The Woman Who Outshone the Sun/La mujer que brillaba aún más que el sol

In the classroom/library:

INTRODUCTION:
GRADE LEVEL: 2ND grade
SUBJECTS: Language Arts and Fine Arts
OVERVIEW: Students will learn how to identify cause and effect in literature using their own background knowledge and compare events in a literary selection to their own personal experiences. They will do this by hearing a story told orally and having questions posed to them that will help them connect to the problem in the text. Then they will write and paint about a memory.
PURPOSE: This lesson is to get students to use higher order thinking skills by bringing prior knowledge to a literary selection to use for better comprehension. The artwork produced will help them learn a new way to communicate their original ideas.

This lesson can be used as a bridge between 2nd and 3rd grade curricula, when they will use this tool for comprehension strategies.

OUTCOMES:
At the end of this lesson students will be able to:
1. Identify the cause and effect of specific events in literature.
2. Compare events in literary selections and apply it to their own personal experiences as a comprehension strategy.
3. Communicate their personal experiences in written and artistic form.

STANDARDS:

Language Arts/Reading:
Strand 2: Comprehending Literary Text
Concept 1: Elements of Literature
PO 4. Identify cause and effect of specific events in a literary selection.
Concept 2: Historical and Cultural Aspects of Literature
PO 1. Compare events, characters and conflicts in literary selections from a variety of cultures to their own experiences.

Arts Standards:
Standard 1: Creating Art
PO 2. Use themes in a work of art.

ELL Standards
Writing
Express in writing his or her own thinking and ideas. (EEL-W-1)
Listening and Speaking
Llisten actively to the ideas of others in order to acquire new knowledge. (ELL-L&S-3)

RESOURCES:
1. Children's book: The Woman Who Outshone the Sun/ La mujer que brillaba aun mas que el sol from a poem by Alejandro Martinez Cruz, illustrated by Fernando Olivera, Story told by Rosalma Zubizarreta, Harriet Rohmer and David Schecter
2. Map of Mexico
3. Weavings from Mexico
4. PowerPoint presentation
5. Web Sites for PowerPoint presentation:
http://www.hanskellner.com/photos/2002/01/Oaxaca/index.html
http://www.indigoarts.com/gallery_oaxaca_olivera1.html
http://www.zapotecmarket.com/Merchant2/merchant.mv?Screen=CTGY&Store_Code=ZM&Category_Code=2R

MATERIALS:
1. Poster paper and markers or chalkboard and chalk
2. Writing paper and pencils
3. Tempura paint (red, yellow, green, purple, orange, blue, black, white, brown)
4. Paint brushes
5. 12"x18" white construction paper
6. Computers on and set to selected webpage

PROCESS:

Introductory Set: Build the students' background knowledge by showing a power point presentation about a group of people who live in Oaxaca, Mexico. These people are the Zapotec Indians, who are known for their beautiful weaving. The students will be seeing some artwork created by Fernando Olivera, who is the illustrator of the story that will be read. The book is a Zapotec story with a mystical woman who taught the villagers a very important lesson that they will never forget.

Objectives: This lesson will take place in 2 days and upon completion students will be able to:
1. Identify cause and effect of specific events in literary selection.
2. Compare events, characters and conflicts in literary selections form a variety of cultures to their own experiences.
3. Use themes in a work of art.

Day 1
Input: Explain the pictures in the PowerPoint presentation. Read the book aloud and then discuss the moral of the story. With participation from the class, brainstorm words from the story and discuss the purpose of this as prewriting. Display a writing sample on the board for a visual while the students begin their writing assignment. Brainstorm scenarios of places were these events might take place.

Modeling: The teacher will demonstrate the writing process and show an example of the writing assignment based on some of the words that were given by the students on the first part of this lesson. The students will use the word list in their own writings. Or they can write about an experience where they were made to feel different. If they experienced someone else being treated unfairly they can even write about that. As long as they write about how it made the feel and what they did to help that person. Conventions will not be assessed in this writing assignment.

Check for Understanding: The sequence of the activities will be discussed again with participation from the class. First, review the brainstorm of scenarios, pick one or decide on your own what you want to write about.

Guided Practice
Group Work: The story will be read to the class. A monitored group discussion will be held where the students will answer each others questions. A guided activity involving brainstorming words with the student's participation will take place for words to be used for the writing assignment.
Individual Work: Students will be working on their own on there writing assignment while under supervision.

Independent Practice or homework: As homework, the students will be given a graphic organizer to give to their parents as homework. The students will ask someone at home to talk to them about a time in their life when something like this happened to them. This helper will then write a short summary of the experience and draw a picture to illustrate it. They are to bring back this homework the next day.

Closure: We will go over the objectives and have a short peer-reflection time with a review of the writing process
Bridge: Connecting what was done today with what will be done tomorrow for the continuation of this lesson.

Day 2

Input: Review what was done the previous day. Discuss the homework and pick some volunteers to share their helper's story. The students will have 10 minutes to complete their stories from the day before. Paper and paint will be given to them for the illustration of their picture.

Modeling: The correct use of painting materials will be modeled to reflect what is happening in the story. The finished illustration will be placed somewhere as a visual reference.

Check for Understanding: When the brushes are handed out the students will be asked what they are going to paint. They will be asked if their illustration will be relevant to their writing.

Guided Practice: The students will be supported in completing their paintings.

Independent Practice or Homework: Students who have not completed the writing or need to make revisions can do so when they finish painting. If all is complete, they may use the computer to see more about the artist Fernando Olivera or art that the Zapotec people made.

Closure: The paintings will be posted in the classroom art gallery so they can enjoy each others' paintings. As we review their paintings, we will check to see if they match their writing.

Bridge: Introduce a book called: The Pot That Juan Built by Nancy Andrews-Goebel and pictures by David Diaz. This book has the same type of pictures with a continued Hispanic heritage focus.

Assessment: The students' writing, paintings, graphic organizers, and class discussions serve as assessments for this lesson.

Extensions/Modifications: Support will be provided as needed to the students with language barriers or any other special needs. For the students that might finish sooner than expected, they will be provided with the opportunity to view websites that have information about the illustrator or the Zapotec Indians.

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