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This is a Social Studies lesson on Mexican literature

Subject:

Social Studies  

Grade:

3  

Michelle Lynn Hofmann

CULTURAL DISCOVERY THROUGH MEXICAN LITERATURE

3rd grade

Monday, January 13, 1997, 9:30-10:15 AM

Performance Expectations:

Students will be able to: compare and contrast traditional literature in Spanish; reflect upon the cultural uniqueness of Mexico; familiarize themselves with poetry, songs, etc. from the Mexican culture; and recognize themes in Mexican literature.

Content Areas: Language Arts, Literature, Culture

Strategy:

Allow children to self-select from given books and form literature groups based upon the selections chosen.

Materials Needed:

Spanish-English dictionaries

reflective/research journals

Mexican literature selections

Directions:

Introduction:

The teacher will pre-select several literature pieces. Provide a general description of each selection and discuss with the children any initial questions. The students will pref their top three choices. From these lists, the teacher forms literature study groups around each story.

Development:

Set a certain number of pages or sections of each book for the groups to complete every day, or every other day. Then, allow the children to discuss what they have read. Encourage the children to write in their journals any information or reflections that they may have. They should also learn effective note-taking skills through a mini-lesson by the teacher. Any questions that the groups may encounter should be noted in their journals as well. The teacher will have book conferences with each group at least twice throughout their reading.

Closure:

Upon completion of their selections, students will work together ona presentation of their selections. They may create a “book report” but should be encouraged to go beyond such confines. Create a book of their own, rewrite the ending, recreate it into a poem, create a translation, make a picture book, reader’s theatre, play, etc.

Evaluation:

The students will be assessed accoring to timeliness of material completion, discussion contributions, teacher-group conferences, and final presentation. The teacher should also note their in-journal note-taking skills and critical reflections.

Adaption:

Focus specifically upon poetry, short stories, plays, or even videos.

Watch a familiar show in Spanish: Sesame Street, The Simpsons , etc.

Have a literature rotation.

References:

Michelle Lynn Hofmann

Behrens, June. (1985). Fiesta! . Chicago, IL: Childrens Press.

Gemme, L.B. (1990). El futbol es nuestro juego . Chicago, IL: Childrens Press.

Walt Disney Productions. (1972). Que pequeno es el mundo . Burbank, CA: Walt Disney Productions.

Walt Disney Productions. (1972). El patito feo . Buena Vista, CA: Walt Disney Productions.

Zubizarreta, Rosalma. (1989). El sombrero del tio nacho . (Harriet Rohmer, Trans.). Emeryville, CA: Children’s Book Press.

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