by:
Jose Ramos and Tery Smith
EHRD 635 - Family Literacy
Texas A&M University
Summer, 1999

This proposed project was developed for an assignment for a graduate course in Family Literacy taught by Don and Ann Seaman, Summer, 1999.

Teaching/Support Staff

In order for a family literacy program to be successful, educated and caring teachers and support staff are vital. The following is a minimum number of educators needed:

(1) Adult Educator	(1) Early Childhood Educator
(1) Teaching Aide	(1) Parent Educator

Transportation for this family literacy program will be provided by the local School District. Parents and children and will ride to Recreation Center for a full day of instruction and fun.

Adults:

Number: 20-40

Age Range: 17-50

Demographics: The Civic Center is in a central location within the local school district and also is in a low socio-economic status and predominately Spanish speaking neighborhood. Most of the members of the community are familiar with the school and feel welcome there. This site is close to home for many of the participants in the family literacy program, so attendance rates should be good. Some of the families are new to the area, and because of a poor personal experience in school they are not comfortable in the traditional public school setting.

Children:

Number: Student-Teacher ratio 10:1

Age: 3yrs-5yrs

Theme: Piñatas: The Story of a Local Hero

Like many other cultures, members of a Mexican-American family and the larger community family are a cohesive and supportive group. The traditions of the rich Mexican culture are preserved by those who have now made this country their home. Heroes are recalled for their contributions to the community. Everyone can be someone else's hero. There are certain responsibilities associated with being a hero, and it is essential to have some understanding of that role.

• Heroes reflect the value of a community.
• Heroes have visions, missions and dreams.
• Heroes confront conflicting forces.
• Heroes are victorious or defeated at least for the moment.
• Heroes are larger than life.
• Heroes are acknowledged by others.
• Heroes live forever.

8:00-8:15 Parents and children arrive together.

8:15-8:45 Breakfast together

8:45-10:15 Adult Education: Heroes

Early Childhood Education: Who are your heros?

10:15-10:30 Snack

10:30-11:30 PACT: My Own Piñata

11:30-12:00 Lunch

12:00-12:30 Continue with project "My Own Piñata". Fill the Piñata with fruit, candy and small toys.

12:30-1:30 Parent Ed.: Cultural awareness and local heroes.

1:30-2:00 Parents volunteer in the school and children have a short nap.

2:00-3:00 Celebration: go outside to break the piñata.

3:00 Parents and Children leave together

Adults:

Affective:

• Value the rich traditions of other cultures.
• Demonstrate learning, using a variety of materials and media.

Cognitive:

• Find the main idea and details, summarize ideas, and restate information.
• Solve problems in math content area: learn patterns, shapes, and measurement.
• Demonstrate appreciation for a variety of viewpoints.

Psychomotor:

• Participate in a variety of activities that stimulate learning and encourage interaction with others.

Children:

Affective:

• Value the importance of participating with family members
• Use imagination and creativity to demonstrate learning.

Cognitive:

• Match shapes and patterns.
• Manipulate a variety materials to construct objects.
• Experiment with colors and textures.

Psychomotor:

• Participate in a variety of activities that stimulate learning and encourage interaction with others.

Early Childhood Lesson

Objective: The children will listen to a story, answer questions about the story, and compare the hero in the story to their own heroes.

Activities:

• The concept of heroes and heroism will be explained to the children with examples they are familiar with. They will then be asked to identify a hero or heroes in their own life.
• The children will then listen to the book, The Piñata Maker, in both English and Spanish (E and S will be alternated, rather than repeated).
• Discuss why Don Ricardo is a hero, and what makes him and others like him heroes (larger than life, acknowledged by others, attempting to make the world a better place to live in).
• Have children discuss what makes their hero "larger than life". Encourage children to discuss heroes who are heroic rather than just notorious.
• Begin identifying the materials that will be needed for the piñatas and help children to begin gathering materials for them.
• Complete this section by showing the children how to make a piñata.

Objective: The adult learners will indicate, orally or in writing, how heroes reflect the values of the local community, and will have missions and visions for that community. They will also demonstrate the basic steps in piñata making.

Materials: The Piñata Maker, by George Ancona

Activity:

• In small groups, brainstorm about what heroes we know and why they are heroes. Discuss common characteristics with use of "T" chart.
• Review the book in small groups of 3-4. Have volunteers read different pages of the book orally.
• Using the "T" chart, have each group identify the heroic characteristics of Don Ricardo on one side of the "T". On the other side, write reasons why those characteristics make him a hero.
• Spend the last ten to fifteen minutes of the lesson going over the process for making a piñata. This way the adults will be more prepared when being directed by the children during the PACT time.

Cultural Contributions of a Piñata Maker

Objective: Parents and children will work cooperatively to design and build a piñata that represents the contributions of a local hero.

Materials:

large balloon fruit

newspaper strips paintbrushes

wheat paste(or white glue and tempera paint starch)

crepe paper

pin tape

scissors string

candy or small toys plastic bat

Concept: Heroes are remembered by continuing to acknowledge their contributions. In this activity, the piñata maker (Piñatero) is celebrated by the making of a piñata.

Procedure:

1) Blow up a large balloon and tie a knot around the neck.

2) The children will cover the balloon with newspaper strips dipped in wheat paste or a mixture of glue and starch.

3) Allow the balloon to dry completely.

4) Pop the inner balloon by sticking a pin through the papier-mache.

5) Cut a small "door" in the piñata to insert the candy, small toys and fruit.

6) Tape the door closed and invite students to decorate the piñata using paint and crepe-paper streamers.

Closure: A piñata is a decorated container filled with candies, small toys and fruit. Traditionally, piñatas were made of clay, but now are often made of papier-mache. Piñatas are often animal-shaped and decorated with crepe paper. For you piñata party, you can easily obtain and inexpensive piñata at a party supply store or children can make their own piñata from a balloon and papier-mache.

Final Activity: Enjoy a piñata party with the children. Suspend the piñata and give each student a couple of chances to break it. Remind children to share all of the goodies that fall once the piñata is broken. The students will be blindfolded when striking the piñata. Make sure enough extra piñatas are made during so that each family gets to take one home.

Objective: Parents will use cultural awareness to demonstrate that heroes can be found in all walks of life, and they do not have to be based on "fame".

Activity:

• Divide into small groups, and have each group brainstorm characteristics associated with heroism.
• Using a round-robin approach, having each group report the characteristics they have identified.
• Have the small groups review and rank the characteristics in degree of importance. Each characteristic should be considered in light of providing the most significant level of positive influence on their child(ren).
• Discuss the rankings by asking the following question: If a hero has these traits, will they be the positive influence I want for my child?

Closure: Ask this question: What are some ways that you as a parent can be a hero to your own child and other children? Consider the day's discussions and activities.

Abott, M. and Polk, B.J. (1993). Celebrating our Diversity: Using Multicultural Literature to Promote Cultural Awareness. Simon and Schuster;New York, New York.

Ancona, G. (1994). The Piñata Maker:El Pinatero. Harcourt Brace and Company; San Diego, CA.

Brown, T. (1986). Hello Amigos. Henry Holt and Company;New York, New York.

 

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