Bethania Urena H.
Mathematics
:
In mathematics, we will examine and design activities around the following:
-
-charts and graphs of immigrant populations in the United States
-
-currencies (a comparison of different money values)
-
-weather charts (a comparison of different temperature and measures)
-
-the calendar (incorporating different national holidays)
-
-the metric system
Social Studies
:
In social studies, we will
-
-talk about their countries, the employment problems and the reasons that they came to America
-
-look at the maps of their native countries and locate the places they came from
-
-draw and color their native flags
-
-talk about the main products and exports of each country
Science
:
In science we will look for
-
-the various types of food and nutrition
-
-the different kinds of sports and exercise
-
-the native plants, flowers, and animals of each country
Reading and Language Arts
:
-
-Spelling and dictionary skills will arise out of the materials in the unit
-
-With poetry, we will read, copy, and analyze simple poems describing animals, places, etc. (See the peoms, “Las Frutas,” “Barranquitas,” “Coqui! Coqui!,” “Mayaguez sabe a Mango,” and “Perla del Sur” in Gomez
et al.
1958).
-
-On the board or using the overhead projector, the teacher writes the word
immigration
and asks the students to write in their journals the first three words that come to mind when they hear this term. Discussion and activities follow.
-
-The teacher helps the students write simple paragraphs about migration by giving the following sentence completion clues: the reasons I would be willing to move to another place are. . .; the reasons that I would not want to move are. . .
-
-Collect articles from magazines, newspapers, etc., about migration
-
-One classmate talks about a holiday. Students will describe the way they celebrate holidays in their land of origin and will compare holiday celebrations across nationalities.
Reading Passages to be Used in Reading and Language Arts:
For the following reading material, see
When I Was Puerto Rican
by Esmeralda Santiago, or other texts as noted.
-
1. Trip to the United States, p. 208
-
2. Arrival in New York, p. 217
-
3. The 2nd Day in New York, p. 222
-
4. The Marketa, p. 224
-
5. Snowing!!, p. 236
-
6. Snow, from Julia Alvarez.
How the Garcia Girls Lost Their Accents
, p. 167.
-
7. Hector and Felicia’s Experience, from Leo R. Chavez.
Shadowed Lives,
p. 120
