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Introducción
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  1. Introducción

  2. Compartiendomisexperienciasfamiliares 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

  3. Traditional Letter Writing For Parents

  4. 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

  5. They created their 4th grade personal narrative book, CompartiendoMisExperiencias. 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.

  6. Ejemplo de unahistorianarrativa

  7. 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.

  8. 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.

  9. Weaving gives children a unique process for creativity that,I believe every child should experience. 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..

  10. Weaving Basic Lessons Key Terms Pueblo, 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.

  11. Procedure

  12. Paper weaving projectTitle: Textile Traditions Research Project on the Role of Cloth in Countries Outside of the United States

  13. 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. 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?

  14. 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

  15. Culture Boxes What is a Culture Box? • 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”

  16. Creating 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.

  17. Artifacts

  18. Artifacts

  19. Teacher Resources • http://www.worldtrek.org/odyssey/teachers/perulessons.html • http://www.incas.org • http://madebyjoel.com/2013/01/weaving-tutorial-for-beginners-and-kids-with-cardboard-and-yarn.html • http://www.historyforkids.org/learn/clothing/weaving.htm

  20. Teacher Resources for lesson plan about weaving

  21. Recommended Web Sites for textile traditions research

  22. Books that Model Personal Narrative Writing • Too Many Tamales by Gary Soto/ Quemonton de Tamales por Gary Soto. (Agosto, 1996) • Los Discos de MiAbuela/ 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.

  23. Gracias/Thank You Gina Corvetto 4th Grade Dual Language Teacher Pajarito Elementary