Introducción

Compartiendo mis experiencias familiares
 This projects engaged students in “deep knowledge” of immigration,
heritage, and culture.
 Instructional Unit for CCSS
 ELA4 UofS T1-U1 - Literary Text Elements
 ELA4 UofS T1-U2 - Informational Text Elements
 ELA4 UofS T3-U9 - Analyzing Text Through Traditional Literature

Book, My Diary From Here To There/mi diario de aquí hasta allá written by Amada Irma Perez
Traditional Letter Writing For Parents
My ELL students understand the meaning of new vocabulary words by
using visual cues to connect them with the story. They keep a vocabulary
list of new words in their reader’s notebook
They created their 4th grade personal narrative book, Compartiendo Mis Experiencias.
They learned to be more creative in their writing and use first person, pronounce, and punctuation.
Students commented about their stories and what was most meaningful for them on the writers’ chair.
Mostly they had fun writing! Students assessed their own learning while revising and editing their piece
of writing. All the students in my class put effort into their work. They learned to work in different
cooperative learning groups and to carefully analyze the personal narrative rubric for voice and sentence
fluency.
Ejemplo de una historia narrativa

In Social Studies students were able to identify important places within the boarder of United
States and Mexico. First immigrants who came to U.S.
Students create an interactive timeline with illustrations and events. Another group read the book
Coming to America by Betsy Maestro and acted out important events while playing the roles of
historic characters.
In Science students learned the Importance of the Rio Grande in New Mexico. Compare and
Contrast the ecosystem and geography of both countries U.S and Mexico.
The Art of Weaving
Weaving can be a valuable art-based learning activity both in the regular classroom and in the art classroom.
Weaving provides a link to history and culture. Students can make math and music connections as they explore
different weaving patterns and compare them to rhythms and numeric patterns. Exploring nature’s weavers,
the arachnid family, can also be a fun way to compare the human craft of weaving with the survival craft of spiders.

Weaving gives children a unique process for creativity that,
I believe every child should experience.

Objectives :
 Students will learn the history of weaving from a variety of cultures.
They will recognize that some culture have different patterns and
color combination
 Students will familiarize with Native American weaving techniques
and designs.
 Students will learn how textiles are made.
Skill:
 This project will give students experience =working with the basic
concept of weaving. They will be weaving on a cardboard loom and
do a paper weaving craft.
Subject Area (s): Home Economics, Social studies, Life Skills, Art, History
and Mathematics..
Weaving Basic Lessons

Key Terms
Pueblo, Navajo, warp, weft, fray, utilitarian, decorative, loom and web.
Learning Outcomes
 Students will understand how yarn becomes fabric
 Students will recognize and appreciate various individual countries’
textile traditions
 Students will understand different types of fabric and will understand
that making textiles is a universal craft.
 Students will understand the difference between knitting and
weaving.
 Students will understand and appreciate the role of cloth in their daily
lives.
Procedure

Paper weaving project
Title: Textile Traditions Research Project on the Role of Cloth in
Countries Outside of the United States

Peruvian Weaving Lesson Plan
Goals Objective: Students will familiarize with Peruvian indigenous weaving
techniques and designs. studies students will understand the process of traditional
Peruvian textile weaving.

Prior Knowledge:
KWL chart Students wile examine their own clothing to see patterns in the material .
Activities:
Students will practice pulling and twisting the cotton into thread with their hands.
Students will practice dipping yarn into different colors and observe the results.
Students will have a loom an practice weaving
Students will complete a weaving project.
Analytical Questions
 What did you learn about Peru?
 How do Navajo people weavings look different from the indigenous people from
Peru?
 The scarves from Peru have different patters and designs; do you think these would
be difficult to create?
Resources

Books
 Weaving on cardboard: Simple looms to make and
use
 The Woven Bag: 30 + Projects from Small Looms
 You can Weavel: Projects for Young Weavers
Culture Boxes
What is a Culture Box?

 Culture Boxes are educational artifacts, clothing, toys,
books, photos , videos and games that have come
originally from an specific country. Each box explore the
unique characteristics of people and places.
 Culture Boxes in the Classroom can be incorporated to
unit of studies and it is a hand-on resource for engaging
in multicultural instruction.
 The University of New Mexico and Latin American and
Iberian Institute provide more information regarding,
“Reserving a Culture Box”
Creating a Culture Box

After studying a unit of culture, you will bring to class
a culture box filled with items that represent key
elements of your own culture. You will make a
presentation to the class explaining the significance of
each item in your culture box. Materials: shoebox or
other small box, 10 items that represent your culture.
Instructions: Fill a shoebox with items to represent the
following factors of culture. One item for each element
is required.

Artifacts

Artifacts

Teacher Resources

 http://www.worldtrek.org/odyssey/teachers/peru
lessons.html
 http://www.incas.org
 http://madebyjoel.com/2013/01/weaving-tutorialfor-beginners-and-kids-with-cardboard-andyarn.html
 http://www.historyforkids.org/learn/clothing/wea
ving.htm
Teacher Resources for lesson plan about weaving

Recommended Web Sites for textile traditions research

Books that Model Personal Narrative Writing

 Too Many Tamales by Gary Soto/ Que monton de
Tamales por Gary Soto. (Agosto, 1996)
 Los Discos de Mi Abuela/ My Grandma’s Records
pr Eric Velasquez y Eida de la Vega (Marzo,2002)
English Books
 Knots on a Counting Rope
 When I was Five
 The Birthday Letters
 Alexander and the Terrible Horrible No Good Very
Bad Day.

Gracias/Thank You
Gina Corvetto
4th Grade Dual Language Teacher
Pajarito Elementary