to create a PAINT picture (Students’ work will be scanned or saved and will be posted on your 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.  Elementary students will use computers to view website developed for multicultural literature book.

Step One Introduction:
Show students the graphic organizer and talk about your country and also how it relates to the story you read them earlier:

Tell the students:  Class yesterday we read the story Peach Boy which is a children’s favorite in the country of Japan.  In this picture (shows graphic organizer) we see pictures showing the type of food that is eaten in Japan and the people and even their language.  Notice that with their language they do not use letters like we use here in America.  Let the students click on the links pertaining to each so they can explore Japanese culture.  Encourage a Google search for more information on Japan.

(Estimated Time 15 minutes)
 
Step Two: Teaching the Primary Learning Outcome(PLO)
Ask the students to take turns reading the questions for each web site and ask them to tell you what they see or to provide the information from the questions:

1.  What kind of food do you think they eat in Japan?  Click on the website and tell us.  The children will click on the website: http://www.japan-guide.com/e/e620.html

2.  What is the name for letters in the Japanese alphabet?  Let’s click to the website to find out.  The children will click the website: http://japanese.about.com/

3.  What are some differences you can tell about Japanese people?  What are some things that appear to be the same?  Click on the website and tell us.  The children will click on the website: http://users.tmok.com/%7Etumble/jpp/japor.html

Step Three: Assessment:
a. Give students props or paper, and ask them to write words or draw pictures that relate to what they learned from going through the web sites.

b. Ask them to describe and tell what they drew or wrote.

(Estimated Time: 15 minutes)
 
Assessing 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.

(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

 

Level 3	Level 2	Level 1
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.
Student responded with accuracy to two of the critical thinking questions about the story	Student responded with accuracy to one of the critical thinking questions about the story	Student responded with accuracy to none of the critical thinking questions about cthe story

 

My Hub Page	Resources for Parents and  Their Students
Global Diversity Page Exploring the World through Literature Japan	Topic  Page "When in the Course of Human Events..." The Declaration of Independence
Electronic Reading File
LiveText Link