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Global Diversity Through Literature Activity
By: Beth Sellars



 Graphic Organizer of Mexico


Inspiration Graph






  Table of Websites about Mexico

1. dot
Language
2.
Cuisine
3.
  Geography
4.
Clothing






Too Many Tamales
Written By: Gary Soto
Illustrated By: Ed Martinez


  Christmas tree

Questions

1) Explain why Maria was wrong for taking her mother's ring?
2) Have you ever done something wrong?  How did you feel about it?

Pictures of Students and Examples of Student Work  

    pic          pics 

  pic          chart pic                                         

                               hat picture             Picture of all

line
                    
                         Girl Eating Taco                                                                                                Hispanic Girl Playing Outside
                        By: Ariana Sojka                                                        By: Kendall Taylor

           Ariana's pic                            Kendall's pic      
     
   
    


Questions from the reading of Too Many Tamales

1) Explain why Maria was wrong for taking her mother's ring?
2) Have you ever done something wrong?  How did you feel about it?                             

Responses to question one:

Kendall says: I don't know
David says: Because it was her mother's ring.
Seth says: Her mom said not to take my ring.
Ariana says: She should not have taken the ring.

Responses to question two:

Kendall says: No
David says: Yes, I felt bad.
Seth says: Yes, now I pick up all of my toys.
Ariana says: No

                                                                                               
          
                                                        

________________________
Mentor Teacher's Signature
____________________
Date

 

 

5) Lesson I: Learning With Technology About Our World  

Global Diversity Through Literature Activity

 

 

General Information
Name: Beth B. Sellars
School/Mentor Teacher: Tift County Pre-K Center/Suzanne Johnson
Grade Level: Pre-K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: N/A
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. Students will be able to use the mouse while operating the computer.
B. Students will be able to respond to questions about diverse cultures and languages other than English.

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

B. Grade: K
Social Studies Georgia Performance Standard
Geographic Understandings
SSKG1: The students 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
2. Colored markers, crayons, and chart paper
3. Plain white paper for individual drawings
4. Pencil and paper (to make notes for lesson plan assessment and reflections)

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.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Through Literature Activity.

Step One: Introduction
1. Work with a small group of students (2-5).  Tell students that today you are going to read them a special book, Too Many Tamales, Written by: Gary Soto, and Illustrated by: Ed Martinez.  This book is about a little girl and her family during Christmas time and the story takes place in Mexico.   
2. Ask students introduction questions.
Example:
Today we are going to study about the country of Mexico.  Can you tell me something that you know about Mexico or about the languages they speak there, or things they eat?
3. List the responses on the board or on a sheet of paper so they can see them (List children’s name and exactly what they say.)
(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes
List the 4-5 questions that relate to web sites about the culture that you are going to present to your students .
a. What language must Hispanics speak?
b. What is Mexican Cuisine?
c. How do you think Mexico might look compared to your country?
d. What does the clothing of Mexican people look like?

1. Have students go to your Global Diversity Activity website at http://www.valdosta.edu/~ebsellars/global.html.  Students should be grouped around the computer with you so they can see the questions on the screen, and have access to using the mouse.
2. Read each question out loud and ask them to predict the answer, then ask a student to click on the link to get information and discuss the information with the students.
3. Allow students to take turns using the mouse to click on the links on your Global Diversity Activity website.
4. After each question, relate the information from websites to students' lives past, present, or future:   Example: Have any of you ever eaten Mexican food? If so, how did you like it?
5. Assist students, if needed, to scroll up and down on websites.  Give students a brief overall view of your Global Diversity Activity page.
6. Closure: Students will discuss their work that relates to the culture of Mexico.  Ask students to describe things that are different, or may be done in the other ways that are different from the way they do things.

Assessment of the Primary Learning Outcomes
Now that we have visited the website links, and learned a little about the culture, I am giving you each a piece of paper and you will use it to write (or you will dictate to me and I will write) and draw pictures about the things you learned about from the web sites about the people and customs or culture from Mexico (food, clothing, etc.)


(Estimated time 15 minutes)

 

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 describe with accuracy information about what they learned about the culture from the web sites i.e. food, clothes, climate, etc.

 

 

 

Student responded with accuracy to two of the critical thinking questions about the websites related to the culture that they were learning about.

 

 

Student responded with accuracy to none of the critical thinking questions about the websites related to the culture that they were learning about.

 



 crayon

 


________________________
  Mentor Teacher's Signature

________________________
            Date

 

 

6) Lesson II: Learning With Technology About Our World  
Global Diversity Through Literature  and Technology Activity  

 

 

General Information
Name: Beth B. Sellars
School/Mentor Teacher: Tift County Pre-K Center/Suzanne Johnson
Grade Level: Pre-K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: N\A
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. Listening to a children’s story about another culture, and working cooperatively in a small group to make a multicultural story picture map about the story and culture represented.

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
2. Multicultural children’s book: Soto, G.  Too Many Tamales.  The Putnam and Grosset Group: 1993.
3. Colored markers, crayons, and chart paper
4. Large sheet of chart paper lined for writing sentences and student responses
5. Pencil and paper (to make notes for lesson plan assessment and reflections)

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.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Through Literature Activity.

Step One Introduction
Introduce your multicultural book; tell students, title, author, and illustrator of your book.  First, do a “picture walk” of book (hold up book and show pages, allow students to tell what they think is happening on each page).  Then read Name of you book to students.  While reading the book to students, ask,  “questions to check for understanding.”  (List four or more questions to ask students while reading your story)
a. What do you think this story will be about?
b. What time of year is it?
c. What is Maria helping her mother do?
d. What happened to the ring belonging to Maria’s mother?
(Estimated Time 15 minutes)

Step Two: Teaching the Primary Learning Outcome
1.  Show the students your PAINT drawing on your website www.valdosta.edu/~ebsellars/global.html, and talk about what they see in the picture, or what it reminds them about in the story they just read.
2. Read the 2 assessment questions under the picture. These 2 questions should also be copied on a large sheet of chart paper, leaving space between questions to write students’ responses.

Step Three: Assessment
1.  As students answer the questions, write their responses exactly as they speak on the chart, and write the child’s name with the response: i.e. Amanda says, …
2.  Let the children work as a group using markers and crayons to decorate the chart paper.
3. Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family.  (If possible teacher should take notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later)
(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.

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.


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 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.




crayon






Beth's Hub Page
Resource Page
Electronic Reading File
Global Diversity Through Literature Activity
 
 
E-Mail  Me

www.ebsellars@valdosta.edu
  
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