Five Unit Lesson Plan Elizabeth Stevens, Laura Soto, Becca Owen, Jessica Quezada

Brain StormLaura’s

Schedule Possible Activities

Circle Time Book?

Song?

Guest Speaker

Artifacts around the classroom (Inspiring Wonder): sculpture, mosquito net, cymbals, drums, harmonium, sari,, ankee

Discussion questions: Where in the world are we going today? What do you think?

Snack Breakfast food: (Jalakhia):Puffed rice with yogurt, sugar and banana

Breakfast: Chapatti with curd and gnat

Free Time/Invitations

Stories: The Ramayana and the Mahabharata

Stories: The Bhagavadgita

Newspaper boat

Gods?

Build Houses

Puppet Shows

Kite building

Peacock

Lunch Pickles and Relishes

Ghee

Structured Time Hula Hoop Venn-diagram

Matching pictures

Chronological Order picture of India

Chronological order scaffold where the children draw their own experience

PenPals: asking what their day is like and telling them about their day (written by teacher)

Guest Speaker

Outside Play Rangoli

Ha Do Do

Chaka Chaka

Puchi

River for newspaper boat

Kabaddi

Goli

Ikri-Dukri

Jessica’s What is used to make chapaits? Are they eaten by themselves or with another food? Are the ingredients used to make chapatis grown or produces locally (India ) Does money have anything to do with the popularity of the chapati. How many people eat it, are they important in holidays/special events? What is something that they eat very often/make with their family? What are other common foods in India? Making chapatis Measuring (math) Working together Start a discussion abouta food that is made with a guardian

a food that is traditional to them science with making the chapatiswhat happens if we add more or less of a specific ingredient? Does it change the flavor, texture, how it cooks, how long it take to cook?

Elizabeth’s

Becca’s

What materials are used to create rangolis? Would it be practical to bring those materials into the classroom, and if not, what materials could be used instead? What would be good to use so that the children can take the activity home with them and remember the lesson later on?

I want to discuss other forms of Indian artHoli festival? (Would that be classroom appropriate?)

● Video of the Holi festival?Ancient art? Sculpture?What are rangolis made of today?

Comparison of Mexican and Indian cultures? (Ramina’s Rangoli!!)

Literature:● Do research and find more books for the text set● Try to bring some kind of Indian artwork in (aside from just pictures)

Where could the children create the rangolis? On paper? Outside?

Science? Climate changes? Weather differences between here and India. How are they similar? How does that impact the children’s ability to lay rangoli foods (rice, flour, sugar) out on the ground?

Book relating to each part of the lesson. How many parts? ● One for an introduction and traditions, two for different discussions centered around art

and history, one for wrap up and another activity?Lesson Plans Laura’s

Time 8:00-8:30 Circle Time

8:30-9:15 Free Time

9:15-9:45 Snack 9:45-10:15 Outside Play

Activity Introduce the topic of India to the children

A morning in India

Breakfast Chaka Chaka Bhaunri and Puchi

Description Seek and Find: I’ll start the class by saying we’re going to travel somewhere pretty amazing today. I’ll be dressed in a sari and have a Bindi on my forehead. I’ll scatter Indian artifacts around the room and send the children on a search for the items that they need to bring back to the circle. I’ll say there are 5 of them. Can you show me how many 5 are on your hand? When they come back to the circle we’ll examine the artifacts. What do you think they are? Where do you think we’re going? Then I’ll explain that we are going to see how people in India live today by doing some

Invitation: This activity will not be mandatory. I’ll place all the artifacts they found in the morning at a station with pictures of what Geeta did in her morning.

Music: Play Indian music while the children have snackPicture: Put up the picture of when Geeta is eating breakfastFood: Make Khaja for children to taste and talk about the fact that some children in eat this for breakfast. Does everyone in India eat this? What do we eat for breakfast? Are they similar?

Invitation: I will invite the children to play games that are played in recess in India. One is called Chaka Chaka Bhaunri which is very similar to Ring Around the Rosie)Pictures: I’ll have pictures from the book so that they can see that they are playing the same game in the book.Music: Bring music that belongs to this gameInvitation: I will also invite them to play Puchi. The children squat on the ground and shuffle around trying to keep their balance. If they lose their balance or stop they lose

things they would do throughout the day.Book: I’ll ask them about the italicized words to see if they can guess what they are.

Macro Objective

Students will…in order to…

Students will…in order to…

Students will…in order to…

Students will…in order to…

Materials Artifacts: Metal bucket, Sari, Mosquito net, Twigs, drumBook: “Geeta’s Day: From Dawn to Dusk in an Indian Village”

Artifacts: Metal bucket, Sari, Mosquito net, Twigs, drumPictures: Brushing their teeth with neem, Taking a bath, Using a mosquito net, women and men wearing a type of sari, and someone playing the drum

Food: KhajaMusic: Have media ready to play the traditional Hindi music

Music: Have a media that can play Chaka Chaka Bhaunri outside

Preparation * Memorize the side notes in the book* Find and place the artifacts around the classroom

*Print pictures *Check allergies*Prepare food ahead of time*Find recipe

* Have the music on iPod, phone or cd*Frisbee to play Chaka Chaka Bhaunri

Scaffolding? Pictures serve as a scaffold so that the children remember the events for a later activity

Assessment Are the children answering questions?

See that the children incorporate the artifacts into their play and mimic the pictures.

Are they examining their treat? Are they talking about it?

Reflection Questions

Does that tooth brush look like yours? How about the clothes? Why do you think they wear those clothes?

What game is this like? Do you hear this kind of music here?

Common Core Standards

CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

AZ Social Studies Standards

PO 1. Recognize through images how people live differently in other places and times.

Early Learning StandardsLanguage

Strand 3: ConfidenceSpeak audibly and express thoughts,

Arts feelings, and ideas clearly. (PKI)

Early Learning Standards Social Studies

Recognize through images how people live differently in other places and times. (G)

Social Studies Tenant

Inspiring Wonder Inspiring Wonder Inspiring Wonder Inspiring Wonder

Time 10:15-11:15 Structured Time

11:15-12:00 Lunch

12:00-12:30 Outside Time

12:30-1:30 Structured Time

Activity School Day in India

Lunch Chaka Chaka Bhaunri and Puchi

Chronological

Description Have 2 different Stations (one teacher at each)Station 1:Book: “Count your way through India”The children will learn to count in Hindi. Play snakes and ladders with an added rule of saying the number in Hindi. If you forget you have to move back a space.Station 2: Read

Food: Pickles Games: Have the option of playing these games again.

Part One: Provide children with a chart that have the following heading: brush your teeth, get dressed, breakfast, school, recess and lunch. The children will draw how they do these things

Part Two: I give them pictures of a child in India doing these things and they have to put them in

“B is for Bangladesh”. Point out similarities and differences while reading the book.

Alphabet Clothespins: Have them draw a similarity and/or difference for each letter. For example: m could be music and c could be clothes. Have them explain their picture when they hang it up.

chronological order. We will look at “Geeta’s Day” again to refresh everyone’s memory. Then we’ll have a discussion about similarities and differences.

Macro Objective

Students will…in order to…

Students will…in order to…

Students will…in order to…

Students will…in order to…

Materials Picture: of kids at school form the bookBooks: ”Counting Your Way Through India” and ”B is for Bangladesh”Crafts: Markers, crayons, and pre-made paper booklets to draw inGame: Snakes and Ladders and Dice

Food: Pickles Music: Have a media that can play Chaka Chaka Bhaunri outside

Pictures: 16 SetsCharts: 16 Sets

Preparation *Print out a large game of Snakes and Ladders*Make booklets

*Check for food allergies*Buy pickles

* Have the music on iPod, phone or cd*Frisbee to play Chaka Chaka Bhaunri

*Make the sets of pictures*Make the charts

Scaffolding? Station 1: Snakes and Ladders will be played as a whole group so the teacher can help the children move the piece the correct amount of timesStation 2: Have some pre-made words like clothes or music but encourage the kids to use their imagination

The Charts because they aid the child in thinking chronologically and they look back to those when putting the Indian life in order

Assessment Station 1: Are they remembering to say the number in Hindi?Station 2: Are the drawings reflecting the comparisons that they made

Do they remember

Are they putting the pictures in order?

Reflection What did you learn in each station? What’s different? What’s the same?

Do you remember hearing about pickles in the book?

What did you learn in each station? What’s different? What’s the same?

Common Core Standards

AZ Social Studies Standards

Early Learning Standards

Social Studies,Strand 3: Historical Thinking, Mathematics 2. The teacher has sequencing cards for hand washing procedures, toothbrushing, dressing, daily classroomschedule, etc. so the children canrecognize and practice the sequence of events on their daily routines.

Social Studies Tenant

Inspiring Wonder Inspiring Wonder Inspiring Wonder Inspiring Wonder

Elizabeth’s

Indian And Arizona Monsoons

Standards (Arizona Early Learning Standards):· Language and Literacy Standard:Strand 2: Emergent LiteracyConcept 5: Comprehensionc. With Prompting and support, asks and answers a variety of questions about books or stories told or read aloud.h. With modeling and support, identifies the topic of informational text that has been read aloud.· Social StudiesStrand 2: CommunityConcept 3: Geographyb. Describes some physical features of the environment in which he/she lives: e.g. bodies of water, mountains, weather.Standards (Common Core-Social Studies)· English Language Arts Standards - Speaking & Listening- KindergartenCCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.Standards (Arizona Social Studies Standards)

· Strand 4: GeographyConcept 3: Physical SystemsScience Strand 6 Concept 3: Understands the characteristics of weather and how it affects people.

Lesson Plan: Content Objectives: Students will identify two different monsoons seasons in order to compare differences and similarities of the weather’s effect on its environment.

Lesson Title: “Indian and Arizona Monsoons”

Context: Kindergarten-Age Five-Sixteen Children

Time: 45 minutes

Materials: The book Monsoon Afternoon by Kashmira Sheth, video of the Indian monsoon from YouTube, video of the Arizona monsoon from YouTube, newspaper photo of a flash flood from the Arizona Daily Star taken by Mike Christy, large notepad, black marker, computer, projector, projector screen, drawing paper, crayons.

Intro: This lesson, if weather permits, would take place in August during the Arizona monsoon season in hopes that the children will be able to observe the monsoon weather and then be able to report to their fellow students and then express their observations in the closing activity. If the weather doesn’t permit a video of the Arizona monsoon will be shown for the children to observe the monsoon weather characteristics and then report their observations in a think-pair-share activity.

Key Vocabulary: Monsoon, weather, water, rain, wind, India, Arizona, flood, relief

Development of Lesson: The lesson will begin with the students entering the room in the morning and coming to the carpet for the classroom circle time. After the opening activities like taking attendance, the question “What was the weather like this morning?” will be asked. The responses will be varied, especially depending on the weather of that day. After we have discussed the morning weather, we will read the book Monsoon Afternoon by Kashmira Sheth. Before I begin to read, I will give the background information of the story context including its location in India and I will point that out on a large world map. After the read aloud, the following questions will be asked: What kinds of weather was happening in the story? How long do you think it rained for? How much rain do you think there was? The students will be told to think about rain and what it can do for the environment when they are dismissed to their free play time. If there is monsoon-type weather that day, during their first structure time, we will go outside and stand under covered space and observe the weather for 10 minutes*. The

students will come back inside and sit at the circle and be asked to do a think-pair-share with a partner for five minutes. The students will report out to the entire group with their observations and I will create a t-chart with the left heading being “ARIZONA” and fill in the left side with the observations. Using our classroom computer and projector, we will then view a less than two-minute video clip of the Indian monsoon. After the video, the class will do another think-pair-share for five more minutes, and then report their observations to the rest of the class. I will label the right heading of the t-chart with “INDIA” and fill in the right side with the observations from the video. We will then have a five minute discussion with the weather of both locations and make comparisons between the weather characteristics. I will then ask the students to recall their thoughts of rain and what it can do for the environment and express their thoughts to the group. After the responses, I will show a newspaper picture from the Arizona Daily Star called “Monsoon causes problems on Tucson streets” taken by Mike Christy. I will ask this question: How was this flood caused? After responses, I will explain that floods have caused a lot of damage to homes in Tucson and other places that the monsoon occurs in. Our closing activity will be for the children to sit at the work tables and draw a pictures of happy things for us to send to flash flood victims for 20 minutes. *If the day does not have monsoon-type weather, the class will view a video clip from YouTube of the monsoon.

What Do They Wear in India?

Standards (Arizona Early Learning Standards):● Language and Literacy Standard:

Strand 2: Emergent LiteracyConcept 5: Comprehensionc. With Prompting and support, asks and answers a variety of questions about books or

stories told or read aloud.d. With prompting and support, draws connections between story events and personal

experiences.h. With modeling and support, identifies the topic of informational text that has been read

aloud.● Social Studies

Social Studies Standard:Strand 1: Family Concept 1: Understands Family- The child demonstrates an understanding of families and

the roles and responsibilities of being a family member.b. Identifies family members; e.g., mother, father, sister, brother, grandparents, cousins,

etc. c. Describes/discusses own family’s cultural or family traditions.

Strand 2: CommunityConcept 1: Understands Community – The child recognizes that he/she lives in a place

with many people and that there are people and events in other places.c. Describes some characteristics (e.g., clothing, food, jobs) of people in their

community.Strand 3: Historical ThinkingConcept 1: Understands Time- Past, Present, and Future- The child demonstrates that

events happened in the past and how these events relate to one’s self, family and community.

Standards (Common Core-Social Studies)● English Language Arts Standards- Speaking & Listening- Kindergarten

CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Standards (Arizona Social Studies Standards)● Strand 4: Geography

Concept 2: Places and Regions: Places and regions have distinct physical and cultural characteristics.

Lesson Plan:

Content Objectives: Children will identify the sari and dhoti as a traditional clothing choice for Indian women and men in order to compare and contrast the clothing that they see women and men in their families wear in the U.S..

Lesson Title: “What Do They Wear in India?”

Context: Kindergarten-Age Five-Sixteen ChildrenTime: 90 minutes

Materials: My Dadima Wears A Sari by Kashmira Sheth, 1 5-foot piece of fabric to be used as a sari for the teacher, 16 3-foot pieces of colorful fabric to be used as saris and dhotis for the children, 16 sets of velcro to attach to the children’s fabric 1 picture of an Indian women wearing a sari, 1 picture of an Indian man wearing a dhoti, video of Nina Davuluri dancing bollywood from YouTube, classroom computer, classroom projector, classroom projector screen, drawing paper, crayons, large notepad paper, 1 marker

Intro: The hope for this lesson is that the students will be introduced to Indian traditional fashion to understand that in other parts of the world, different clothes are worn for their different

cultural traditions. The idea for the lesson came from the book My Dadima Wears a Sari by Kashmira Sheth. At the end of the book, there is a tutorial for how to wrap a sari. That gave me the idea to supply the individual pieces of fabric for each child, that can be used as either saris and dhotis, but also to shorten the length of the fabric to be more fitting for a five-year-old child. Also I added velcro to each piece of fabric to ease the time of securing each fabric to each child. I also wanted to use popular culture to exhibit Indian cultural traditions, such as current Miss America Nina Davuluri who performed a Bollywood fusion dance for her talent in the 2013 Miss America Pageant this past September, which she wore another traditional Indian costume which is similar in design to a sari. My hope is that the students will observe the clothing and make comparisons to what they see adults in their culture wear in the United States. To fulfill this hope, I will send a note home with families asking to provide a picture of the child’s family, be it just their immediate family or their extended family. It is just so students have a visual to share what kinds of clothes they see adults wearing.

Key Vocabulary: sari, dhoti, Dadima, clothes, family, mother, father, grandparents, Bollywood, India

Development of Lesson: During our morning circle time, I will welcome the children and read aloud the book My Dadima Wears a Sari by Kashmira Sheth. Before I read, I will ask students to look at the type of clothes they see in the book. After the read aloud, I will say “Thumbs up if you have something that you would like share about the clothes in the story”. I will record the students’ observation on the large notepad with the marker. The students will then be dismissed to the morning free play time after our 30 minute circle time. Later in our day during our second structured time at 12:30 PM, I will have be dressed in my sari and have the fabric for the children’s saris and dhotis laid out on the floor. I will invite the children to pick up their individual piece of fabric. I will then ask for one boy and one girl to come up front to be my models so I can give a quick tutorial of how to wrap the sari or dhoti, and the velcro on the fabric will be of assistance. Once everyone is dressed in their traditional Indian wear, I will show the two-minute video clip of Miss America Nina Davuluri dancing Bollywood at the 2013 Miss America Pageant. I will ask the students what they think about the costume that Davuluri is wearing. I will then explain to the students that saris and dhotis are part of Indian culture because they use different pieces of clothing for special times like weddings or dancing Bollywood and for everyday activities, just like in the United States people wear different clothes for different types of activities. To close the lesson, I will ask the students to return to their work tables while still wearing their saris and dhotis and to take out the photograph of their family that they brought in and to express through drawing what they see the adults in their family wear. When they are done expressing, the entire class will do a gallery walk of the classroom, looking at the family photograph and the drawing side by side. This will conclude our structured work time of an hour.

Jessica’sBreads Around the World

Objectives:Students will discuss the kinds of breads that are common in different parts of the world. Students will compare three different chapatis through the use of a chart. Standards:Arizona Social Studies StandardsStrand 4: GeographyConcept 4: Human SystemsPO 1. Discuss the food, clothing, housing, recreation, and celebrations practiced by cultural groups in the local community. Core StandardsCCSS.ELA-Literacy.RL.K.1With prompting and support, ask and answer questions about key details in a text. Arizona Early Learning StandardsStrand 2: CommunityConcept 1: Understands CommunityIndicator:c. Describes some characteristics (e.g., clothing, food, jobs) of the people in their community.

Strand 1: Inquiry and applicationConcept 2: InvestigationIndicator:b. Makes predictions and checks them through hands-on investigation with adult support.· Predicts that the rock will sink when placed in water.

· Says, “If I step on the balloon, it will pop.” Materials:Chapati ingredients· White flour, wheat flour, water, salt2 Measuring cupRolling pin SkilletThree mixing bowlsThree spoonsImages of the different bread’s mentioned in the bookWorld MapTapeLarge piece of post-it paperMarkersEverybody Bakes Bread by Norah DooleyWhat Should I Make by Nandini Nayar Key Vocabulary:Chapati, tava, dough, continent, moist, dryInstructions:Preparation:A couple of days before the activity a note will be sent home telling parents that students should come in ready to share a type of bread that is traditional to them or common in their household. I will give parents the following example so they have and idea of what to discuss with their children. Ex: In my home the most traditional form of bread is a tortilla. It is very common to eat this with beans in the form of a burrito, and it is also used as a makeshift spoon with certain meals. I make this by taking a ball of raw dough and pressing it with a special machine called the tortillera. Part 1:Time: 30 minutesOn the day of the lesson we will start with a circle time activity. During this time students will have the opportunity to share whatever bread is common to them. I will start by introducing my bread, as well as how I eat it. Once everyone who wants to share is done we can go on to talk about the similarities and differences the common breads in our life by asking question such as“Do you eat the bread with anything special?”“Do you have it often or only during special events?” Part 2:

Time: 30 minutesThe second part of the lesson will take place during the first structured work time. When students come in from their outside time they will have an opportunity to take a drink and use the restroom, after that they will all transition into the carpet area. I will start be reminding the students of the discussion that we had earlier today then we will transition into reading the book Everybody Bakes Bread by Norah Dooley which will introduce the students to different forms of bread that are common around the world. Before we read the book I will go through the pictures in the book in order to introduce the students to the images. After this portion of the activity students will be able to discuss what they think will be happening in the book as well as any connections they made to the discussion we had previously. I will then read the book, while it is being read I will ask questions such asWhat is the difference between this bread and the last bread we saw?Do you recognize this bread?Do you remember where this bread is from?Is this one of the breads any of you talked about this morning?Once we are done reading the book students will have the opportunity to ask questions or make any comments/connections they made between the book and the discussion we had earlier on the day. Time: 30 minutesIn the second part of structured work time the students will be split up into two groups. One of the groups will be working with the assistant teacher and the other group will be working with the lead teacher. Each of these groups will be sent to sit a table that has already been set up for them. The table will have a world map on it and pictures of the different breads that were just discussed in the book. In this activity students will work together to put the different kinds of breads on the map depending on which country they come from. For example they will discuss the coconut bread that was mentioned in the book, since this food is common in Barbados the students and the teacher will find it on the map, and pin the picture of the bread on the country. Once they have all of the countries matched up with the picture of they bread they will have the opportunity to discuss. Since students don’t have a complete knowledge on where the countries are they will need \ assistance from the teacher. This could be done by narrowing where the country is at based on the continent, for example because Barbados is in North America you could start by saying “Barbados is in the continent of North America, which is right here” (point to it on the map). You could then go on to discuss the fact that there are many different countries in North America such as Canada, Mexico, and the USA. From then on you could narrow it further by talking about the fact that Barbados is a small island. If students don’t know what an island is this would be the time to explain it to them, or have another one of the students who does know explain it to them. Once the students know what they are looking for they can work along with the teacher to find Barbados. This would be done for all of the countries mentioned in the book. Once all of the parts are labeled a discussion can be started about which if the countries are closest to each other as well as which ones are closest to where they live. During this time

students might also make a connections to whatever countries the breads they choose to share about came from. Part 3:Time: 20 minutesThe last part of the activity will take place during the last structured work time. Students will come in from their outside play time and have time to wash their hands, use the restroom, and drink water. Once they are done they will gather at the carpet/circle area. Just like in the structured morning time we will begin by reading a book, this time it will be What Should I Make by Nandini Nayar. We will start by doing a picture walk with the book, I will ask students to predict want will happen, as well as what the characters are doing. I will then go on to read the book to the students. During the reading I will ask questions such as What do you think he is making?Does this remind you of something that you have done at home?What kind of bread do you think he is making? Time: 40 minutesThe second part of this structured afternoon time will take part in making a chapati. First students will be shown a video of a person in India making a chapati. They will then have the opportunity to make their own chapatis. The students will once again be split up into two different groups in order to make their chapti dough. Each group will have a printed version of the recipe with. During this activity students will be comparing three different chapati recipes. One of the groups will be adding an extra ½ cup of water to the recipe and the other group will be making a recipe with an extra ½ cup of flour. There should also already be a premade batch that follows the recipe exactly. Each of the groups should go through the recipe and talk about the fact that they are going to alter the recipe. There should then be a discussion about what they predict will happen with the altered recipe. Once all the batches of dough’s are prepared students should have the opportunity to compare things such as the scent an color as well as how they feel compared to one another. Once they have all gotten the opportunity to compare the dough they will make a chapati from each of the batches. They will then have the opportunity to compare the similarities and differences between the chapatis. They can discuss why think the flavor changed as well as which one they feel has the best flavor. This information will all be recorded onto a chart as the discussion is going on. Once the discussions are over two students at a time will have the opportunity to make their own chapati with the supervision of a teacher.

Becca’s

Rangolis and Tradition Age Group: Kindergarten (Age 5 - 16 children) Duration: Five segments of roughly 20-30 minutes Standards Arizona Early Learning Standards:· SS Strand 2: Concept 1: A: Recognizes that places where people live are made up of individuals from different cultures and who speak different languages· SS: Strand 3: Concept 1: B: Understands that events happened in the past and how these events relate to one’s self, family, and community Common Core Standards:· CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details. Arizona Social Studies Standards:· Strand 2: Concept 1: PO2: Listen to recounts of historical events and people and discuss how they relate to present day. Objectives:· Children will learn about Indian culture and traditions and produce their own versions of Indian art and be able to discuss them. Children will also be able to say hello the way children do in India Recommended Literature:· “Rangoli: Discovering the Art of Indian Decoration” by Anuradha Ananth· “Here Comes Holi: The Festival of Colors” by Meenal Atul Pandya· “Say Hello!” by Rachel Isadora· “Holi: Rookie Read Aloud Holidays” by Uma Krishnaswami· “Romina’s Rangoli” by Malathi Michelle Iyengar· “Chachaji’s Cup” by Uma Krishnaswami· “Indian Folk Art ABC’s” by Manu Desai

Key Vocabulary· India, rangoli, Holi festival, traditions Part One (Introduction and explanation of traditions) Materials:· Recording of “Hello Hello Hello”· White board/chalk board/smart board· “Holi: Rookie Read Aloud Holidays” by Uma Krishnaswami Lesson Plan: Before this lesson can be put into action, I plan to send a note home to the families asking about their traditions and if they could discuss them with their children and send a note with them to school the day before this lesson listing several of the children’s favorite traditions.

At the beginning of the session, I will have the children come to the carpet and sit down according to where their nametag is placed on the floor. To begin discussing families in other countries and what their traditions might be like, I first ask them how we greet people in our country. If there are children from other cultures in the room, I’ll ask them to share their greetings as well. Once we’ve all said hello to each other in various languages, I’ll introduce the song “Hello Hello Hello”, which covers greetings in multiple languages from around the globe. One of those is India, which will be the children’s first exposure of the day to India. After singing the song two or three times, however long the interest of the children holds for, I’ll ask the children what they know about the different places in the song. Those places are Africa, Mexico, and India. I’ll ask about Africa first, then Mexico, and save India for last. Once we’ve gone through these countries and discussed whatever answers the children in the classroom had, I’ll bring out cutouts of several people and start a discussion about the word tradition. The first question in this conversation has to be introducing the word. Asking “do you know what a tradition is?” and seeing what discussion comes from that question. Explain what traditions are and give examples of a few traditions I have. Introduce the Holi Festival with a video about it (there are many online, this part can be flexible). Afterwards, take out the book “Holi: Rookie Read Aloud Holidays” and ask children what they think the book is going to be about. Read, and afterwards show a chart on whatever is available (white board/chalk board/smart board) and ask the children if we can make categories for some of their traditions in their families. Prompt holidays if needed. Read several of the children’s traditions that their parents sent with them aloud. Write traditions on the board. Tell the children that several books about India and traditions will be sitting in the front of the room for the duration of the week and that they can look at them if they would like to. Part Two (Introducing rangolis)

Materials:· “Holi: Rookie Read Aloud Holidays” by Uma Krishnaswami· “Rangoli: Discovering the Art of Indian Decoration” by Anuradha Ananth· Finger Puppets of a person and an ant.· Pictures of several rangolis (either printed or on a smart board) Lesson Plan: Bring out the book from yesterday “Holi: Rookie Read Aloud Holidays” and ask the children if they remember what they learned about traditions during the previous lesson. Explain that that was one tradition that takes place in India, but today we’re going to discuss a different tradition.

Take out the pictures of the rangolis and ask them if they have ever seen art like these pictures before. Discuss. What do they think they’re made out of? If no one suggests it, ask if they think they’re made out of chalk or paint. Do they think we could make one on our playground? What do they think they are used for?

Have pictures of old rangolis and pictures of new rangolis. Why do they think some look older than others? Are the old ones still valuable to us? Why?

Introduce the book “Rangoli: Discovering the Art of Indian Decoration” and discuss the images on the front cover. Take out the finger puppets and ask for one volunteer to be the ant. Put the puppet of the boy on your own finger. Tell the story using the finger puppets. Ask the children what they thought about the story. Part Three (Introducing older Indian art) Materials:· “Indian Folk Art ABC’s” by Manu Desai· Some form of Indian art or sculpture aside from rangolis Lesson Plan: This will be the shortest segment of the lesson. For this activity, I want to have the children be able to handle actual Indian pottery or sculpture. Obviously, it’ll take some prep work on my part before the class to track down something like this, but I really think it would help children learn about this form of art to actually be able to see it and hold it.

“Indian Folk Art ABC’s” is a picture book with different forms of Indian art for each letter, so it wouldn’t necessarily have to be read in chronological order, but for this lesson I would have the children sitting on the carpet or at their tables and I would start at the beginning and go through each letter of the alphabet showing each of the objects and prompting the children to discuss them and things that we have in our culture today that are similar to these older art pieces that were relevant in India a long time ago. When I got to the page that I had an artifact for, I would pass it around and let each child handle it and look at it during the reading.

Part Four (Children create their own art rangolis) Materials:· “Rangoli: Discovering the Art of Indian Decoration” by Anuradha Ananth· Premade example of the project· Premade rangolis traced onto paper· Paper· Paint· Glitter Lesson Plan: To begin this activity, I will take small groups of children at a time (approximately 4 or 5) and bring them to table. I will review the book from the previous day about rangolis and ask the children if they remember what the rangolis were made of. The rangolis in the book were made of flour, rice, and sugar. Do the children think that we should make ours out of those materials too? Explain that we don’t have those materials and we aren’t actually going to be feeding ants, so we don’t need to have edible things on our rangolis. Introduce the project by showing the example rangoli. Are we making modern rangolis like the ones in the book or rangolis like the old ones we looked at in our pictures? I will then bring out the rangolis that are traced onto sheets of paper already, ask each of the children which one they would like to make and hand each their design. Once children are ready to paint (sleeves rolled up, smocks on, etc), then I’ll bring out paint containers and paint brushes and demonstrate how to paint along the lines of the rangoli.

As each child completes this, put the designs into a flat container that can hold glitter and not make a mess. Have the child dump glitter onto their design so that it sticks to the paint. Dust off the designs of excess glitter and as each child finishes allow them to rejoin the rest of the class in whatever activity they’re currently engaged in. Part Five (Children draw rangolis on the ground) Materials:· “Rangoli: Discovering the Art of Indian Decoration” by Anuradha Ananth· A clear spot of cement where children can draw· Chalk Lesson Plan: For this part of the lesson, I would like to put the previously read books into action. I’ll take the children outside (either in small groups or as a class, but small groups would be easier to manage for this activity) and bring chalk out as well. I’ll ask the children about the weather outside and whether they think it’s okay to draw a rangoli on the ground or if they think that it’s going to rain. What makes them think that?

Then the children will be encouraged to think about what would happen if the weather were to change. Ask what they think the weather is like in India, and what they think happens to the flour rangolis there if the weather gets bad. I will demonstrate drawing a rangoli on the ground in chalk and give each child one piece of a chalk so that they can draw their own rangoli on the ground. Being outside and drawing rangolis like the Indian child did in the book will serve as a full circle moment from the beginning of the lesson. After they’ve drawn their rangoli, I’d like to ask each child what they have learned about rangolis during the week. Once we go back inside and near the end of the day, I’ll have a journal time where the children can reflect on their traditions and art compared to Indian traditions and art then and now.

RationaleLaura’s

The classroom that we are teaching in for the purposes of this lesson is located in Tucson, Arizona. There are sixteen five year olds in the classroom and another teacher that provides extra help when needed. There are ten Hispanic children, three African American children and three Native American children in the classroom. Due to the fact that it is the beginning of the year, we

haven’t learned what type of Native American they are. We decided as a group that the first lesson that would be taught would be a lesson about daily life in India.

When the children are welcomed for circle time on the first day of introducing the lesson, I chose to wear the customary Indian attire because I knew it would spike the children’s curiosity. As Giorgis and Glazer mention, “Having them guess what will happen fosters logical thinking about cause and effect. (60)” I love this statement. I am at my happiest as a teacher when a child is engaged, learning, and excited about what they’re learning. This was a huge reason for why I wanted to add a seek-and-find to my circle time. I wanted the children to get some adrenaline in their body and I wanted them to bring that excitement to the lesson. Another reason that I wanted to start by doing the seek-and-find was so that I could have their attention for as long as possible. However, I wanted to do it in a manner that would keep them curious for as long as the circle time lasted. Agarwal-Rangnath explains that sometimes students lose their interest in questions because teachers get scared on their behalf. The teachers grow scared that the students won’t be able to answer the questions (23). However, I want my students to continue being curious because I want to learn right along with them. In my philosophy for Donna, I mentioned that we can only expect greatness from our students if we are willing to be just as inquisitive. As cohort six has learned in all their classes, the child will only give you what you expect of them. I chose to use artifacts as part of the activity because it creates the same curiosity as what I’m wearing is meant to create. In fact, Agarwal-Rangnath, Boutte, and Strickland agree that artifacts inspire wonder and are very important for creating connections. I used different artifacts throughout the whole day: clothing, food, music, pictures, and games from that country.Another thing that Boutte and Strickland pointed out was the importance of contemporary literature. I chose two of my books based on this reasoning. Whenever I asked questions, I also made sure that this only applied to “some” Indian villages because just like the in the U.S., I had learned that not everyone is exactly the same. Next I’ll further describe why I chose each of my books. The first book was “Geeta’s Day: From Dawn to Dusk in an Indian Village”. I chose this book because it was contemporary. I also chose it because it was factually accurate. This is a criterion that Giorgis and Glazer both deemed very important (41). I stayed at the library for more than five hours doing research and seeing if all the other books had approximately the same information. Through this research, I found that the day to day life differed based on where you lived in India. I wanted to bring books that would underline these differences but they weren’t age appropriate for this particular classroom. Another reason that I chose it was because Giorgis and Glazer state that “illustrations should match both the description and action” (44). This was really important because I wasn’t planning on reading the book word for word because of it’s length. However, I still wanted to tell the story in order to capture the main events in Geeta’s life and the order in which they occured because that was the main focus of my lesson plan. Lastly, I chose this book because “...stories of ourselves can be most powerful, as they show our struggles, our capacity to fail and stand up, and our fragility as human beings (Agarwal-Rangnath, 28).

The next book that I chose was “B is for Bangladesh”. It followed many of the same stipulations as the first book except that it was a concept book. This didn’t change the lens in which I viewed it though. It still needed to be contemporary and accurate. The only other stipulation that I had for this book was that it needed to be an easier read. The third book broke all the rules that I was taught in Maria’s class. Giorgis and Glazer say that “If the book is designed to help children learn to count and recognize numerical order, then the illustrations must show the objective clearly” (47). However, I thought that the information the book held was too valuable to discard for this reason. I’ll make sure to help decipher the pictures with the children during the read aloud. Hopefully, this interaction will help me keep the children interested in the book. Another fault that the book possessed was that it isn’t contemporary. However, the information that it contain is important language so I decided that a little age wouldn’t change that information drastically. Throughout the lesson, it’s evident that I ask a lot of questions. The reasoning behind this is because I want the children to reflect on what they are seeing. As teachers, we always have the option of giving our students the answers. However, I like the A-ha moment the child experiences when they come up with it on their own. Agarwal-Rangnath also underlines that “Asking questions is what challenges our critical thinkers to examine the world around them so that they may be able to scrutinize and ultimately work to change what may be wrong, unfair and unjust in our society.” However, the children have to connect to the story first and you do that by asking questions (Agarwal-Rangnath, 13) The second lesson that the children will be taught is about various art forms in India. Theoretically, the lessons about artwork, monsoons, clothing worn in India, and various foods eaten there, could be taught in whichever order a teacher wished them to be taught in.

Since this is only their second or possibly third year of schooling, and their first year outside of preschool, and we live in Tucson, Arizona, I can assume that the children have had very little if any exposure at all to Indian culture when I begin discussing artwork with them. I know that they have previously learned about daily life in India, and I want to now introduce them to the artwork and a bit more to the in depth culture that exists there. I know from experience that children learn languages best at a very young age and that greetings in another language are easy to memorize and useful to know. Also, I know from our readings in Creating Environments for Learning by Julie Bullard, that “while participating in music activities, children are also enhancing physical, language, social-emotional, and cognitive development” (p. 272). Music is an important element to implement into every lesson, so on the first day that I introduce this subject, I teach the children the song “Hello, Hello, Hello”, which covers greetings from several different countries, including India.

The goal of this lesson was to get them interested in learning more about India and what art people are making there as opposed to what art we make here. Children have a natural curiosity for learning, so rather than immediately jumping in to telling them exactly what we were going to talk about relating to India, I let them figure it out for themselves. After the song, I would read “Holi: Rookie Read Aloud Holidays” to the children and discuss their traditions that I had hopefully been able to obtain lists of from their parents previous to the lesson. I know that

discussing traditions that children have participated in in the past would help contextualize why we’re discussing the art and traditions of other countries. I wanted to make sure to include this part in my lesson because, as Agarwal-Rangath discusses, children being able to connect the past to experiences in their own lives helps students foster an appreciation for the past and a reason to learn about it (p. 113)I also chose to read the book “Rangoli: Discovering the Art of Indian Decoration” by Anuradha Ananth. Reading aloud to children is crucially important to helping them learn. In this case, I knew that it was imperative that the children be able to see the pictures as I read, as this helps the meaning-making experience flow smoothly for the children, as stated in Giorgis & Glazer (p. 59). I use finger puppets for this book because there are essentially two characters and having an artifact for the children to physically see while reading a story like this helps a lot to keep them engaged in what’s going on. (p. 64)

I chose to read several different books to the children so that they would get a decent amount of exposure to various forms of art. “Indian Folk Art ABC’s” by Manu Desai is the only book that I chose to read that wouldn’t be considered contemporary literature. However, I chose to use it anyway because i think it gives a great variety of examples of Indian artwork and sculpture, and adds a lot of depth and richness to the children’s learning. After all three of these books have been read, only then will I have children start to participate in creating art themselves. Hopefully producing this art of other cultures will help them develop a deeper understanding of the effort that was put into that artwork, and via that understanding, foster a lifelong appreciation for it.

I ended up with a lot more books than I had originally anticipated, and not all of them are being read aloud to the children throughout this lesson. Rather, some are going to be placed in a basket in the literacy area of the classroom so that the children can access them throughout the week whenever they wish to. As the Giorgis & Glazer text states, the goal of having children interact with literature in the classroom is to engage them in active response which will then support their language, intellectual, personality, social, moral, aesthetic, and creative development (p. 28). Children reading and looking at pictures alone indicates interest and adds to their knowledge of the subject, whether they can read all of the words or not. All the books that I have added to the classroom for this week relate to Indian art and tradition, and one that I feel the students in this particular classroom will be able to connect with is “Romina’s Rangoli” by Malathi Michelle Iyengar. I included it in my text set because it discusses both Mexican and Indian culture, and in a classroom with many Hispanic students, some of whom are of Mexican descent, this is especially relevant to them being able to make a connection with lessons about India.

The tenant from the framework outlined in Agarwal-Rangath that I focused on for this lesson is Connecting the Past to the Present, and I tried to incorporate that as much as possible into discussions with the children about the differences between Indian art long ago and Indian art today, along with discussing whether or not we thought that was relevant for our classroom as a part of history. “As the past is no longer, all we have with us are the artifacts that can help us recover bits and pieces of what went on before our time” (p.100) I tried to implement this into

the classroom throughout the lesson by bringing in artifacts, or photographs of artifacts, if none were actually available, that would serve as examples for what art was like thousands of years in the past and provide for discussion around that.

The third and fourth lessons that will be taught to the children during this unit are that of weather in India, relating specifically to that of monsoons because we can relate to that so well in Arizona, and then what clothing they wear in India. It would actually be good to rearrange these units and for a teacher to monitor what weather is going to be occurring outside for that week or succession of weeks, and teach about weather and monsoons on a week when a monsoon or at least some kind of rain storm is scheduled to hit. This will help the students create connections between what they’re learning about and the environment they live in. The hope for this lesson is first to learn the student’s prior knowledge about the different types of weather. Are students aware of the different types of weather in their surrounding environment? Do the students watch television with their parents and see weather occurrences in different parts of the world? With the use of the classroom’s observations of weather, the students will satisfy several standards related to social studies from the Common Core, Arizona Early Learning Standards, and Arizona Social Studies Standards. The ideal time to implement this lesson would be in August during the Arizona monsoon season because the book that I will read aloud to use as a starting point for the lesson is the book called Monsoon Afternoon by Kashmira Sheth. As stated in Literature for Young Children (2013), reading aloud and sharing books with young children invites them to experience the story whole heartedly (p. 58). The next hope is either to watch a video of Arizona monsoon weather or, if weather permits, have the children view observe the weather through the classroom weather. Afterwards, the students will participate in a think-pair-share activity. Literature for Young Children also states that children become aware of details by teaches requiring them to look carefully at what is in front of them (p. 170).

The second part of the lesson would be for the students to view pictures and video clips of the Indian monsoon season and then participate in another think-pair-share activity. I will share pictures from the Arizona Daily Star of a flash flood caused by the 2013 Arizona Monsoon and explain to the children that a large amount of rain from the monsoon season causes flash floods and that flash floods are very damaging to homes. I want my students to close out the lesson by drawing pictures as what I call “Hope Cards”. In their Hope Cards, they can draw a picture of something that they want to send to flash flood victims. I can assist in writing greetings on the cards to go along with their pictures. The activity will then hopefully end with the students using drawings to express their observations to the teacher or facilitator of lesson. The tenant framework from Argarwal-Rangnath (2013) that this lesson is based off is Facilitating Change, and the use of art provides a medium of expression for ideas (p. 130).

The hope for the lesson about clothing worn in India is to first learn the student’s funds of knowledge what type of clothing that their families wear. What kinds of clothes do mothers, fathers, grandparents, siblings, or other extended family wear? I will send a note home with families for the children to bring in a photo of the child’s family, be it immediate or extended, and the photo will be used in the closing activity.

These questions are to be asked before the students listen to the book “My Dadima Wears a Sari”, by Kashmira Sheth. This picture book is about a young girl who wonders why her Dadima, (grandmother in Gujarati Hindu) only wears saris and doesn’t like to wear any other dresses. The book explains how Dadima can wear different saris for different things, but by wearing it, she is connecting to her culture. As stated in Literature for Young Children (2013), the point of reading books aloud to the students is to invite the children to experience the story wholeheartedly (p.58). I want to ask the students questions like “What colors do you see on Dadima’s clothes?” “What does Dadima do in her sari?” “Why do you think Dadima wears a sari?”.

These questions and this lesson correspond to Agarwal-Rangntath’s tenant, “Painting the Picture”, from Social Studies, Literacy, And Social Justice in the Common Core Classroom (2013). The tenant focuses on showing students multiple perspectives on concepts (p. 38), in this case articles of clothing. Other hopes for this lesson are that the students are able to identify connections between cultures, in this case being India, and the cultures in our own classroom, which in this case include Hispanic, Native American, and African American culture. It is a possibility that one of Hispanic children maybe have seen Baile Folklorico dancers wear the traditional dresses and they might make a connection to Nina Davuluri’s traditional Bollywood costume that she wore in the Miss America pageant.

To engage the children even further, I will wear a sari and bring in 16 individual saris for the children to wrap either as saris for girls or dhotis for boys, so that they’re using the perspective of an Indian woman or man and truly experiencing how they traditionally dress in those cultures. For the closing activity, I would like the students to use the photos of their families as inspiration for drawings of what their families wear and what they look like. The drawings and photos will be placed side by side and the class will do a gallery walk to view other children’s perspectives of their families and to draw connections between their own families, their classmates families, the families they have learned about that live in India.

The final activity that the students will be taking place in is one centered around cooking and types of bread cooked in India. A great reason to have this lesson be last is because it is particularly messy compared to some of the other lessons, and will require a bit more cleanup time on the teacher’s part to get the classroom completely tidy again. Another reason is because it takes a decent amount of time to cook bread, and because it’s good for children to get a snack at the end of the day before heading home. A lesson that revolves around food will hold children’s attention better than some of the other lessons might.

I have chosen this lesson in order to expose students to different cultures, and traditions around the world. For this activity, I’ll be focusing specifically on bread in India. There are two read aloud sessions involved, which I have decided to include these sessions because of the importance of reading in a child’s education. As stated by Giorgis and Glazer (2013), “One task of the child-care professional or teacher is to assist young children to form accurate concepts. Teachers supply materials for the children to manipulate, bring information to the classroom or center, take children on trips, and encourage children to discuss what they have seen. In other words, they provide the raw data from which children can construct their own concepts” (p. 160).

Through these experiences children are able to make connections to their own life as well as learn about the world around them. Not only that, but reading aloud also develops children’s vocabulary, which furthers their education, this in itself is very important “literature provides another source of mature and expressive language. Children listening to stories read aloud are being exposed to language that is often more complex than what they hear in ordinary conversation. They hear new sentence patterns and new words” (Giorgis & Glazer, 2013).

Another portion of this lesson consists of students working with maps and graphic organizers. Through the map activity students will be able to learn about the countries that are mentioned in the books, as well as what continents they are located in. As Boutte and Strictland (2008), stated in their article, “While early childhood educators typically think of maps as too abstract for young children; however if done in isolation, the context and relevance of the surrounding activities will make all of the difference”. I want to include maps in my lesson to challenge them to think more critically about the world they live in.

The last tool that I feel is important for students to work with during this lesson is the graphic organizer. In her book, Agarwal-Rangnath (2013) states that, “Graphic organizers such as Venn Diagrams, serve as a great support structure for all learners in the classroom, especially English language learners”. Because there are students in this classroom who have not yet mastered the English language, the chart serves as a scaffold for their learning.

Finally, I want to explain the importance of the two books. I choose the first book “Everybody Bakes Bread”, by Norah Dooley, because it introduces students to the different types of bread eaten around the world, rather than just the chapati. I think this book would be very relatable to more children because it will discuss types of bread they’re familiar with as well as ones they’re not. I also thought it would be great to start the lesson with a broader topic, and then narrow it down later on in the lesson. I chose the second book, “What Should I Make”, by Nandini Nayar, because it narrows down the focus from many kinds of breads to just the chapati. I felt this was appropriate because the rest of the lessons in this unit focus on Indian culture, and by narrowing the focus down towards the end of the day, students will be able to make connections to previous and future lessons about different parts of their world.

Multimedia Text Set

Anuradha, A. (2011). Rangoli: Discovering the Art of Indian Decoration

“AZ Monsoon Downpour 7-12” http://www.youtube.com/watch?v=Eu0FNR9A6zg. 14 July 2012. Web. Retrieved 6 Dec 2013. Bachmann, F. (2009, June 23). Making chapati very fast – india. Retrieved from http://www.youtube.com/watch?v=sLDJiG1m4_U

"Chaka Chaka Bhaunri Mamu Ghara Chanuri." YouTube. YouTube, 10 Mar. 2009. Web. 06 Dec. 2013.

Christy, M. “Monsoon causes problems on Tucson Streets” http://azstarnet.com/monsoon-causes-problems-on-tucson-streets/image_7ce44d7a-e5e4-11e2-b80d-001a4bcf887a.html. Arizona Daily Star. 5 July 2013. Retrieved 7 Dec 2013.

Das, P. (1999). Geeta’s Day: From Dawn to Dusk in an Indian Village.

Desai, M. (1979). Indian Folk Art ABC’s. Dooley , N. (1996). Everybody bakes bread . Minneapolis, MN: Lerner Publishing Group

Haskins, J. (1990). Count Your Way Through India. Minneapolis, MN: Carolrhoda Books, Inc.

Isadora, R. (2010). Say Hello!

Iyengar, M. (2007). Romina’s Rangoli

Krishnaswami, U. (2003). Holi: Rookie Read Aloud Holidays

Marxer, M. (1989). “Hello, Hello, Hello” 2 Spoons Music

Nayar , N. (2009). What should i make? . Berkley, CA: Tricyle Press

Pandya, M. (2003). Here Comes Holi: The Festival of Colors

Sheth, K and Jaeggi, Y. (2008). Monsoon Afternoon. Atlanta, GA: Peachtree Publishers.

Sheth, K and Jaeggi, Y. (2007). My Dadima Wears a Sari. Atlanta, GA: Peachtree Publishers.

Urmi, R. and Das, P. (2009). B Is for Bangladesh. London: Frances Lincoln Children's.

Wikipedia. “Dhoti”. http://upload.wikimedia.org/wikipedia/en/1/14/Achan-dhoti-tipu-sultan-fort.jpg. Retrieved 7 Dec 2013.

Wikipedia. “Sari”. http://upload.wikimedia.org/wikipedia/commons/d/df/Styles_of_Sari.jpg. Retrieved 7 Dec 2013.

"Taj Mahal | Music of Ancient India." YouTube. YouTube, 10 Sept. 2009. Web. 06 Dec. 2013.

“2014 Miss America Nina Davuluri Bollywood Dance Talent” http://www.youtube.com/watch?v=Eh_0PzIsv5g 16 Sept. 2013. Web. 06 Dec. 2013

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