SHORT THEMATIC UNIT

MULTICULTURAL CHILDREN’S LITERATURE

APRIL 27, 1999

 

"OUR FAMILIES ARE ALIKE…BUT THEY’RE UNIQUE, TOO"

 

 

Noelia M. Klein

CIEE 539

Dr. Chris Carger

 

THEME: Our families are alike…but they’re unique, too!

TARGETED

GRADE: 2nd/3rd grade levels

UNIT

OVERVIEW: This unit on family similarities and uniqueness will involve integration of Reading, Writing, Art, Social Studies, and Music.

Class composition includes 40% non-Hispanic, including Hindu and mixed ethnic cultures, and 60% Hispanic. Also included are six students

who are children with learning disabilities, behavioral problems, or are very slow learners. Lessons are always adapted to fit the needs of these children. I will be doing small group instruction as well as whole group instruction. During Reading Workshop time, I will set up centers which students can visit in rotation. These centers will vary depending on what each lesson plan calls for. For example, I will be displaying several more books that fit the theme, than are included in the bibliography.

My rationale for choosing this theme is that I am passionate about communicating this message to all children. The younger they are, hopefully, the more successful we will be in helping to shape their mindset regarding cultural differences. In this way, we can have a more peaceful world.

OVERALL

GOALS: My desire and hope is that students will learn to understand and respect contributions of people of varied cultural backgrounds. I hope they will develop a social sensitivity to other cultures and realize that all people have similarities as well as differences.

CHILDREN’s LITERATURE RESOURCES

Bunting, Eve. (1997) December, Florida: Harcourt Brace & Co.

Bunting. Eve. (1989) The Wednesday Surprise, New York: Clarion Books.

Bunting, Eve. (1998) Your Move. New York: Clarion Books.

Fox, Mem. (1997) Whoever You Are, Florida: Harcourt Brace & Co.

Frasier, Debra. (1996) "Notes Alive! On the Day You Were Born" ( a video)

Minnesota: Minnesota Orchestral Association.

Howard, Elizabeth Fitzgerald. (1991) Aunt Flossie’s Hats (and Crab Cakes Later),

New York: Clarion Books.

Garza, Carmen Lomas. (1990) Family Pictures. Cuadros de Familia, California:

Children’s Book Press.

Greenfield, Eloise. (1991) Night on Neighborhood Street, New York: Dial Book for

Young Readers. (Poetry)

Kline, Suzy. (1990) Horrible Harry’s Secret, New York: Penguin Group.

Maury, Inez. (1979) My Mother and I Are Growing Strong, New York: New Seed Press.

 

 

 

McGovern, Ann. (1966) If You Grew Up With Abraham Lincoln, New York: Scholastic, Inc. (Biography)

Polacco, Patricia. (1998) The Keeping Quilt, New York: Simon & Shuster Books for Young Readers.

Soto, Gary. (1992) Neighborhood Odes, New York: Harcourt Brace & Co. (Poetry)

Williams, Vera B. (1984) Music, Music for Everyone, New York: Greenwillow Books.

Recommended Teacher Reference Books:

Lachman, Lynn Miller. (1992) Our Family, Our Friends, Our World. New Jersey:

R.R. Bowker.

Lindgren, Merri V. (edited by). (1991) The Multicolored Mirror. Cultural Substance in

Literature for Children and Young Adults, Wisconsin: Highsmith Press.

 

 

 

LESSON PLAN # 1

 

 OBJECTIVE: To have students write their own family stories and compare with each other.

MATERIALS: "Notes Alive! On the Day You Were Born" video

Whoever You Are by Mem Fox

Family Pictures. Cuadros de Familia By Carmen Lomas Garza

Aunt Flossie’s Hats (And Crab Cakes Later) by Elizabeth Fitzgerald Howard,

White construction paper

Markers, crayons, water colors

Writing Paper

ANTICIPATORY

SET: This explanation applies to the whole unit. As we begin this unit, children will see a video on how special they all are: "Notes Alive! On the Day You Were Born." Then, I will do a Read Aloud of Whoever You Are by Mem Fox. I will encourage whole class discussion of any comments they have

PROCEDURE: Integrating Writing and Social Studies, I will
      1. Read Family Pictures aloud.
      2. Encourage whole class discussion.

        3. Then I will read Aunt Flosssie’s Hats (And Crab Cakes Later).

      3. Again, we will have discussion on content.
      4. Use Think/Pair/Share strategy: Students will stop and think of a funny/sad/interesting/etc. family story.
      5. Next, they will share their story orally with another student.
      6. Then, Think/Pair/Share strategy . All students stop, think of a funny/sad/interesting/etc. family stories.
      7. Next, they share their story orally with another student.
      8. Finally, they go to their seats and write away!

CLOSURE: Students may need more than one Writing Workshop session to revise and publish stories. After binding the Big Book, children can share with other classes.

EVALUATION: Make a classroom Big Book on "Our Family Stories." Students will be evaluated for how well they revised their stories for publication. Children can share within classroom community, with other classes, and finally, with parents during Open House.

 

 

LESSON PLAN # 2

OBJECTIVE: To enjoy a good, beautifully illustrated picture book. Then, to demonstrate reading comprehension skills, while integrating with Art.

MATERIALS: Music, Music For Everyone by Vera B. Williams

Markers, Crayons, Water Colors

Construction Paper

Paint Brushes

Lined writing paper

PROCEDURE: 1. I will first read aloud Music, Music For Everyone
      1. We will have whole class discussion on what are the elements of a beautifully illustrated picture book.
      2. We will talk about what our favorite parts were, including literary elements as we discuss it.
      3. Then, we will write about our favorite parts, after doing a brief story retell.
      4. Finally, we will draw or paint our favorite part, using Vera B. Williams’ technique of bordering her pages.

CLOSURE: If students need more time, this lesson can combine Reading workshop time and Writing Workshop time.

After writing and drawing their pictures, we can share in small groups and then ask for volunteers to present to whole class.

I would definitely display their artwork and greatly admire it!

EVALUATION: Before giving my personal comments, I would have students evaluate their peers, using a simple primary evaluation/comments form. Criteria would include: Were literary elements mentioned? How well did they capitalize, punctuate, spell correctly? Could you understand what they wrote?

 

 

 

LESSON PLAN # 3

OBJECTIVE: To expose children to authentic African American poetry. Then to have them learn to appreciate and compose good poems.

MATERIAL: Night on Neighborhood Street by Eloise Greenfield

Pencils

Lined writing paper

Chart Paper

Colorful markers

PROCEDURE: 1. I will read aloud selected poems from Night on Neighborhood

Street.
      1. We will do choral reading of previously prepared poems in large print on chart paper.
      2. We will compose a poem about our neighborhoods, as a class.
      3. We will then write our own poems.
      4. I will wander throughout the classroom observing and helping, as needed.
      5. I will encourage peer teaching/ coaching to happen. This will have been previously modeled.

CLOSURE: After producing all our poems, we will collect them and make a classroom anthology of our own neighborhood poems. Individuals will voluntarily read selections during our Reading Workshop times throughout the week.

EVALUATION: I will be evaluating, making anecdotal notes, as I wander around the room during the writing process. Criteria will include use of creative thoughts, rhyme, rhythm, and descriptive language.

 

 

LESSON PLAN # 4

OBJECTIVE: By integrating Math and Art, students will practice Patterning (an algebraic math concept).

MATERIALS: The Keeping Quilt by Patricia Polacco (video and book)

Paper Quilt squares for each student

Markers, crayons, pencils, colored pencils

PROCEDURE: !. Show The Keeping Quilt video.
      1. Do a story map of the events in the story for comprehension.
      2. As a class, discuss memorable events in our past, like our first lost tooth, or a very adventurous birthday party.
      3. Talk about patterning and use manipulatives to produce our own geometric patterns.
      4. Refer back to Music, Music For Everyone for other types of borders, such as cherries or other motifs.

 

CLOSURE: Draw our pictures about our memorable experience, including a colorful border around each one.

EVALUATION: Using our original drawings. Each student will make a quilt square for our "Memory Quilt." We will then stitch them together using yarn, and hang it outside our room for all to enjoy. A small group of students will write up an explanation of the meaning of our class quilt.

 

 

LESSON PLAN # 5

 

OBJECTIVE: Students will learn to participate in a Literature Circle, where meaningful conversation takes place while discussing a novel. They will also learn to do a Character Study.

MATERIALS: Horrible Harry and the Hamster Hunt by Suzy Kline.

Lined writing paper and pencils

Graphic organizer for literary elements

Character Study Guide

PROCEDURE: 1. Students will gather in groups of 4-5 and read Horrible Harry and the Hamster Hunt over a 1 week period for 30 minutes each.

      1. During that time, I will lead/model discussion that takes place during a Literature Circle.

      2. Students will practice Literature Circle discussion. We will especially cover issues like step-parents, immigrants new to America, second language problems, and peaceful resolution versus fighting—all of which are dealt with in this book.

      3. Students will choose a character they especially admired or were interested in.

      4. Students will do an in-depth character study using a guide to assist them. They can work in pairs.

CLOSURE: Students will share their character studies within their small groups first. Then, one or more volunteers will read theirs with whole class.

EVALUATION: I will be observing and taking anecdotal notes of each student. I will check their work for accuracy and insight, using a primary rubric.

 

 

 

CULMINATING ACTIVITY

The final activity will involve dramatizations of several of our family stories. The students will vote on their favorites. I will encourage them to choose enough of a good representation of different cultures. We will then invite our parents to a presentation of these skits.

 

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