Submitted by Aaron Arredondo
Objectives:
Content:
Students will:
- identify Africa on the map
- demonstrate their understanding of the food pyramid by creating a pyramid with a partner
Cultural:
Students will:
- gain an appreciation for the holiday known as Kwanzaa that is practiced by many African-American families
- compare the food pyramids of America and an African country
- identify the foods most commonly associated with this holiday
Language: Content Obligatory
Students will:
- demonstrate understanding of key vocabulary words: la pirámide, los vegetales, las frutas, los granos, las grasas, las proteínas
- use the verb ir (in present tense third person singular/plural) to place food items in the correct category. Example: La manzana va con las frutas.
- use ser (in present tense third person singular form) and categories of food pyramid to place items. Ex: Un panqueque es un grano. Una cebolla es un vegetal. Una naranja es una fruta.
Language: Content Compatible
Students will:
- do a Think-Pair-Share to use the verb gustar (in the present tense first person form) to make statements about the items in the food pyramid. For example: A mí me gusta W. Me gustan X y Z.
- use the verb poner to describe placement of food items. Ex: Voy a poner el huevo con las proteínas. or ¿Lo pongo aquí?
- use the following adjectives: más, menos, grande, pequeño
- use accurate article agreement with vocabulary lists
- use previously learned words to do group work and to follow directions. (compartir, sentarse, escuchar, el lápiz, el pegamento, las tijeras)
Learning Strategies / Social and Skills Development:
Students will:
- work with a partner to complete assigned work
- recall/retell with a partner the recommended servings for each category of the food pyramid
- interpret the meaning of new words found in books by using visual clues
Time Frame:
50 - 60 minutes
Materials Needed:
- magazines, scissors, glue sticks
- large map of the world
- books Kwanzaa by A.P. Porter and The Story of Kwanzaa by Donna L. Washington
- activity sheets to color (see attachments below)
Description of Assessment (Performance Project):
Into:
Teacher asks each student what his/her favorite food is. Their responses get written on a T chart. He lets them know that they are going to hear a story about an African-American celebration. Although there are many important aspects to this holiday, the kids are going to focus on the role food plays. Teacher asks a student to locate Africa on the map. He asks if any of the students celebrate Kwanzaa at home. Discussion follows or teacher redirects students to stories asking them to keep count of the different food items they hear or see in the stories.Through:
Teacher shares the books Kwanzaa and The Story of Kwanzaa . The students look particularly at the pages that discuss the food items. After the stories, he asks ¿Cuántas comidas habían en los cuentos? ¿Cuáles comidas habían? The different foods get recorded on the other side of the T-chart. The topic is then transitioned to the food pyramid and why the foods appear in the order that they do. As a class, they place some of the food items (pre-cut from magazines) from the stories onto a food pyramid. Teacher asks the students to tell a partner as the food items are being placed on the pyramid if s/he likes that food. ¿Dónde vamos a poner el elote? ¿Es una fruta? ¿Es un grano? ¿Hay más frutas o más proteínas? ¿Te gustan los elotes? Tienes que compartir con una pareja. Díle: Me gustan los elotes. o No me gustan los elotes. These are a few examples of the kinds of questions/conversations that should be heard during this time. This continues until several items have been place on the pyramid.Beyond:
Teacher then says to students: Amigos, ahora uds. van a construir una pirámide usando la cena que comiste anoche o con tu cena preferida. Después van a terminar la pirámide con las fotos de una revista o con dibujos. O si quieren, van a constuir una pirámide con la cena que comiste anoche y van a llenarla con algunas fotos o algunos dibujos que representan las comidas de los cuentos que hemos leído. También, un grupo va a trabajar con _________ (Teaching Assistant) para construir una pirámide con las comidas de Africa. ¿Los Africanos comen las mismas comidas de los Americanos? Vamos a ver. ¿Tienen preguntas? Entonces, cuando has terminado, vas a escribir sobre tu comida favorita. Queiro saber por que es tu comida favorita; el color; el tamaño; etc.Children will be then be dismissed by partners and given three choices: 1) create a pyramid of the dinner they had last night and then complete the pyramid using magazine cutouts; 2) create a pyramid of the dinner they had last night and then complete the pyramid using the food items found in the stories; 3) work with the TA to create a food pyramid from a particular African country that would be quite different from an American food pyramid. (They can use cutouts from magazines or they may draw the food items). When they are finished, they will write about their favorite food. For those that finish more quickly, an independent worksheet will be available to complete (see attached).
A parent volunteer will also call two kids at a time to view images on computers that reinforce the traditions of Kwanzaa.
Assessment:
During group work, teacher circulates and checks progress of students. He also asks each child: ¿Cuál es tu comida fovorita? Mi comida favorita es. . . o Mis comidas favoritas son. . . is how each child will begin their response
References and Resources:
http://www.tike.com/celeb-kw.htm
http://www.terra.com/navidad2000/tradiciones/kwanzaa1.html
Kwanzaa by A.P. Porter and The Story of Kwanzaa by Donna L. Washington, and others, from barnesandnoble.com
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Teacher created worksheet on important items related to Kwanzaa