Lesson Plan

For
Integrated Invitations
Using Technology
Second &Third Grade

Clemencia Trujillo Caicedo

CWID 11465804
Bogot, Colombia
December 2014

Standards
For Social studies
2010 NCSS (located on http://www.socialstudies.org/standards )

2010 NCSS : (3)

People , Places and environments

1. Learners will understand how the theme of people, places, and environments involves the study of
location, place, and the interactions of people with their surroundings.
2. (Geography) Students will understand the interactions and relationship between
human societies
and their physical environment.
Marymount School Bogot Standards
SST 2.1
Students understand the nature and scope of history
SST 2.1.1
understands chronological relationships and patterns
Family Relationships
Timelines
Communities from long ago
Thanksgiving (e.g. Pilgrims)
Communities in the past (e.g. transportation, jobs, communication)
For Language arts
NCTE/ IRA Standards (located on http://www.ncte.org/standards/ncte-ira )
1. Students read a wide range of print and non-print texts to build an understanding of texts , of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment. Among
these texts are fiction and nonfiction, classic and contemporary works.
2. Students develop an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.
3. Students whose first language is not English make use of their first language to develop competency in
the English language arts and to develop understanding of content across the curriculum.
For technology
ISTE Standards (located on www.iste.org )
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop Innovative products and
processes using technology.
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others.
3. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively.

GRANDMAS RECORDS
By Eric Velsquez
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2nd & 3rd grade

Purpose/Objectives:
Students will:
Identify main characters in the story and understand their culture
Utilize the Internet as a research tool to obtain information about Puerto Rico and Latin Music and culture
Collaborate with group members to do hands on activities or use technology to make posters.

Book Summary
Every summer, Eric goes to live with his grandmother in El Barrio (Latin Harlem NY) while his parents work.
Through those long hot days, Grandma plays her scratchy records with music that has horns and percussion
instruments like conga drums of Bomba, salsa, and merengue, the music she grew up with in Puerto Rico.
Eric begins to love the music and the designs on the records covers which he looked at for hours in the hot
afternoons. This way Grandma shared her memories and passion about this music, with Eric.
One day Grandma had a visit. Her nephew Sammy, a musician in a band that belonged to Rafael Cortijo,
comes to town and takes the lead singer and Cortijo himself. Grandma cooked arroz con Gandules
traditional dinner from Santurce Puerto Rico. After dinner they all give Grandma another surprise, tickets for
Eric and her to go to their first New York concert.

Social studies themes that come up in this story

A true story that mentions where Grandma comes from, Puerto Rico. She passes on
heritage to her grandson Eric, through culture; traditional music, food and memories of
her hometown Santurce, when she was young.

A picture of the author with his grandma.

Integrating Social Studies through Literacy and Technology

While reading the story of Grandmas Records, students will be going through
vocabulary, background knowledge, and responding questions about the selection, to
encourage critical thinking.The teacher will use all this to extend an invitation to:

Geography: Where students will see a globe, a physical paper map and/ or google
maps, or other media, to identify the two countries and cities mentioned in the story.

Science & Technology: Students will use the strategy of compare and contrast to
find differences in the playing and listening devices used in the past with those that
are used today. They will make a timeline to show evolution in technology by
looking at pictures of recorders, cassettes, records, Cds etc.
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History: Of music, especially of Salsa even though it is important to mention

Merengue, which were born in Puerto Rico.

Music & Arts: As the history of music is organized, students will be exposed to the
sound of these kinds of music along with the way they should be danced. Students
will be able to feel the music, make the music, and dance to the music.

Teachers Notes
Class 1: (Literacy) In English class, teacher will set the class to read by building
background and vocabulary. To do so she will ask students to read the text about Salsa
music in their Anthologies, where they can understand the context of what they will be
reading further on. As students do a picture walk they will focus on key words that will
help them comprehend the text and the selection Grandmas Records and the kind of
music that is very well known by them here in Colombia.
After this introduction, students will read about the author and the books illustrations
which are drawn by him too. As students observe drawings, they could try to predict
what the story is about. The teacher will give them the clue about events taken from a
real life of the writer.
Class 2: (Literacy- Geography) Students will listen to the story and read along, in order to
focus their attention to pronunciation of native English, and some Spanish accents that
appear in the book. As they listen or re-read, students might be able to predict the main
idea of the story and teacher will ask questions that will target Social studies connections.
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Teacher will have a globe and a map displayed in the classroom using technology
( Tv screen, Video beam etc.)Teacher will not say a word about these resources and all
students will read by self and then by pairs to answer the first questions displayed by the
teacher on the board-Where is grandma from? Why do you think there are words in
Spanish in the story?
Group activity: Look at the different resources teacher displayed around the classroom
(maps, globes and atlas) and learn to use them in order to identify what country
Grandma is from and where the story takes place. Once they understand how to use
these supplies students will design a brochure to promote travelling to Puerto Rico or to
New York.
Class 3 and 4: (Literacy-History) In these lessons students will re-read to begin
connecting the story to the area of History. Teacher will have Salsa music as an
environmental background to encourage students to ask about it.
Students will research about the kinds of music mentioned in the story, look up in different
sources, when it was created and how it has been evolving through time.
Small group activity: The class will be divided in small groups in which different goals have
to be met. They can use internet if necessary.

Timeline: Two groups of students will draw a timeline where it is shown how music has
been changing from the decades of 50s, 60s, 70s, 80s, 90s up to today.

Listening and reproducing devices: Students will research about the different devices
that were used in the decades mentioned above, and compare them to those we
use today. ( Make a digital poster or presentation using
https://www.pinterest.com/explore/technology-posters/ )

Class 5: (Literacy-Arts) Students will browse the internet and look up some web pages
about Rafael Cortijos band, and then will go to the computer Lab to look up some more
videos, and listen to other Salsa bands that were created in Puerto Rico. They will listen to
some rhythms and choose to download the soundtracks they like and give them to their
dance teacher.
Small group activity: This would be an interdisciplinary activity where they would learn
how to dance Salsa in their weekly dance class.
Class 6: (Literacy-Arts) After reading the story many times teacher will ask students to
look for a paragraph in which he refers to what he did when he couldnt go outside
because it was too hot.
Id spend hours looking through all of Grandmas album covers. Id pick out my favorites
and make sketches of the art. As I drew, I could see the record covers coming to life and
the bands performing right there in Grandmas living room.
Students will discuss about designs that call their attention and what they like to use when
drawing or painting in arts class.
Individual activity: Students will think about their favorite band and will create an album
cover for that band using any technology device and site. They will include the bands
name and the title.
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Class 7-8: (Literacy-Arts) Teacher will focus the class on writing skills, listening and
speaking. Writing sentences with good structure, clear message and that make sense.
After this exercise students will be asked to make up their own song or change the lyrics
of a chosen soundtrack of a favorite song.
Small group activity: In their music class each group will rehearse and organize a
performance where they have to sing their song, using any resources their music teacher
suggests. (Instruments, soundtrack, choreography etc.) They can also download the
soundtrack as a background sound and maybe share their song with the class by
displaying it on a screen or through video beam or any digital presentation they want to
use.

Materials for each class

Literacy- Geography
Materials:

Houghton Mifflin READING AnthologyRewards- Celebrating Traditions pages 188 to

209

Maps, globes ,and computers with access to internet.

https://www.youtube.com/watch?v=IKZ_sd97Os8
https://www.youtube.com/watch?v=CvOLT7fjQ3Q

Activity: Reading Comprehension/ Literary Elements (setting- place)

Build vocabulary and through it understand the story and its context.

Make connections through literary elements such as characters, setting and plot,
but focus mostly on the setting.

Make the connection to Geography by learning to observe maps.

Look at different maps to locate the United States of America and the Island of
Puerto Rico.

Cardboard, markers, and magazine cut-outs to make a Brochure.

Brochure template

Literacy- History
Materials:

Houghton Mifflin READING AnthologyRewards- Celebrating Traditions pages 188.

Listening devices from the past: real objects brought by teacher, Internet images of
old and current devices, own listening devices from today brought by students.

Computers with access to internet to go to :

http://latinmusic.about.com/od/genres/p/PRO09BASIC.htm
http://www.musicadepuertorico.com/english/salsaorigen.htm

Activity: Reading Comprehension/ Literary Elements (setting-time)

Students will research about Salsa music to find out when it was born and how it has
been evolving during decades.

Students will make a timeline to show how Latin Music has been making history
through the years in many countries of the world.

Students will also show the changes in technology by making a poster with pictures
of recording devices, gramophones, cassettes, recorders and CD players.

Literacy- Arts
Materials:

Houghton Mifflin READING AnthologyRewards- Celebrating Traditions.

Computer with access to internet to look up :

https://www.youtube.com/watch?v=LpSGNBPFYC8
https://www.youtube.com/watch?v=6VIhp8gBIVA

Conga drums / dance room

Activity: Reading Comprehension/ Dance

Students after reading about Salsa music and its origins, will research about different
Salsa bands and learn about different rhythms and ways to dance to this music like
Grandma used to do with Eric the author of the story.

Students will choose one of the soundtracks that call their attention and give it to
their dance teacher.

In Dance class students will learn to move to the beat of conga drums that give the
rhythm to Salsa music.

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Literacy- Arts
Materials:

Houghton Mifflin READING Anthology Rewards- Celebrating Traditions.

Paper sheets / pencils/ worksheets/ pencil/ eraser and sharpener

Instruments like drums, battery, timbales, piano and microphone.

Activity: Reading Comprehension/ Writing, Listening& Speaking

Students will work individually on their writing task: Creating complete sentences.
After teachers assessments they will get together in small groups, to make up a
song of their own.

Then in Music class they will ask the teacher to help them out organize their
performance. Each group must rehearse and have a performance ready to
present to their peers.

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Students future performance

Writing worksheets

Comments: This integration activity is a great way to introduce technology to the students as a tool to
produce, get information ,and for a collaborative writing activity, such as the group poster project. My
students are just beginning to get acquaited with PCs in the ICT lab and laptops in the classroom.

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Bibliography

Houghton Mifflin-Reading Rewards. (2005). " Grandma's Records". Boston: Houghton Mifflin Company.
Kelley, Brian .( 2014) Teaching Eric Velasquezs Grandmas Records and Grandmas Gift: A Teachers Guide
, Fordham University.
https://www.youtube.com/watch?v=LpSGNBPFYC8
https://www.youtube.com/watch?v=6VIhp8gBIVA
http://latinmusic.about.com/od/genres/p/PRO09BASIC.htm
http://www.musicadepuertorico.com/english/salsaorigen.htm
https://www.youtube.com/watch?v=CvOLT7fjQ3Q All retrieved on December 15th , 2014
Rubistar; Create Rubrics for your project based learning activities retrieved from
http://rubistar.4teachers.org/ on December 16th, 2014

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RUBRIC This rubric was created using http://rubistar.4teachers.org:

Reading : Integrated Invitations using technology

Teacher Name: Clemencia Trujillo

Student Name:

CATEGORY
Social Studies
skills

Geography

Reading skills

Technology
skills

Technology
skills

Arts & music

________________________________________
4
Learners
understand fully
how the theme of
people, places, and
environments
involves the study
of location, place,
and the
interactions of
people with their
surroundings.
Students fully
understand the
interactions and
relationship
between human
societies and their
physical
environment.
Students read to
build a full
understanding of
texts, of
themselves, and of
the cultures.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop Innovative
products and
processes using
technology.
Students
demonstrate a
sound
understanding of
technology
concepts, systems,
and operations.
Students integrate
and connect the
subjects fully when
preforming music
or dance.

3
Learners understand how the
theme of people, places, and
environments involves the
study of location, place, and
the interactions of people
with their surroundings.

2
Learners barely understand
how the theme of people,
places, and environments
involves the study of location,
place, and the interactions of
people with their
surroundings.

1
Learners don't understand how
the theme of people, places, and
environments involves the study
of location, place, and the
interactions of people with their
surroundings.

Students will somehow

understand the interactions
and relationship between
human societies and their
physical environment.

Students barely understand

the interactions and
relationship between human
societies and their physical
environment.

Students don't understand the

interactions and relationship
between human societies and
their physical environment.

Students read to build some

understanding of texts, of
themselves, and of the
cultures.

Students read barely

understanding of texts, of
themselves, and of the
cultures.

Students read and don't build an understanding o

texts, of themselves, and of the cultures.

Students demonstrate some

creative thinking, construct
knowledge, and develop
Innovative products and
processes using technology.

Students barely demonstrate

creative thinking, construct
knowledge, and develop
Innovative products and
processes using technology.

Students don't demonstrate creative

thinking, construct knowledge, and
develop Innovative products and
processes using technology.

Students demonstrate
understanding of technology
concepts, systems, and
operations

Students barely demonstrate

understanding of technology
concepts, systems, and
operations

Students don't demonstrate

understanding of technology
concepts, systems, and operations

Students integrate and

connect the subjects quite
well when preforming music
or dance.

Students barely integrate and

connect the subjects fully
when preforming music or
dance.

Students don't integrate and

connect the subjects when
preforming music or dance

Date Created: Dec 16, 2014 10:52 am (CST)

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