Reading- Multicultural Lesson Summary

In My Family- Mexican American Culture 60 Minutes

Miss Babcock

Students will explore the Mexican-American culture through a non-fiction reading and related activities. Students will understand and be able to explain traditions surrounding the Mexican-American community. Students will be exposed to the Spanish language. Students will identify the authors point of view and purpose. CCSS o CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. o CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text. Student skills will be assessed informally through class discussion. Understanding of cultural traditions and point of view will be assessed formally through a written comprehension activity.

Lesson Outline Transition to Subject Students will need to get out reading books and glance at the steps to this weeks reading strategies: Authors Purpose and Point of View. Student book p. 39 Why did the author write the article? Identify the authors purpose. Facts? Opinions? Persuasion? Entertain? Look for clues. How does the author feel? Does the author want others to learn? Hook Introduce artist from Mexican-American community: Lesson Main Ideas Diego Rivera -What are traditions in the Mexican Look at different pieces done by Rivera; talk about his American community? connections both to Detroit and to the Mexican-American community. -Why did the author write this piece? Lesson Learn about the Author: Carmen Lomas Garza Read student book p. 40 Discuss area of Texas she grew up in. Note that the author is also the illustrator. Read In My Family Discuss traditions that are explained throughout the story, including cleaning nopalitos, making empanadas, birthday celebrations, and dancing. Ask questions for comprehension throughout story. Guide thoughts to point of view and purpose. What do you think the authors main purpose for writing this was? What clues lead you to believe this? Connections Ask questions to guide connections to the story.

Reading- Multicultural

In My Family- Mexican American Culture 60 Minutes

Miss Babcock

What would you like people to know about your family or community? Do you have any traditions with your family? Have you ever seen or participated in any traditions of the Mexican-American community like the ones we read about? Did you recognize any of the Spanish words? Assessment/Comprehension Allow students time to reread story either alone or with partners. Have students work on answering questions about the reading, the traditions, and their own traditions. Transition to Next Subject/Activity When finished with their questions, students can turn them in and get out their book bag book to read. Book bags have books in them that are also related to other cultures traditions. Quack, Quack by Matthew Pittaluga Dragon Parade by Matthew Pittaluga The Kente Tradition by Matthew Pittaluga Reflection: I feel that my teaching in this lesson went really well. Having spent three months in Mexico, I was familiar with the Spanish language and with some of the traditions that were talked about in the story. Students seemed relatively engaged and interested in the subject and seemed to even have fun learning how to say some of the new Spanish words. One of my students comes from a Mexican-American community and she enjoyed talking about the traditions in the book that were similar to what her family does. Having that connection helped the students maintain interest. I would have loved to incorporate an iPad app to explore the Hook related to Diego Rivera, but I was unable to get approval to put the DIA app on the school iPads. I also would have loved to have the students make their own empanadas or piatas, but the resources werent available to the classroom. Overall, the students were able to talk about the authors purpose of writing In My Family and they made great connections by talking about their own traditions.