Mentor Teacher's Signature

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Date

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Lesson Title Global Diversity Through Literature and Technology

General Information
Name: Whitnee Pittman
School/Mentor Teacher: S.L. Mason/Tiffany Frazier
Grade Level: K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  about 35 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, 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/~wmpittman/lesson1.html
3.  Map or globe
4. Colored markers, crayons
5. paper for individual drawings or other art supplies that are relevant to the story (list them)

6. The Golden Sandal by Rebecca Hickox/Will Hillenbrand

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 Golden Sandal

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 a girl who lives in the Middle East.
Does anyone know where the Middle East is located?
The teacher points to the location of the Middle East on the map and then asks a child to point to Georgia. 
Do you think that the Middle East is far away or near us?
Do you have to go over water to get to this place from our place?

(Estimated time about 5- 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/~wmpittman/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. What is the girl doing in the picture?
b. Where do you think that the girl is going?
c. What else do you notice in the picture other than the girl?
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.  Tell them the title, author, illustrator of the book.
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.  Exhibit children's work or let them show the things they made to others.
(Estimated time 15 minutes)

EVALUATIONA:
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

Names of Students:

 

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

 

 

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 tocontrol 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

 

 

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