Students will be engaged in a shared reading experience and enhance their awareness of illustrations/concepts of print/vocabulary/and comprehension development.
Students will be exposed to cultural differences.
Valuing differences and also valuing one's own background is important to confidence and motivation.
Students will provide personal responses to the story read and also communicate information through writing.
Literate individuals communicate their backgrounds through written and spoken stories.
Children create meanings when there are able to make personal connections.
Students will contribute to a class cookbook.
Yoko (Wells, 1998)
crayons, markers, pencils
1.Read Yoko (Wells, 1998) sometime after lunch, in small groups for individualized instruction.
2.On one side of a sheet of paper have students write something about the story just read. On the other side have students draw what they had for lunch, labeling using the word wall if needed. Have students share their responses.
3.Later as a whole group, ask the children what they know about cookbooks and recipes. Show them a cookbook. Tell them they are going to create a class cookbook by bringing in recipes from home that represents their culture and backgrounds. At the end of the food unit, they are going to have an international feast and are going to have a chance to taste all of the foods in the class cookbook.
4.Send home parent letter.
In the case that you have parents who do not read English, try to get a translation of the letter (there are resources on the web if you cannot find someone).