The Global Diversity Literature Lesson
A Basket in the Reeds
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A Basket in the Reeds is written by Raphael Saporta and illustrated by H. Hechtkopf.  This story is based on the story found in the Bible in Exodus 2 about Moses.  The book of Exodus in the Bible was written by Moses himself, and the story takes place in Egypt.  This book teaches children about history and what like was like for the Hebrew people living in Egypt.

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Critical Thinking Questions:
1.  Where do you think the baby is going?
2.  Why do you think the baby is in the water?
3.  How do you think the baby feels and why?
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A Basket in the Reeds
by Raphael Saporta and illustrated by H. Hechtkopf
    This is the story that happened many years ago in Egypt.  There was an evil king who ruled Egypt and his name was Pharaoh.  Pharaoh wanted every baby that was a boy to be thrown in the river.  A baby boy named Moses was born to a family in Egypt, and his mother put him in the river in a basket hoping someone would find and save him.  Let's read the story  A Basket in the Reeds, by Raphael Saporta to learn more about Moses and the people in Egypt.
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A student working on her drawing.
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                                 Another student working on her drawing about the book.                                  
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That's me reading the book to the students.
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There's me again observing the students' work.

 

___________________________

                                                                                            Mentor Teacher’s Signature

 

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                                                                         Date Approved

 

Lesson Title Global Diversity Through Literature and Technology

 

General Information

Name: Tracy Barnette                                                                                                            

School/Mentor Teacher: Berrien Primary/ Mrs. Hatcher

Grade Level: Kindergarten                                                                                        

Subject Area(s): Technology Integration, Social Studies (Multicultural Understanding)     

Date Taught: April 3, 2007                                                                

Total Duration of Lesson: 55 minutes

 

Primary Learning Outcome(s)

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 a small group to make a story picture account of events in the story.

 

Related Georgia Performance Standard(s) or QCC Standard(s)

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/~tdbarnette/global.html

3.   Map or globe

4.   crayons

5.   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, and a designed website that includes a computer painted picture related to the book A Basket in the Reeds, by Raphael Saporta.

 

Procedures

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 map.  Ask them questions such as:

            What is this called?

            What colors do you see on it?

            What does the blue represent?  Tell them 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 a person who lived in Egypt.

            Does anyone know Egypt 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 Outcomes Language Experience Activity

  1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~tdbarnette/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:

    1. Where do you think the baby is going?
    2. Why do you think the baby is in the water?
    3. How do you think the baby feels and why?

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. This book was written by Raphael Saporta.
  4. Read the story to the children.

Estimated Time: 10-15 minutes

 

Step Three: Closure

1.   After you read the story, review their responses made prior to reading them the story and compare their responses with 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.   I will ask children to draw a picture of something that was in the story with their crayons.

5.   Exhibit children’s work or let them show the things they made to others.

Estimated Time: 15 minutes

 

 

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 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