Introducción

This projects engaged students in “deep knowledge” of immigration, heritage, and culture.

Instructional Unit for CCSS ELA4 UofS T1-U1 - Literary Text Elements ELA4 UofS T1-U2 - Informational Text Elements ELA4 UofS T3-U9 - Analyzing Text Through Traditional Literature

Book, My Diary From Here To There/mi diario de aquí hasta allá written by Amada Irma Perez

Compartiendo mis experiencias familiares

Traditional Letter Writing For Parents

My ELL students understand the meaning of new vocabulary words by using visual cues to connect them with the story. They keep a vocabulary list of new words in their reader’s notebook

They created their 4th grade personal narrative book, Compartiendo Mis Experiencias.They learned to be more creative in their writing and use first person, pronounce, and punctuation.Students commented about their stories and what was most meaningful for them on the writers’ chair. Mostly they had fun writing! Students assessed their own learning while revising and editing their piece of writing. All the students in my class put effort into their work. They learned to work in different cooperative learning groups and to carefully analyze the personal narrative rubric for voice and sentence fluency.  

Ejemplo de una historia narrativa

In Social Studies students were able to identify important places within the boarder of United States and Mexico. First immigrants who came to U.S.Students create an interactive timeline with illustrations and events. Another group read the book Coming to America by Betsy Maestro and acted out important events while playing the roles of historic characters. In Science students learned the Importance of the Rio Grande in New Mexico. Compare and Contrast the ecosystem and geography of both countries U.S and Mexico.

The Art of WeavingWeaving can be a valuable art-based learning activity both in the regular classroom and in the art classroom.

Weaving provides a link to history and culture. Students can make math and music connections as they explore different weaving patterns and compare them to rhythms and numeric patterns. Exploring nature’s weavers,

the arachnid family, can also be a fun way to compare the human craft of weaving with the survival craft of spiders.

Objectives : Students will learn the history of weaving from a variety of

cultures. They will recognize that some culture have different patterns and color combination

Students will familiarize with Native American weaving techniques and designs.

Students will learn how textiles are made.Skill: This project will give students experience =working with the

basic concept of weaving. They will be weaving on a cardboard loom and do a paper weaving craft.

Subject Area (s): Home Economics, Social studies, Life Skills, Art, History and Mathematics..

Weaving gives children a unique process for creativity that,

I believe every child should experience.

Key TermsPueblo, Navajo, warp, weft, fray, utilitarian, decorative, loom and web.Learning Outcomes Students will understand how yarn becomes fabric Students will recognize and appreciate various individual

countries’ textile traditions Students will understand different types of fabric and will

understand that making textiles is a universal craft. Students will understand the difference between knitting and

weaving. Students will understand and appreciate the role of cloth in

their daily lives.

Weaving Basic Lessons

Procedure

Paper weaving projectTitle: Textile Traditions Research Project on the Role of

Cloth in Countries Outside of the United States

Prior Knowledge: KWL chart Students wile examine their own clothing to see patterns in the material .Activities:Students will practice pulling and twisting the cotton into thread with their hands. Students will practice dipping yarn into different colors and observe the results. Students will have a loom an practice weaving Students will complete a weaving project.Analytical Questions What did you learn about Peru? How do Navajo people weavings look different from the indigenous people

from Peru? The scarves from Peru have different patters and designs; do you think

these would be difficult to create?

Peruvian Weaving Lesson PlanGoals Objective: Students will familiarize with Peruvian indigenous

weaving techniques and designs. studies students will understand the process of traditional Peruvian textile weaving.

Resources

Books Weaving on cardboard: Simple looms to make

and use The Woven Bag: 30 + Projects from Small

Looms You can Weavel: Projects for Young Weavers

Culture Boxes are educational artifacts, clothing, toys,

books, photos , videos and games that have come originally from an specific country. Each box explore the unique characteristics of people and places.

Culture Boxes in the Classroom can be incorporated to unit of studies and it is a hand-on resource for engaging in multicultural instruction.

The University of New Mexico and Latin American and Iberian Institute provide more information regarding, “Reserving a Culture Box”

Culture Boxes What is a Culture Box?

After studying a unit of culture, you will bring to class a culture box filled with items that represent key elements of your own culture. You will make a presentation to the class explaining the significance of each item in your culture box. Materials: shoebox or other small box, 10 items that represent your culture. Instructions: Fill a shoebox with items to represent the following factors of culture. One item for each element is required.

Creating a Culture Box

Artifacts

Artifacts

http://www.worldtrek.org/odyssey/teachers/

perulessons.html http://www.incas.org http://madebyjoel.com/2013/01/weaving-tutori

al-for-beginners-and-kids-with-cardboard-and-yarn.html

http://www.historyforkids.org/learn/clothing/weaving.htm

Teacher Resources

Teacher Resources for lesson plan about weaving

Recommended Web Sites for textile traditions research

Too Many Tamales by Gary Soto/ Que monton de

Tamales por Gary Soto. (Agosto, 1996) Los Discos de Mi Abuela/ My Grandma’s Records

pr Eric Velasquez y Eida de la Vega (Marzo,2002)English Books Knots on a Counting Rope When I was Five The Birthday Letters Alexander and the Terrible Horrible No Good Very

Bad Day.

Books that Model Personal Narrative Writing

Gracias/Thank You

Gina Corvetto4th Grade Dual Language Teacher

Pajarito Elementary