Multicultural Children's Book Plan: HDFS 5413

Multicultural Children's Book Plan: Part 1​

Who- I will be an elementary school teacher, and my audience will be teachers, children, and their caregivers. Ramón y el concurso de talentos/ Ramon and the Talent Show is a book that lower-level elementary school teachers can use in a bilingual or dual language classroom since the book is written in both English and Spanish. While the book relates to a Mexican family, any immigrant child can identify with Ramon's situation. Love of family and music are the central themes in the book. The book can also be used to discover how cultures use music. Teachers can explore how music impacts a child's life at school and home.

Why- Mexican children are underrepresented in the classroom, especially the third and fourth graders. Seeing examples of other children in books will provide a positive mirror, window, and sliding doors for them.

Rationale

I want my students and their teachers, as well as adults, to understand what being an immigrant entails and what dealing with those issues at school means. While the child wants to honor the family, their traditions, and the language, the child is immersed in another culture that he also wants to be a part of and enjoys.

When we hear the word "Mexican," we think of mariachis, tacos, and fiestas, but there is much more than that, significantly if children have grown up in the United States. Sometimes, children feel guilty for liking something outside their culture and should never be made to feel that way. Their taste in music, food, or friends is an opportunity for growth and development.

Many times, immigrant children may feel misunderstood not only by their teachers but by their parents as well. The children are going through adjustment issues as they navigate the educational system. Sometimes, they feel that they do not belong or are not accepted if they do not like certain things, like in the case of the main character of my book, Ramon. While he enjoyed the music his family played at home, he also had other tastes. Ramon knew that even if he tried to tell his family about his musical tastes, they might disapprove, so he went along with what they wanted and not what he felt was best for him.

Ramon is the voice of my grandson; he is the one who came up with the storyline. Kevin Mateo, my grandson, was born here; he is a second-generation Mexican. Mateo's parents are very proud to be Mexican, and so is be, but he feels confused about what that means, not having lived in Mexico and not speaking Spanish. Mateo is allowed to listen to all kinds of music, and I remember the first time I saw him in his mother's womb; he was twirling all around like Ramon. One of his favorite pop stars is Michael Jackson, and he and his sister used to dance to his son, Billie Jean. This bilingual book seeks to create consciousness of the struggles that immigrants or children of immigrants go through when trying to find their identity. Being Mexican means family; however, it is a heavy load for a child to carry.

Dissemination Plan

Music is a universal language. This book can be used with a music thematic theme. Ramon was Mexican, but he liked hip-hop. His mother signed him up to dance a traditional Mexican dance from Veracruz. Children can learn from different dances from around the world and the cultures represented in the classroom. Children can be introduced to instruments such as the accordion, a popular instrument in many cultures, including Mexico.

As the theme progresses, the lessons could be divided into sections to get the most out of the theme; it could be used at the end of the year lesson plan.

I will start with Mexico. Music from Mexico, an area can be chosen, and the children can be given a simple presentation of what the music or dance consists of. As mentioned, the children could also be introduced to the instruments in certain areas. I have seen in some classrooms where the teachers have a map, and since they may not have the resources to buy the instruments, a copy of cutouts is placed on the map to show the children where these particular instruments are played. If you know someone who can play that instrument, what better first-hand opportunity for the children than to see someone play?

The theme can be as simple or as elaborate as you may want to make it. This fall, we had a festival at our school, and I found out that there is a ballet folklorico at Gonzalez Elementary School. The children came to dance, and everyone enjoyed it so much. Maybe you have children from Japan or Ganda, and you will be surprised how many parents or families will be willing to share their knowledge.

The second step is for the children to write what they have learned in a journal. The children could write something about their favorite instrument. Second, here is a fun fact about the instruments from that country. In keeping data from the children's experience with this exercise, they could write a question about the instrument, the country, or the dance.

In preparation for publishing the book during

May and June: Edit and illustrate the first draft of the book. I want to share the story with children and their families and get feedback.

July: While in Spain, I will contact my contacts to ask about the book proposal process.

August-September: Work on the book proposal and fine-tune the book for publication.

Critical Consciousness

The Social Justice Standards are a set of anchor standards and age-appropriate learning

outcomes divided into four domains—identity, diversity, justice and action (IDJA). The

standards provide a common language and organizational structure.





§110.5. English Language Arts and Reading, Grade 3, Adopted 2017


110.5.a Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected texts; (B) generate questions about text before, du

The teacher understands that the materials can be used at any time of the year. Multicultural materials should be used as mentor books for the children to model the themes covered in the unit.

Long-Term transfer goals:

What kinds of long-term,

independent

accomplishments are

desired?

Students will be able to

independently use their

learning to...

-Examine cultures and how they are they same when it comes to kinship, music, art, traditions

Analyze the differences.

Conclude: Regarding the differences and how to get along in the future by having an understanding of different cultures,



Social Justice

ID.3-5.1 I know and like who I am and can talk about my family and myself and describe our various group identities.

The teacher understands

learning processes and

factors that impact student

learning and demonstrates

this knowledge by planning

effective, engaging

instruction, and appropriate

assessments.

Teachers must ask the following questions: How are my classmates different from me? How is the way they live affect their life at school?

Are we really that much different? How can I accept other people's differences?

ID.3-5.5 I know my family and I do things the same and different from other people and groups, and I know how to use what I learn from home, school and other places that matter to me.

I want children to understand how other cultures live. I want immigrant children to be proud of who they are and where they come from and at the same tiem embrace the country they now live in and the customs this country has without being shamed.

Teachers must help children better communicate their thoughts and feelings regarding their culture and the culture they are living in now and emabracing.



Immigrant children face difficult choices as they grow up in another country. On the one hand, their parents may want the children to continue to learn their homeland traditions and still practice them at home and family gatherings, but, at the same time, as the children grow into the current culture they live in, they become confused as to who are they suppose to be loyal to—especially the children who were born here and whose parents are immigrants.

Educators may ask how I can help these children transition into a system different from what they live and practice at home and still allow the students to remain true to its culture. One way of helping children feel that they can identify with what is happening to them is by having books like Ramón y el concurso de talentos/ Ramón and the Talent Show. In this story, Ramón felt guilty for liking music outside the Latino style genre. Ramón wanted to please his family and show off the traditional dance his mother had picked out for him; however, his heart was not in it. Ramón saw the opportunity to showcase his talent and love for a particular style and went for it, but it took a lot of courage to do it in front of the whole school and his family.

Immigrant children know and understand who they are and are proud to talk about where their families come from. Children also understand that the foods they eat, the music they hear, and even how they celebrate festivities differ. This book can help children discuss their fears of expression and avoid sticking to traditions. Teachers can help children deal with the change they are going through and their families.

Journaling can be a tool that can be used to express those things that the children fear. As well as those things that they are proud of or want to explore. Working in groups and researching different cultures, looking at their locations gives a visual idea of what is happening in that part of the world. I don't believe that any child has to be ashamed for wanting to try new things.

Educators can help children understand that liking something outside your culture is not turning your back or betraying your own. On the contrary, it is a way to grow and expand your horizons and learn more about the world and the people that live in it. Who knows, you may find out there are things you have in common with another person from a different culture than you realize.

______________________________

Guadalupe Cisneros
Texas Woman's University
May,11,2024
HDFS 5413 Teach/ Read