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Hispanic Heritage Month

Elementary

Lesson Plan

GRADE LEVEL: Social Studies – Elementary - Primary and Intermediate Grades

TITLE: Hispanic Literature for Young Readers

OBJECTIVES: Objectives from the Florida Standards are noted with FS.

  1. The student will read and discuss literature selections related to Hispanic heritage.




  1. The student will compare their own goals, dreams, and beliefs to the main characters in selected Hispanic literature selections.




  1. The student will identify the main topic and retell key details of a text. (FS)




  1. The student will compare and contrast the adventures and experiences of characters in familiar stories. (FS)




  1. The student will identify characters, settings, and major events in a story.(FS)

SUGGESTED TIME: 1-2 hours

DESCRIPTION OF ACTIVITIES:

TEACHER’S NOTES:

  1. Separate directions and assignments are provided in this lesson plan for primary and intermediate students.




  1. This lesson is designed to give students opportunities to read selections from children’s literature related to Hispanic heritage. The books to be read are to be selected by the teacher and should primarily focus on stories with a main character so as to support the related class activities.




  1. Prior to beginning the lesson, ask the Media Specialist for assistance in locating copies of the literature selections listed on the handout entitled, “Suggested Literature for Hispanic Heritage Month” (provided). Other literature selections may be found at the Just Read! Florida website at http://www.floridahispanicheritage.com/reading.cfm?lang=en

For All Grades:

  1. Explain that in this lesson, students are going to read one or more books that will celebrate Hispanic heritage. The books will give students the opportunity to think about the life, goals, dreams, and beliefs of the characters in the books. They will also have the chance to think about their own goals, dreams, and beliefs.




  1. Discuss and ask students for examples of the following terms – goals (something you are trying to achieve or do); dreams (something you want to do, be or have); and, beliefs (something you accept as true or right).




  1. Select one or more of the books on the reading list entitled “Suggested Literature for Hispanic Heritage Month” (provided). Complete the reading of the books selected by the teacher, as follows.

Primary Students: Read the book(s) aloud to students and discuss the goals, dreams, and beliefs demonstrated by the main character(s) in the books. Ask if the students share any of the goals, dreams, and beliefs of the characters.

Intermediate Students: Read the book(s) selected aloud or, if sufficient books are available, have students read the books on their own. Have students complete the assignment entitled ““Are We Alike?” (provided). Discuss selected readings and the answers provided by students on the assignment.

OPTIONAL: Following the reading, place intermediate students in pairs or triads and have each student summarize the story for the others. Have each student also share their answers to the questions on the assignment.

ASSESSMENT STRATEGY: Completion of reading and the “Are We Alike?” assignment for intermediate students (provided).

MATERIALS/AIDS NEEDED: “Suggested Literature for Hispanic Heritage Month (provided); “Are We Alike?” intermediate grades assignment (provided).

SOURCE: Assignment adapted from The Center for Applied Research in Education.

Suggested Literature for Hispanic Heritage Month
Younger Children


  • A Day’s Work by Eve Bunting

  • Abuela by Arthur Dorros

  • Carmen's Colors by Maria Diaz Strom

  • Isla by Arthur Doros

  • Marisol McDonald Doesn’t Match by Marisol McDonald

  • My Colors, My World by Maya Christina Gonzalez

  • My Grandma by Ginger Foglesong Guy

  • Napa by Antonio Ramirez

  • New Shoes for Silvia by Johanna Hurwitz

  • Pablo's Tree by Pat Mora

  • The Rainbow Tulip by Pat Mora

  • Tomas and the Library Lady by Pat Mora

  • Too Many Tamales by Gary Soto

  • Xochtil and the Flowers by Jorge Argueta

  • Yagua Days by Martel Cruz


Grades 3–5


  • Calling the Doves/El Encanto De Las Palomas by Juan Felipe Herrera

  • Chavela and the Magic Bubble by Monica Brown

  • Family Pictures by Carmen Lomas Garza

  • Grandma's Chocolate by Mara Price

  • The Color of My Words by Lynn Joseph

  • Under the Royal Palms: a Childhood in Cuba by Alma Flor Ada

  • Waiting for the Biblioburro by Monica Brown

For a full listing of recommended readings for Hispanic Heritage Month visit the Just Read! Florida website at http://www.floridahispanicheritage.com/reading.cfm?lang=en




Are We Alike? (Intermediate)

Directions: After reading a book selected for Hispanic Heritage Month, ask yourself: How am I like the main character in the book? How am I different? Answer the questions below to compare yourself with the main character.

  1. Who is the main character in the book?

  2. Complete the following two charts:



My Goals and Dreams: __________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

The Goals and Dreams of the Main Character: ___________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________




Are We Alike? (Intermediate)
Are We Alike? (Intermediate)

My Beliefs and Things I Believe are Important: ____________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The Beliefs and Things the Main Character Believe are Important: _________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The Beliefs and Things the Main Character Believe are Important:


Are We the Same or Different? (Intermediate)


  1. How am I like the main character?

__________________________________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________


  1. How am I different from the main character?

__________________________________________________________________


__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________



Hispanic Heritage Month

Elementary

Lesson Plan

GRADE LEVEL: Social Studies – Elementary - Intermediate Grades

TITLE: Notable Hispanics

OBJECTIVES: Objectives from the Florida Standards are noted with FS.

  1. The student will summarize the contributions of Hispanic Americans.




  1. The student will gather and synthesize information about notable Hispanics by using a variety of informational resources.




  1. The student will compile a biography about a notable Hispanic that includes information on their contributions.




  1. The student will determine the main idea of a text and explain how it is supported by key details; summarize the text. (FS)




  1. The student will conduct short research projects that build knowledge through investigation of different aspects of a topic. (FS)




  1. The student will write informative/explanatory texts to examine a topic and convey ideas and information clearly. (FS)

SUGGESTED TIME: 2-3 hours

DESCRIPTION OF ACTIVITIES:

  1. Explain that Hispanics have made important contributions to the community, nation and world in many different ways. They have contributed in government, science, art, music, literature, sports, and more. Explain that students will explore the life and contributions of several notable Hispanics.




  1. With the class, brainstorm a list of Hispanics that have made a lasting contribution in various categories (e.g., government, science, art, music, literature, sports). Add to the list using the attached list of Notable Hispanics.


TEACHER’S NOTE: The list of Notable Hispanics has been compiled from several sources. Add to or delete from the list as needed.


  1. Define biography (a description of a person’s life) and autobiography (a history of a person's life written or told by that person). In this lesson, students will compile a brief biography of notable Hispanics.




  1. Ask each student to select and research two Hispanics from the list. Using available print and Internet resources, complete the attached “Biography Profile” for each individual selected.


TEACHER’S NOTE: This research can be done in groups, if preferred. Also, online resources such as scholastic.com contain biographical profiles of notable Hispanics.
ASSESSMENT STRATEGY: Completion of “Biography Profiles.”
MATERIALS/AIDS NEEDED: List of Notable Hispanics (provided); “Biography Profile” worksheet (provided)

EXTENSION ACTIVITIES: If time permits, have students use the “Biography Profile” worksheets to conduct a class presentation. These narratives can also be bound together to create a book. 


Notable Hispanics

Julia Alvarez, writer

Luis Walter Alvarez, Nobel Prize-winning physicist

Desi Arnaz, actor

Joan Baez, folk singer and activist

David Barkley, soldier and Medal of Honor recipient

Simon Bolivar, statesman

Fernando Bujones, ballet dancer

Pablo Casals, musician



Franklin Chang-Dìaz, astronaut

Cesar Chavez, labor leader

Linda Chavez-Thompson, labor leader

Henry Cisneros, former U.S. Secretary of Housing and Urban Development

Sandra Cisneros, writer

Roberto Clemente, baseball player

Celia Cruz, singer

Salvador Dali, painter

Ruben Dario, poet

Sammy Davis, Jr., singer, actor

Walt Disney, artist, innovator

Domenico Theotocopoulos “El Greco”, painter

Jamie Escalante, teacher

David G. Farragut, Admiral

Carlos Juan Finlay, physician



Dolores Huerta, labor leader

Frida Kahlo, artist



Jose Limon, modern dancer and choreographer

Nancy Lopez, golfer

Notable Hispanics (continued)

Juan Marichal, baseball player

Jose Marti, writer, revolutionary leader



Melquiades Martinez, U.S. Secretary for Housing and Urban Development

Pedro Martinez, baseball player

Joan Miro, artist



Mario Molina, Nobel Prize-winning chemist

Rita Moreno, actress, singer, dancer

Anthony Munoz, football player

Luis Munoz Marin, Governor of Puerto Rico



Carlos Noriega, astronaut

Antonia Novello, U.S. Surgeon General

Ellen Ochoa, astronaut

Severo Ochoa, Nobel Prize-winning biochemist

Pablo Picasso, painter

Federico Pena, U.S. Secretary of Transportation

Alex Rodriguez, baseball player

Chi Chi Rodriguez, golfer

John Ruiz, boxer

Alberto Salazar, marathoner

Carlos Santana, guitarist, singer

Luis Santeiro, writer

Andres Segovia, musician

Juan Seguin, soldier, Texas State Senator

Junípero Serra, missionary

Richard Serra, sculptor

Notable Hispanics (continued)

Sammy Sosa, baseball player

Gary Soto, writer

Sonia Sotomayor, Supreme Court Justice

Loreta Janeta Velásquez, Civil War soldier

Nydia Velásquez, U.S. Representative


Sources:  

  1. Infoplease.com

  2. Scholastic.com



Biography Profile

Your Name: ______________________________ Date: ______________________



Directions: Use this worksheet to keep notes on the person you are studying. Summarize your notes into an essay on the last page of the worksheet.

Name of the Hispanic history maker you researched: ___________________________




Picture or Drawing of the Person




Topic

Notes

Early Life




  • Date and Place of Birth

  • Childhood

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


________________________________________________
________________________________________________
________________________________________________

Biography Profile (continued)

Topic

Notes

Education or Training




________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


________________________________________________
________________________________________________
________________________________________________





Topic

Notes

Interesting Facts about the Person




________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


________________________________________________
________________________________________________
________________________________________________


Biography Profile (continued)

Topic

Notes

Career or contributions made by this person

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________




Biography Profile (continued)

Write an essay below summarizing what you have learned about the person you researched. Include a description of the contributions made by the person. Also include a description of the positive characteristics you feel this person demonstrated during his or her life.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________




Hispanic Heritage Month

Elementary

Lesson Plan

GRADE LEVEL: Social Studies – Elementary - Intermediate Grades

TITLE: Hispanic Population Growth

OBJECTIVES: Objectives from the Florida Standards are noted with FS.

  1. The student will analyze the projected population growth of Hispanics in the United States.




  1. The student will interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (FS)

SUGGESTED TIME: 1 hour

DESCRIPTION OF ACTIVITIES:

  1. Explain that in this lesson students will learn that Hispanics are among the fastest growing minority group in the United States. (Asians are the fastest growing group according to the latest Census data.) They will examine the growth by studying and answering questions based on a pie chart.

  2. To review, explain that a pie chart uses “pie slices” to show the size of data (information). Practice creating a pie chart with students using the handout entitled “Creating a Pie Chart” (provided).

  3. Distribute copies of the assignment entitled, “Hispanic Population of the United States, 2013 and 2060 (Estimated)” (provided). Have students answer the questions regarding Hispanic population growth using the pie chart as a reference.

  4. As a class, review the answers to the assignment.

ASSESSMENT STRATEGY: Completion of the pie chart assignment.

MATERIALS/AIDS NEEDED: “Creating a Pie Chart” (provided); “Hispanic Population of the United States, 2013 and 2060 (Estimated)” (provided).
EXTENSION ACTIVITIES: Create additional pie charts regarding Hispanic demographics (population) by using the directions provided on “Creating a Pie Chart” or create pie charts electronically by utilizing the application at Kids’ Zone, http://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=pie
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