Global Diversity
Through Literature Activity



1: Paint Activity
2: Culture Graphic Organizer
3: Finding Information From Graphs
4: Children's Work
5: Lesson Plan 1
6: Lesson Plan 11


Puerto Rico





My Name is María Isabel
By: Alma Flor Ada
Illustrated by: K. Dyble Thompson




Wonderings and Predictions



       Food     ~        Clothing      ~       Language
What kinds of food do people in Puerto Rico eat?  Click on the link that says “food” and see if you can find the answer.
What type of clothing do people in Puerto Rico wear?  Click on the link that says “clothing” and see if you can find the answer.
What is the language that is spoken in Puerto Rico?  Click on the link that says “language” and see if you can find the answer.



Culture Diversity Activity for Grades 3-5
Intergrating Math and Science
Getting Information from Graphs

 
San Juan is the capital of Puerto Rico.  It is a very warm region.  The temperature usually stays the same throughout the year.  San Juan is a place where people go for vacation to relax because of the nice weather.








Children's Work

Answers to the Paint Picture questions:



Artwork of the Student's Favorite Part of the lesson:




Lesson Plan 1

 Lesson I: Learning With Technology About Our World  
My Name is María Isabel  

by Alma Flor Ada

illustrated by K. Dyble Thompson

________________________

 Lesson I: 

Learning With Technology About Our World  

General Information
Name:  Takara Dudley 
School/Mentor Teacher: J.L. Lomax Elementary / Mrs. Knight
Grade Level: 2^nd
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 to find information related to a multicultural children’s story.
B. Students will listen to a story about another culture.  

C  Students will work cooperatively in small group to make a story picture about  things they learned. from the story.

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 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.

Paragraph: María Isabel Salazar López is the new girl in school.  Her family has just moved to the United States from Puerto Rico.  She misses her old friends but is excited about starting at her new school, at least until her teacher decides to call her "Mary" instead of María.  María wants to fit in and please her teacher but finds it hard to answer to Mary when she is called on.  María desperately wants to be called by her "real" name and desires for her teacher to understand why it is so important to her.

a. Have you ever been the new kid in school?  If so, how did you feel on your first day?

b. Do you know why your parents gave you your name?  Why is your name important? 

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

Reading the story:

Introduction to story:

1          The title of the book is My Name is María Isabel. The author is Alma Flor Ada and the illustrator is K. Dyble Thompson.

2        Do a picture walk with the students

Ask some questions or point out words or objects: 

Key words: Puerto Rico, cariño means darling in English, convince

a. On page 6, ask students what they think is happening in the picture.

b. On page 11, ask students what they think the mother is teaching her Maria.

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 Puerto Rico, 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 2

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

My Name is María Isabel  

by Alma Flor Ada

illustrated by K. Dyble Thompson

 

 

________________________

  Mentor Teacher's Signature

  ____________________  

            Date

 

Lesson II 

Learning About Our World Through Literature and Technology     

General Information

Name:  Takara Dudley 
School/Mentor Teacher: J.L. Lomax Elementary / Mrs. Knight
Grade Level: 2^nd
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.

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:  http://www.valdosta.edu/~tndudley/global#the
2. Multicultural children’s book: Ada, Alma Flor & Thompson, K. Dyble. (1995).  My Name is María Isabel.  New York: Aladdin Paperbacks

3. Colored markers, crayons, and chart paper
4. Paper or props related to the multicultural story that you read in lesson I 
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.

We’ve found out that this story is about a young girl from Puerto Rico.  We are now going to look at some other websites to find more information about the Puerto Rican culture.  We are going to learn about the types of food the people in Puerto Rico eat, what type of clothes they were, and what language they speak in that country.

(Estimated Time 15 minutes)
 
Step Two: Teaching the Primary Learning Outcome
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 kinds of food do people in Puerto Rico eat?  Click on the link that says “food” and see if you can find the answer.  http://www.tqnyc.org/NYC030493/PUERTO_RICO.html

2. What type of clothing do people in Puerto Rico wear?  Click on the link that says “clothing” and see if you can find the answer. http://www.legendsofpr.com/magazinedresscode.asp

3.  What is the language that is spoken in Puerto Rico?  Click on the link that says “language” and see if you can find the answer. http://www.dollarman.com/puertorico/language.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)
 
Assessment 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 the story