Global Diversity Page

Global Diversity

Through Literature Activity
1 Paint Activity
2 Learning About the Culture
3 Information from Graphs
4 Children's Work
5 Lesson Plan 1
6 Lesson Plan 2

Mexican Flag

MEXICO

Esperanza Rising
by: Pam Munoz Ryan

Experanza Rising

Paint Activity
Lesson 1

               This is a story about a little girl named Esperanza. Esperanza lived like a princess.
She had beautiful dresses and everything that she could ever want. She lived on her father's ranch and had servants that helped her with everything. Esperanza loved her life and was so happy, until one day something bad happened. That tragedy was followed by another and soon, Esperanza's world would be changing.

       1.   What do you think could have happened to Esperanza that was bad?
             a. Has that ever happened to you?

       2.   Have you ever had to move somewhere else for any reason?
             a. Tell me about that move and how it made you feel.

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Learning About the Culture
Lesson 2
Mexico Slide

     Clothing                 FOOD             Language

    1. What is one thing you notice that is special about Mexican clothing? Click on the clothing link and see.

      2. What kind of Mexican food are you familiar with?
            What is one kind of bread that is often eaten in the Mexican culture?
            Click on the link for FOOD and see new ideas for recipes of Mexican food.

             3. Do you know any words in Spanish? Click on the links to learn some new words.

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Cultural Diversity Activity for Grades 3-5
Integrating Math and Science
Getting Information from Graphs

This chart shows the weather for Aguascalientes, Mexico.
Chart

1. Does the weather change very much from January to July? How can you tell?
2. Which is the hottest month?
3.Would you say that Aguascalientes is a desert or polar region?
3B. How can you tell?
4. When does Aguascalientes get the most rain?

MAP of MEXICO
Map

Aguascalientes is number one on the map

Geography Information
Mexico is in North America. You may hear it called Mexico or The Mexican Republic, but their Constitutions
says that the country is called the United Mexican States. Aguascalientes is one of thirty-one states in the Mexican Republic. Aguascalientes means hot water because of the hot springs that originally drew the Spaniards attention to settle in Aguascalientes first, around 1565. Aguascalientes is dry and desert-like. It has little rain which means that there is little vegetation. The temperature
is usually fairly warm and pleasant. In Aguascalientes, there are three types of landscape: the sierras, the valleys and plains.
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Children's Work Lesson 1
Reading

Reading our mini-book!

Drawing on our charts!

Group 1

Group 1 Group 2 Group 3 Group 4

Our finished product!

A PAINT picture of our own!

Paint

Children's Work Lesson 2

Spanish/English Picture Word Cards

Spanish Words

Group 1 Group 2 Group 3 Group 4

We drew a picture and learned the word in English and in Spanish!
Drawing

We also made our own serapes!
Serape

And had our very own FIESTA!!! (that's a party!)

Fiesta

We ate Mexican food, danced to Mexican music, and we even got pinata treats!

Dance

Lesson Plan 1

Lesson Plan I

Learning About Our World through Literature and Technology
Changes

General Information:
Grade Level: Kindergarten
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.

2. Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.

3. Read the text under the picture (printed below) then read the questions that follow. Write their responses individually on a large sheet of chart paper that also has the questions on it.

Q1A. What do you think could have happened to Esperanza that was bad?
Q2A. Has that ever happened to you?

Q3A. What is something that has happened to you that was bad?

Q1B. Have you ever had to move somewhere else for any reason?

Q2B. Tell me about that move and how it made you feel.

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

Reading the story:
Introduction to story:
1. Read the title of the book, author, illustrator, and do a picture walk with the students:

The title of this book is Esperanza Rising. The author is Pam Munoz Ryan. Let’s look at some pictures in this small picture book. This book was not made by Pam Munoz Ryan, but it was made to tell a short story from her book.

2. Ask some questions or point out words or objects:

a. Where do you think the train is going?

b. Do you know what state that is a drawing of? (in the paint picture)

c. How do you think Esperanza feels in this story? Sad, Happy, Scared?

d. Look at the paint picture of the rose. Do you know what Papi means?

3. Read the story to the children

4. 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 Esperanza, let’s talk about what you wrote/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

Lesson Plan II

Learning About Our World through Literature and Technology

A Visit to Mexico Using Our Computer

General Information:

Grade Level: Kindergarten
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.

C. The student will create their own colorful serape after studying the cultural differences in the dress of the Mexican culture.

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)

C. Grade: K
Fine Arts QCC
Strand: Visual Arts
5 Topic: Connections

Standard: Applies concepts and ideas from another discipline and its topics as sources of ideas for own artworks.

Materials and Equipment:
1. Computer with Internet connection set to your Global Diversity Graphic Organizer

Valdez, G. Global Diversity Page. Retrieved February 20, 2006, from http://www.valdosta.edu/%7Emgvaldez/global.html
Teven, S. Pictures of Mexican Culture. Retrieved February 20, 2006, from http://www.photohouston.com/Mexican_culture/Mexican_culture.html
The Presidency of the Republic of Mexico. Taco Stand. Retrieved February 20, 2006, from http://www.elbalero.gob.mx/kids/about/html/tacos/home.html
Pocantico Hills Central School. Spanish Words. Retrieved February 20, 2006, from http://www2.lhric.org/pocantico/mexico/words.htm

2. Multicultural children’s book: Ryan, P. (2000). Esperanza Rising. New York: Scholastic

3. Colored markers, crayons, and chart paper

4. A print out of a short version Esperanza Rising story in Word Document form (For better Kindergarten understanding)

5. Markers, crayons, paints, 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.)

6. A large paper grocery bag for each student

7. Paints to decorate bags (vibrant colors)

8. Scissors to cut neck holes and fringes if desired

9. Any additional material desired for serape (ie: scrap paper or material for added design, yarn for fringes, buttons, etc.)

10. Kinder Art instructions for poncho:

http://www.kinderart.com/multic/poncho.shtml

Technology Connection:
Technologies that will be used in this lesson include:

A computer with Internet connection
A picture developed using a computer drawing program
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.)
Valdez, G. Global Diversity Page. Retrieved February 20, 2006, from http://www.valdosta.edu/%7Emgvaldez/global.html
Teven, S. Pictures of Mexican Culture. Retrieved February 20, 2006, from http://www.photohouston.com/Mexican_culture/Mexican_culture.html
The Presidency of the Republic of Mexico. Taco Stand. Retrieved February 20, 2006, from http://www.elbalero.gob.mx/kids/about/html/tacos/home.html
Pocantico Hills Central School. Spanish Words. Retrieved February 20, 2006, from http://www2.lhric.org/pocantico/mexico/words.htm

Step One Introduction:
Show students the graphic organizer. Say, “Yesterday we read a book about Esperanza. Who can remember where Esperanza was from?” Allow students to answer. Accept the answers given and if Mexico isn’t given, remind the students that Esperanza was originally from Mexico. Explain to the students that we are going to learn more about Mexico, the country where Esperanza was from.

Look at the clothing the women are wearing here. Do you think that the dresses Esperanza wore looked like these?
What kind of food do you think Esperanza ate? Do you like Mexican food?
Do you think that Esperanza and her family spoke in English or in Spanish?

(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 is one thing you notice that is special about Mexican clothing?

Teven, S. Pictures of Mexican Culture. Retrieved February 20, 2006, from http://www.photohouston.com/Mexican_culture/Mexican_culture.html

2 What kind of Mexican food are you familiar with? Do you know one kind of bread that is often eaten in the Mexican culture?

The Presidency of the Republic of Mexico. Taco Stand. Retrieved February 20, 2006, from http://www.elbalero.gob.mx/kids/about/html/tacos/home.html

3 Do you know any words in Spanish? Click on the links to learn some new words.

Pocantico Hills Central School. Spanish Words. Retrieved February 20, 2006, from http://www2.lhric.org/pocantico/mexico/words.htm

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 of the Primary Learning Outcomes:
A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer.
B. Social Studies
Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.
C. Fine Arts
Student will be assessed through hands on creation of art by making a paper bag poncho similar to the ones seen through the cultural study.

(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.

Art Extension:

After learning about the different clothes worn in Mexico, students will have the opportunity to make their own serape or poncho from paper bags. In small groups, students will be asked if they remember the bright, colorful clothing we observed through the websites. Then the students will be allowed to create their own designs for their serape as they remember the colorful patterns.

Idea for paper bag poncho taken from:

http://www.kinderart.com/multic/poncho.shtml

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

My Home Page	Resources for Parents and Their Students
Global Diversity Page Exploring the World through Literature YOU ARE HERE!	Topic Page
Electronic Reading File	Death and Dying
LiveText Link

Thank You for the graphics on this page.

Thank you to

for the use of clip art on this and all of my pages.