The Global Diversity Literature Lesson
Traveling to the East
Talarie Harris
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The Seven Chinese Brothers is written by Margaret Mahy and co-illustrated by Jean and Mou-sien Tseng.  Margaret Mahy worked as a former children's librarian before becoming a fulltime author in 1980.  Her first book, A Lion in the Meadow, was published in 1969.  She has won numerous awards for her work in literature. Jean and Mou-sien Tseng are husband and wife.  The two are from Taiwan and in 1984 emigrated to the United States.  The team illustrates predominatly Asian folklore.  


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Critical Thinking Questions:

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The Seven Chinese Brothers
by Margaret Mahy and co-illustrated by Jean and Mou-sien Tseng
This is a tale about seven brothers who all look alike, but each one has a special talent.  The brothers discover the people of China are being tortured by the emperor.  The only way the brothers have any chance of helping the people and defeating the emperor is by using all of their talents together.  But do they have what it takes to trick such an evil emperor?


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My students made drawings of what they thought were going to happen in the story.
Some students thought the emperor would defeat the brothers.  Others thought the brothers would defeat the emperor.
Later, we went back and looked at whose predictions were correct.


Lesson Plan

Mentor Teacher's Signature

 ____________________

Date

____________________

 
Lesson Title:  Global Diversity through Literature and Technology
Name: Talarie Harris
School/Mentor Teacher: Moody AFB CDC/ Trisha Dees
Grade Level: Pre-K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: March 22, 2007
Total Duration of Lesson:  45 minutes (Part 1: 30 minutes, Part 2: 15minutes)
This lesson will be presented in two 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
SS 2 Children will develop a respect for differences in people
    SS 2 b Demonstrates an emerging awareness and respect for culture and ethnicity
LD 1 Children will develop skills in listening for the purpose of comprehension
    LD 1 a Listens to and follows spoken directions
    LD 1 b Responds to questions
HPD 2 Children will participate in activities that foster fine motor development
    HPD 2 a Performs fine-motor tasks that require small-muscle strength and control

 

Materials and Equipment

1.  Plan Adapted from Dr. Heath
2. Computer with Internet connection
3. My Global Diversity Web Page: http://www.valdosta.edu/~thharris/global.html
4.  Map
5.  Colored markers and/or crayons
6.  Paper with pre-prepared questions (to make note of students’ responses)
7.  Chart paper or paper for students to draw on
8. Pencil and paper (to make notes for assessment and reflections)
9. 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 The Seven Chinese Brothers by Margaret Mahy.  The teacher may opt to copy the website on a jump-drive or disk if an internet connection is not available in the classroom.  The teacher may also consider using a map on the computer.


Procedure
Part I

Step One:

Introduction
1. Work with a small group of students (3-5).  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 map. Ask them the following questions:
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.
Can anyone point to our country?
Today, we will talk about seven brothers who lived in China.
Does anyone know where China is?
The teacher points to China on the map. Then, ask a child to point to United States. 
Do you think China is far away or near United States?
Do you have to go over water to get to China from United States?

(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/~thharris/global.html (will be using jump-drive)
Students should be grouped around the computer so they can see the screen, and have access to using the mouse.
2.  Let children take turns pointing to things in the 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 questions. 
4.   Have a separate sheet of paper to write the children’s responses down. 
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.

3 questions
a. How many different shapes can you find in this picture?
b. Why do you think one of the men is building a fire?
c. How do you think these men are feeling right now? Why?

6.  Read the paragraph under the questions to the children.  Then show them the book.
7.  Perform a BRIEF picture walk and talk about what the students think the book is about. 
8.  Give the students markers or crayons, and let them draw a picture of what they believe will happen in the story. The teacher may choose to allow students to draw their own pictures on a separate sheet of paper or on one large piece of chart paper.

(Estimated time 20 minutes)

 

Part 2
1.  Read the story to the children.
(10-15 minutes)
2. 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. 
3.  Exhibit children's work around the room.
(Estimated time 15 minutes)

 
EVALUATION
Rubric:  Use this chart to evaluate each student
Copy the rubric below (1 per group member)

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