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Cultures of Texas

Cultures of Texas. Level : 4th Grade Estimated Unit Length : 2 Weeks. The 3 most Influential Cultures in Texas Tejano German Native American. Kaylon Griffith.

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Cultures of Texas

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  1. Cultures of Texas Level : 4th Grade Estimated Unit Length : 2 Weeks • The 3 most Influential • Cultures in Texas • Tejano • German • Native American Kaylon Griffith

  2. Within this slideshow you will find modifications for English Language Learners, and students who fall under Special Education. The abbreviations used are as followed:ELL=English Language LearnerSp.Ed.=Special EducationCRT=Culturally Responsive Teaching

  3. Students will examine and demonstrate and practice the Eagle Dance. This dance is respected and honored by the Ysleta Del Sur Native Americans, for its beauty, power, and seen a messenger to creator. It is a symbolic communication with the earth, sky, and people. Students will create a loaf of traditional Ysleta Del Sur Pueblo bread by using precise measurements. Students will review geometry and measurement concepts through a traditional game in the Mexican culture,Loteria. Students will demonstrate their math skills by participating in a game of Jeopardy consisting of math word problems constructed from everyday situations the German Texans faced. Students will identify the ethnic and religious influences on Mexican Culture through a national holiday. Students will identify and explain the Ysleta Del Sur Indian tribe through research. They will then develop a pamphlet based on their findings and create a replicated mission of the Ysleta Del Sur Indians Students will examine and replicate the Mexican Jarabe Tapatio, a traditional dance from the Tejano culture. Students will research and report on the daily lives of Early German Settlers in Texas by completing a webquest and representing it in an illustration. Students will Identify and illustrate the biographies of important Tejanos in Texas History by creating a mosaic. Social Studies Students will research and demonstrate the traditional German Dance, The Polka. Fine Arts Technology Language Arts Mathematics Cultures of Texas Science Physical Education Health Education Web Design

  4. Social Studies (TEKS) (1) Historia. El estudiante entiende los orígenes, similitudes y diferencias de los grupos indígenas que habitaban en Texas y Norteamérica antes de la exploración europea. Se espera que el estudiante: (A) explique los posibles orígenes de los grupos indígenas que habitaban en Texas y Norteamérica; (B) identifique los grupos indígenas que habitaban en Texas y Norteamérica, antes de la exploración europea tales como los Lipan Apache, los Karankawa, los Caddo y los Jumano; (C) describa las regiones donde habitaban las tribus indígenas originales e identifique los grupos indígenas que permanecen en Texas tales como los Ysleta Del Sur Pueblo, los Alabama-Coushatta y los Kickapoo; y (D) compare las formas de vida de los grupos indígenas que habitaban en Texas y Norteamérica antes de la exploración europea. (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to: (A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion; (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to: (B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza; (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to: (C) identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable individuals.

  5. 8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: • (A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II; • (B) describe and explain the location and distribution of various towns and cities in Texas, past and present; and • (C) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present. • (9) Geografia. The student understands how people adapt to and modify their environment. The student is expected to: • (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams; • (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and • (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: • (A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions; • (17) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to: • (A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;

  6. (D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals; and • (19) Cultura. El estudiante entiende las contribuciones de personas de diferentes grupos raciales, étnicos y religiosos de Texas, Se espera que el estudiante: • (A) identifique las similitudes y diferencias entre los diferentes grupos raciales, étnicos y religiosos de Texas; • (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; and • (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe. • (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: • (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; • (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: • (A) use social studies terminology correctly; • (B) incorporate main and supporting ideas in verbal and written communication; • (C) express ideas orally based on research and experiences; • (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and • (E) use standard grammar, spelling, sentence structure, and punctuation.

  7. Language Arts TEKS • (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: • (A) summarize and explain the lesson or message of a work of fiction as its theme; and • (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. • (7) Lectura y Comprensión de Textos literarios y literatura de no ficción.Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. • (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text. • (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: • (A) write legibly by selecting cursive script or manuscript printing as appropriate;

  8. (23) Investigación/plan de investigación. Los estudiantes formulan preguntas abiertas de investigación y desarrollan un plan para responderlas. Se espera que los estudiantes: • (A) generen temas de investigación sobre intereses personales o al tener una lluvia de ideas con otros, escojan un tema y formulen preguntas abiertas acerca del tema principal de la investigación; y • (B) generen un plan de investigación para recopilar información relevante (ej., encuestas, entrevistas, enciclopedias) acerca del tema principal de la investigación. • (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: • (A) follow the research plan to collect information from multiple sources of information both oral and written, including: • (i) student-initiated surveys, on-site inspections, and interviews; • (ii) data from experts, reference texts, and online searches; and • (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; • (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); • (C) take simple notes and sort evidence into provided categories or an organizer; • (D) identify the author, title, publisher, and publication year of sources; and • (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

  9. Science TEKS • (b) Knowledge and Skills • (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: • (A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; • (B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps; • (C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; • (D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured; • (E) perform repeated investigations to increase the reliability of results; and • (F) communicate valid, oral, and written results supported by data. • (4) Investigación y razonamiento científicos. El estudiante entiende cómo usar una variedad de herramientas, materiales, equipos y modelos para realizar investigaciones científicas. Se espera que el estudiante: • (A)reúna, anote y analice la información usando instrumentos, incluyendo calculadoras, microscopios, cámaras, computadoras, lupas, reglas métricas, termómetros en grados Celsius, espejos, básculas, balanzas de platillos, balanzas de tres brazos, cilindros graduados, vasos de precipitados, hornillas, cintas métricas, brújulas, imanes, redes y cuadernos; medidores de tiempo, incluyendo relojes y cronómetros; y materiales que apoyen las observaciones del hábitat de los organismos, tales como terrarios y acuarios; y

  10. Mathematics (TEKS) • (4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: • (A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; • (B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; • (C) determine the value of a collection of coins and bills; • (D) determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10; • (E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; • (6) Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: • (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; • (B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure; • (C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and • (D) classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. • (8) Geometría y razonamiento espacial. El estudiante identifica y describe atributos de figuras geométricas utilizando lenguaje geométrico formal. Se espera que el estudiante: • (A) identifique y describa los ángulos rectos, agudos y obtusos; • (B) identifique y describa líneas paralelas e intersecantes (incluyendo líneas perpendiculares) usando objetos concretos y modelos pictóricos; y • (C) utilice atributos esenciales para definir figuras geométricas de dos y tre • s dimensiones.

  11. Mathematics/Teks: • (3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: • (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; • (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; • (C) determine if two given fractions are equivalent using a variety of methods; • (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; • (E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; • (F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and • (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

  12. Art (TEKS) • (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: • (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: • (A) identify simple main ideas expressed in art;

  13. Music (TEKS) • (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: • (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures;

  14. Health Education • (b) Knowledge and Skills • (2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to: • (A) describe how health behaviors affect body systems; and • (3) Health information. The student knows how to access health information. The student is expected to: • (A) identify characteristics of health information; and • (B) describe the importance of accessing health information through a variety of health resources. • (6) Influencing factors. The student comprehends factors that influence individual, family, and community health. The student is expected to: • (A) identify similarities in which healthy environments can be promoted in homes, schools, and communities; and • (B) explain the importance of a community environmental health plan.

  15. Physical Education • (1) Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to: • (C) demonstrate mature form in jogging, running, and leaping; • (2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to: • (B) know that practice, attention and effort are required to improve skills. • (3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to: • (A) describe and select physical activities that provide for enjoyment and challenge; • (B) participate in moderate to vigorous physical activities on a daily basis that cause increased heart rate, breathing rate, and perspiration;

  16. Materials of Unit • Book, Mexican Americans in Texas History, Selected Essays / Edition 1 by Emilio Zamora, Cynthia Orozco, Rodolfo Rocha • Computer and Printer • 7 White poster boards (22"x 28") (size may vary) • Index Cards • String • Hole Puncher • Paper, scissors, markers, glitter, maps, cardboard, clay, ruler, glue, construction paper, pencil, pen, pictures of cultural items, videos, movies, water paints, and imagination. • Polka Music and video • Mexican Jarabe Music and video • Eagle Dance and Video • Rule • Graph Paper • Glue

  17. Social Studies Lesson Plan LENGTH OF LESSON: 45 minutes to 1 hour • Introduction • Students will discuss the role that cultural traditions and practices play in our lives. (CRT) • Teacher will prompt students with essential questions : • What is culture? What does culture look like? What is the purpose of • culture? The teacher will also discuss that there are differences and commonalities amongst cultures Objective Students will define culture; Students will find evidence of culture in their lives and all around; Students will make an art project depicting culture in their lives.

  18. Materials • Pens and pencils • Paper • String • Hole punch • Index cards or small squares of paper • Crayons, markers, or colored pencils

  19. Procedure 5. Have participants write their examples of culture on the index cards or small squares of paper and draw a picture of each example. An example of six cards: 1) “speaking English” with a picture of the A, B, C’s, 2) “using American money” with a picture of a dollar bill, 3) “going to church on Sunday” with a picture of a cross, 4) “watching cartoons on Saturday morning” with a picture of a TV or a cartoon character, 5) “bringing lunch in a brown paper bag” with a picture of a brown paper bag or lunch foods, 6) “wearing friendship bracelets” with a picture of a friendship bracelet. 6. When participants have finished at least six cards, punch two holes on the top of each card and string them together. 7. Have participants share what they found on their scavenger hunts. Ask participants to discuss what each example of culture means and the role it plays in their lives. 8. Hang cultural scavenger hunt art projects throughout the room. • 1. Begin by explaining culture is a shared set of practices and traditions that characterize a society or group of people. Culture can include clothing, food, traditions, rituals, ceremonies, spiritual practices and beliefs, language, family structure, and communication styles. Explain that culture influences who we are, just like our parents and personalities. • 2. Have participants brainstorm a few examples of culture (ex: speaking English, speaking Spanish, wearing a blue and white school uniform, saying “please” and “thank you,” giving your teacher a hug at the end of the day, wearing your hair in braids, using American money, wearing flip flop shoes). Record their ideas on a board or large paper. • 3. Explain that today they will be having a cultural scavenger hunt: they will find evidence of culture in their lives and all around. Explain that they will write their examples of culture on the 13 index cards or small squares of paper and draw a picture of it. This will be done in groups • 4. Pass out index cards or squares of paper, pens and pencils, crayons, markers, or colored pencils. Direct participants to get up out of their seats to search for evidence of culture all around them. Assist as necessary. Modifications Sp. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment VIL: Give assignment in larger text format, and if software is available on the computer for reading aloud, use the software at this time. HIL: Select websites with captioned videos if necessary. MI: Have the student partner with someone to help write, draw, and create the mosaic.You can also help the student as well. ELL Written back up for Oral Directions Pre teach Vocabulary Bilingual Dictionaries Allow copying from paper/book Use study guides to organize materials Multiple Intelligence: Linguistic Intelligence Spacial Intelligence Interpersonal Intelligence

  20. Extended Activity • Journal Entry • If you were to invent a cultural tradition or ritual, what would it be? A • language? A food? A dance? Describe your new tradition and why you would have people • practice it.

  21. Assessment • Students will be able to define culture. • Students create a Collage with three cultures. • Teacher Observation during activity and asking questions.

  22. Additional Activities :General Objectives • Objectives : • Activity 1. Students will Identify and illustrate the biographies of important Tejanos in Texas History by creating a mosaic. • Activity 2. Students will research and report on the daily lives of Early German Settlers in Texas by completing a webquest and representing it in an illustration. • Activity 3. Students will identify and explain the Ysleta Del Sur Indian tribe through research. They will then develop a pamphlet based on their findings and create a replicated mission of the Ysleta Del Sur Indians. • Activity 4. Students will identify the ethnic and religious influences on Mexican Culture through a national holiday.

  23. Activity 1 : Tejanos in Texas History • Students will be divided into groups of 4 (this can vary according to class size). The teacher will have a predesigned list of several Mexican Americans who are apart of Texas History.(CRT) The list will include names such as but not limited to ; Dona Patricia de la Garza de Leon, Lydia Mendoza, Maria Josefa Granados, Maria Perez Cassiano and Enrique Esparza. Students will be given at random a person from the list to research in their groups. Students will be given access to web resources and books to accomplish this task.(Technology) When their research has been completed students will create a Mosaic to visually represent what they found. The students will present to the class. The Mosaics will be hung around the classroom for a gallery walk. Modifications Sp. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment VIL: Give assignment in larger text format, and if software is available on the computer for reading aloud, use the software at this time. HIL: Select websites with captioned videos if necessary. MI: Have the student partner with someone to help write, draw, and create the mosaic.You can also help the student as well. ELL Written back up for Oral Directions Pre teach Vocabulary Bilingual Dictionaries Allow copying from paper/book Use study guides to organize materials Multiple Intelligence: Linguistic Intelligence Spacial Intelligence Interpersonal Intelligence

  24. Activity 2 : Early German-Texans Webquest • Students are going to be given a set of questions to research using specific URL's where the answers are located. (Technology) • The questions will consist of questions like where the German's settled, what they ate, and how they dressed. (CRT) • After the students complete the list of questions, they will be asked to complete a drawing that shows the elements of a day in the life of the German settlers. The students may also use any of the literature or childrens books available to them to complete the assignment. Modifications Sp. Ed. LD:For this activity, partner a student with someone who is a cooperative worker with others. BD:Pay more frequent attention to this student to keep them on task. Place them in an area classroom where there will be the least amount of distractions VIL: Give assignment in larger text format, and if software is available on the computer for reading aloud, use the software at this time. HIL: Select websites with captioned videos if necessary. MI: Have the student partner with someone in order to help with the drawing and questions.You can also help the student as well. ELL Have student repeat directions Use study guides ro organize materials Use written backup for oral directions Record or type directions Bilingual dictionaries Demonstrate examples Pre-teach vocabulary Multiple Intelligence: Linguistic Interpersonal

  25. Activity 3: Making a Pamphlet • The teacher will divided students to pairs. Each pair will be given access to computer (Technology) and book resources to research the Ysleta Del Sur Native Americans. (CRT) Once enough research has been found students will develop a pamphlet to represent their information. Pamphlets will be hung up in classroom. As a follow up activity students will create replica missions of the Ysleta Del Sur Native Americans. Modifications Sp.Ed. LD:For this activity, partner a student with someone who is a cooperative worker with others. BD:Pay more frequent attention to this student to keep them on task. Place them with a student who works well with others and will help the student with the assignment. VIL: Give assignment in larger text format, and if software is available on the computer for reading aloud, use the software at this time. HIL: Select websites with captioned videos if necessary. MI: Have the student partner with someone to help write, draw, and be creative with the pamphlet.You can also help the student as well. Ell Have student repeat directions Use study guides ro organize materials Use written backup for oral directions Record or type directions Multiple Intelligence Linguistic Interpersonal Bilingual dictionaries Demonstrate examples Pre-teach vocabulary

  26. Activity 4 : Mexican Culture through Holidays • To begin the activity students will create a KWL chart. Students will first describe what they know about the Day of the Dead (Dia de los Muertos). (CRT) In the W section students write down what they want to know. After this, using an overhead projector, (Technology) the book, Felipa and the Day of the Dead (CRT) by Birte Muller will be read as a whole. Students will have a whole group discussion about the different traditions and beliefs expressed throughout the story. After the book has been read the teacher and students will fill out the L section of their KWL chart to list different things they learned after reading the story. Modifications Sp.Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment. VIL: Give assignment in larger text format, and if software is available on the computer for reading aloud, use the software at this time. HIL: If an aid is available, please have them help the student with the discussion. MI: Have the student partner with someone in order to help the students if needed to break into groups.You can also help the student as well. Multiple Intelligence Linguistic Interpersonal Existential ELL Bilingual dictionaries Demonstrate examples Pre-teach vocabulary GIve assistance in note taking

  27. Math Lesson Plan • LENGTH OF LESSON: 45 minutes to 1 hour • Introduction • Students will explore math from a cultural perspective by learning about each of the three main cultures of Texas (German, Tejano, Ysleta Del Sur Pueblo) (CRT), by learning about their flag, and the different geometrical and measurement composition of their flags. • Teacher will lead a discussion about the flags • What are the colors on the flags? Why were those colors chosen? • What symbols are used (if any) on the flag? • Objective • Students will examine flags of foreign countries. Students will create their own Country and design a flag for it.

  28. Materials • Pens • Paper • Pencils • Crayons • Markers • Scissors • Glue • Ruler • Graph Paper

  29. Procedure • 1. Students will be put into pairs. Between the pairs they will create a new Country. • 2. The students will create a flag. The students will need to list the measurements of the flag and its fractional parts. • Example : • 3. The students will then present their flags to the class and be hung up in classroom. Our Flag : Is 1/8 Blue Measurements: 5 ft x 3 ft. Has 8 Triangles Their Measurements are 1 ft x 3 ft x 2 ft. Modifications Sp. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment. VIL: Give assignment in larger text format. HIL: Use an interpreter or visual representations of the questions. MI: Have the student partner with someone to help them with measuring and mixing and baking. You can do this as well. ELL Make/use vocabulary files Use written backup for oral directions Read directions students Demonstrate concepts Have students repeat directions bilingual dictionaries Multiple Intelligence Linguistic Interpersonal Bodily/ Kinesthetic

  30. Assessment • The Students flags will be assessed. • Measurements should match up to the measurements the students listed. • Teacher Observation will be used to monitor the students while they are working.

  31. Additional Activities :General Objectives • 1. Students will demonstrate their math skills by participating in a game of Jeopardy consisting of math word problems constructed from everyday situations the German Texans faced. • 2.Students will review geometry and measurement concepts through a traditional game in the Mexican culture, Loteria. • 3. Students will create a loaf of traditional Yselta Del Sur Pueblo bread by using precise measurements.

  32. Activity 1:Math Loteria • Students will be introduced to the game Loteria. The teacher will play a round of the traditional game with the students first to get students familiarized with the game itself. (CRT) Once the concept is understood the teacher will introduce the Math version of the game. The students will have a list of words. The teacher will have a list of definitions that correspond to those words. The teacher will read a definition for example : What is a 90* angle )The students will then go to their lists find the answer (Right Angle ). That answer will then have a corresponding card (example- la estrella). If the students has that on their loteria sheet they can place a token. Regular loteria games apply. Right Angle = Modifications Sp.Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment. VIL: Give assignment in larger text format. HIL: Use an interpreter or visual representations of the questions. MI: Have the student partner with someone to help write and participate in the game. You can also help as well. Els students receive a page vocabulary with the new words. ELL Make/Use of vocabulary files Have student repeat directions Bilingual dictionaries Read directions to students Require only selected test items = 180 Degrees Multiple Intelligence Linguistic Interpersonal Bodily/ Kinesthitic

  33. Activity 2: Math Jeopardy • The students will be playing a game of everyday math Jeopardy.The questions will be math word problems the students will have to answer, that pertained to the settlers everyday life. (CRT) • The students should be placed in 3 large groups to complete the game. The group with the most points at the end of the game wins. Modifications Sp.Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment. VIL: Give assignment in larger text format. HIL: Use an interpreter or visual representations of the questions. MI: Have the student partner with someone to help write and participate in the game. You can also help as well. Multiple Intelligence Logical / Mathematical Interpersonal ELL Make/use vocabulary files Use written backup for oral directions Read directions students Demonstrate concepts Have students repeat directions bilingual dictionaries

  34. Activity 3: Making Traditional Ysleta Del Sur Bread • This activity involves the students measuring the ingredients and following the directions of the recipe to correctly make the bread of the Ysleta Del Sur. (CRT) This will help students to identify fractions, proportions, whole, and measure ratio to practice using them. Modifications Sp. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with the assignment. VIL: Give assignment in larger text format. HIL: Use an interpreter or visual representations of the questions. MI: Have the student partner with someone to help them with measuring and mixing and baking. You can do this as well. Multiple Intelligence Logical / Mathematical Bodily / Kinesthetic Spatial Interpersonal ELL Make/use vocabulary files Use written backup for oral directions Read directions students Demonstrate concepts Have students repeat directions bilingual dictionaries

  35. Physical Education Lesson Plan • LENGTH OF LESSON: 45 minutes to 1 hour • Introduction • Students will explore the importance of aerobic activity and increasing heart rates to understand why dancing is a healthy exercise for the body. • Teacher will lead the students by teaching them how to monitor their heart rate.They will also explain the benefits of aerobic exercise. • Objective • Students will perform simple step dances and measure their heart rate after each dance has been finished.

  36. Materials • Music to The Electric Slide • Music to The Cupid Shuffle • Clock • Pencil • Heart rate monitoring sheet

  37. Procedure • 1. Begin by explaining the word aerobic and reasons why it is healthy for them to participate in aerobic exercise. • 2.The teacher will then demonstrate and show the students how to measure their heart rate. This is done by placing your index and middle finger on your wrist and locating your pulse. • 3.Then, by watching a clock, count the number of beats you feel in 30 seconds. Multiply this number by 2 and this will be your heart rate in beats per minute. • 4. Have the students take not of their heart rate before and after performing the selected dances. This will show them what aerobic activity does to increase your heart rate. Modifications Spd. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with learning the dance. VIL: Provide a well lighted area as well as a large screen to show the dance movie example. HIL: Use an interpreter or movie with captions MI: Have the student partner with someone who will be aware of the students limitations and will allow the student to use what mobility they do have to complete the dance. ELL Make/Use of vocabulary files Have student repeat directions Bilingual dictionaries Read directions to students Model the activity for student. Use written directions for oral backup Multiple Intelligence Musical / Rhythmic Bodily / Kinesthetic Spatial Interpersonal

  38. Assessment • Teacher observation will be used to assess the students participation of dancing. • Checking the difference in the students heart rate before and after the dancing will also assess if the student was able to measure their heart rate.

  39. Physical Education Lesson Plan • 1.Students will research and demonstrate the traditional German Dance, The Polka. • 2.Students will examine and demonstrate and practice the Eagle Dance. This dance is respected and honored by the Ysleta Del Sur Native Americans, for its beauty, power, and seen a messenger to creator. It is a symbolic communication with the earth, sky, and people. • 3. Students will examine and replicate the Mexican Jarabe Tapatio, a traditional dance from the Tejano culture.

  40. Activity 1: Learning the Jarabe Tapatio Students will be introduced to the origins of the Jarabe Tapatio dance, or most commonly known as the traditional hat dance of Mexico. (CRT) The teacher will have a brief oral discussion with the students about the origins of the dance. The students will then be organized into pairs with one person designated at the lead and the other as the follow. Students will be taught the different steps and will then present their dance to their classmates. Modifications Spd. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with learning the dance. VIL: Provide a well lighted area as well as a large screen to show the dance movie example. HIL: Use an interpreter or movie with captions MI: Have the student partner with someone who will be aware of the students limitations and will allow the student to use what mobility they do have to complete the dance. ELL Make/Use of vocabulary files Have student repeat directions Bilingual dictionaries Read directions to students Model the activity for student. Use written directions for oral backup Multiple Intelligence Musical / Rhythmic Bodily / Kinesthetic Spatial Interpersonal

  41. Activity 2: Learning the Polka • The students will be learning the Polka in this activity. (CRT) The students should be given a brief introduction on the dance by the instructor, that covers the history and importance of the dance. The dance should be demonstrated by a video containing the step by step instructions on completing the dance. Students with then be paired up to learn the dance together. Modifications Sp. Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with learning the dance. VIL: Provide a well lighted area as well as a large screen to show the dance movie example. HIL: Use an interpreter or movie with captions MI: Have the student partner with someone who will be aware of the students limitations and will allow the student to use what mobility they do have to complete the dance. ELL Make/Use of vocabulary files Have student repeat directions Bilingual dictionaries Read directions to students Model the activity for student. Use written backup for oral directions Multiple Intelligence Musical / Rhythmic Bodily / Kinesthetic Spatial Interpersonal

  42. Activity 3: Learning the Eagle Dance • Students will learn a important religious ceremonial dance, the Eagle Dance of the Ysleta Del Sur. (CRT) This dance will be presented by a short video. The students attempts to imitate this great and powerful bird of prey, as it flies to the earth and sky, and it is respected by the pueblo because it is a messenger from God. Modifications Sp.Ed. LD:Place these students with students who work well with others and are willing to assist the student. BD:Pay more frequent attention to this student to keep them on task. Partner them with students that are cooperative workers and can help the students with learning the dance. VIL: Provide a well lighted area as well as a large screen to show the dance movie example. HIL: Use an interpreter or movie with captions MI: Have the student partner with someone who will be aware of the students limitations and will allow the student to use what mobility they do have to complete the dance. ELL Make/Use of vocabulary files. Have student repeat directions. Bilingual dictionaries. Read directions to students. Model the activity for student. Use written direction for oral backup. Multiple Intelligence Musical / Rhythmic Bodily / Kinesthetic Spatial Interpersonal

  43. Children's Literature: Miller, Susan (2006). Rosa takes a chance: Mexican immigrants in the dust bowl years. Uhrichsville,Ohio: Barbour Publishing INC. Raum, Elizabeth (2008) German Immigrants In America:An Interactive History Adventure.Minneapolis, MN. Capstone Press.

  44. Childrens Literature Winifred, Conkling (2011). Sylvia & aki . New York: Tricycle Press. Gurasich, Marj. 1989. Letters To Oma: A Young German girls account of her first year in Texas 1847. Ft.Worth Texas. Texas Christian University Press.

  45. Children's Literature Mora Pat (1999). The Rainbow Tulip. New York, New York: Penguin Group. Davis, Kevin. (2000) Look what came from Germany. London.Franklin Watts

  46. Children's Literature: • Bunting, E. (1996). Coming home. New York, New York: Harper Collins Publishers Zesch, Scott.(2005) Captured:A true story of Abduction by Indians on the Texas Frontier. New York, NY .St.Martins Griffin.

  47. Children's Literature • Bruchac, Greg, and Shed. (2003) Bruchac, Joseph. (2007) • Squanto's Journey. Season of the Circle, A Native American Year. • Published by Sandpiper. reprint edition. Published by Troy Communications. • Zappler, G. Yve, Elene, Poolte. (2007) Levy, Jane. ( 2010) • Learn About Texas Indians The Missions Of Texas. • Published by University of Texas. Published by Caron Rosen. • Gendell, Megan.(2010) La Vere, David. (2004) • The Spanish Missions of Texas. The Texas Indians. U. S • Published by Children Press. Library Congress Cataloging in Public • Data.

  48. References • Fuller, Jake. (1996). Polka History of Dance. Retrived from http://www.centralhome.com/ballroomcountry/polka.htm • Jordan, Terry G. (1965). Germans.Texas State Historical Association. Retrieved from http://www.tshaonline.org/handbook/online/articles/png02 • Plocheck, Robert. (1996). German Texans. The Texas Almanac.Retrieved from http://www.texasalmanac.com/topics/culture/german/german-texans. • Lone Star Junction. (1995). Six national flags of texas. Retrieved from http://www.lsjunction.com/facts/6flags.htm • Ysleta del Sur Pueblo. (2006). The ysleta del sur pueblo ("the pueblo") . Retrieved from http://www.ysletadelsurpueblo.org/html_pages.sstg?id=77&sub1=145 • De Leon, A. (2006). Mexican americans in texas history. Retrieved from http://www.tshaonline.org/handbook/online/articles/pqmue • Institute of Texan Cultures. (2013). Exhibits. Retrieved from http://www.texancultures.com/exhibits/?archive=y

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