Morgan Sykes and Kelsey Edelmann

Grandmas Records Grade Level: 2

Title: Grandmas Records

Author: Eric Velasquez
Illustrator: Eric Velasquez
Date of Publication:9780802776600
ISBN Number: 2004

Introduction:
Grandmas Records by Eric Velasquez offers an insight into several different cultures and
backgrounds and how those cultural influences impact daily life in America. Morgans
cooperating teacher, Mrs. Shealor, recommended this book for culturally responsive instruction
because the text mentions several different geographic locations in Latin America and how
those places have impacted certain areas of America. The strengths of this piece of literature
include generational studies through respecting elders and cultural connections in forms of
music, food, and language. The theme of this text matches SOL 3.12 as it explains Grandmas
past immigrating from another country. Even though she lives somewhere different than where
she grew up, Grandma was still able to bring parts of her culture and past with her through her
music. For a classroom with students of Latino descent, this book could provide many examples
for text to self and text to world connections. Additionally, this book has a sequel titled
Grandmas Gift that students could explore if they enjoy this first book. A weakness of this book
is that it does not go into much depth about why the songs and foods were important to
Grandmas culture. The book is historical fiction and largely written to entertain, therefore it
could have more information. However, for third grade, this story provides a solid introduction
into the blending of cultures found in America by highlighting Spanish neighborhoods in Harlem.
This book has won a variety of awards including Bank Street College Childrens Books of the
Year, Michigan Library Associations Mitten Award, Society of School Librarians International
Book Award, and more.
SOL:

Reading
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the authors purpose.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.

Writing
The student will write for a variety of purposes.
a) Write a paragraph on the same topic.

Social Studies
3.6 The student will read and construct maps, tables, graphs, and/or charts.
3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs,
and traditions, who are united by the basic principles of a republican form of government and
respect for individual rights and freedoms.

Music
3.14 The student will examine ways in which the music of a culture reflects its peoples attitudes
and beliefs.

NCSS theme:
Culture- This lesson will discuss culture of Latino countries and provide geographic
context but also allow students in the class to explore and present information about
their own individual culture and heritage.

Objectives:
Students will be able to:
Make connections between their own family and heritage and the family in the
book
Identify Puerto Rico on a map
Identify authors purpose
Ask and answer questions about the text
Write with purpose
Define the word immigrant and identify examples from texts or personal
experiences

Language Art Strategy/Idea Universal Design

What activities would you use in How would you ensure access for
conjunction with the text in each students who are becoming
domain of the language arts? bilingual or multilingual?

Visual Maps of Puerto Rico, Dominican Based upon students in the class,
Republic, El Barrio, and Brazil the keys of these maps can be
 highlighting places in story. Show
route from Puerto Rico to New York
and discuss possible methods of
transportation for immigrants (boat,
plane, etc.)
National Flags of Puerto Rico,
Dominican Republic, and Brazil.
Pictures of rice and pigeon peas and
other Spanish foods to compare to
what we eat frequently in America.
Discuss map skills SOL
Discuss what an immigrant is and
how that connects with the song. Do
you know any immigrants?
Listening Listen to the song in Spanish and
follow along with Spanish and English
lyrics
Model simple Spanish phrases from
the book and have students echo
back to you.
Listen to the story being read aloud.
The teacher will facilitate discussion
about the authors purpose
during/after the reading.
Aesthetic listening: The students will
be listening thoughtfully to appreciate
the text and to reflect on the text,
drawing from the story to create
connections to their own lives.
Talking Repeat Spanish phrases, learn simple
and key greetings in Spanish. Use
these phrases and greetings in the
next days morning meeting to
communicate with fellow classmates.
Make predictions during text. Ask
questions such as: Why do you think
the grandmother is so invested in
music? Why does the grandmother
still listen to records instead of music
off of a computer or CD?
labeled in both English and second
language speakers homeland to
accommodate bilingual students.
Identifying flags and locations from
different areas of the world can
make the classroom feel more
inclusive.
The word immigrant can be
translated in multiple languages to
aid with comprehension.
Following the direct translations in
the lyrics can help with both second
language learners learning English
as well as giving English speaking
students an introduction to some
more advanced Spanish
vocabulary.
Rarely do second language
students get a chance to be the
experts. Incorporating another
language into morning meeting can
give second language learners a
chance to confidently practice oral
language that they are comfortable
with.
This activity can also show English
speaking students the difficulties of
learning a new language and not
being able to understand things that

Discussion about Citizenship test and
how immigrants become citizens of
the USA. Ask the questions from the
test or make the students take the
test. Review what it means to be a
citizen, what rights and freedoms you
are granted.
Writing Write a paragraph about what
students do when they visit with their
grandparents or other family
members-- compare authors
purpose. What is the purpose of your
writing? Share this with your family.
Write about individual family culture.
Community Connection:
For homework ask students to
discuss their heritage with their
families and research their country of
original origin. Do they know when
their ancestors came to America?
Students can also research this
countrys traditions if family
information is lacking. Write two
paragraphs about immigration in their
own family.
Visual Design their own record cover to the
Representation story of their life--similar to the
grandmothers. If you had to write a
song about the story of your life and
heritage what would it be about?
To accompany their family heritage
paper, students could also draw items
in a suitcase that immigrants might
have brought over (family photos,
recipes, clothing).
are happening around them.
We will have this student teach the
class greetings in his or her
language during the morning
meeting and use these phrases
along with the Spanish ones.
For second language learners, this
writing activity can be a chance for
them to share key vocabulary from
their own heritage and offer them
the chance to teach these traditions
to their classmates.
These students are more likely to
have artifacts from their country of
origin and could present these to
the class in the story box format.
To accommodate a variety of skill
levels, we will differentiate the
writing requirements. Strong writers
will be asked to write 2-3
paragraphs while emergent writers
will be asked to write one and have
more concrete guidelines and
additional facilitation from the
teacher.
Art allows students to express
themselves without written
language or language barriers.
These drawings can show the class
how unique all families are
regardless of background, heritage,
or native language.
Story box:
Record (with cover) - many students may not know what a record is so bringing in this
tangible item can show them the characteristics and create examples for comparing how
music was enjoyed in the past versus today.
Map and national flag of Puerto Rico - These maps will provide students with some
geographical context as to where Latin American countries are in relation to America.
This can open up discussion about how far Grandma traveled when she moved.
Musical instruments such as small drums or guitar - Students can compare how music
can cut across all cultures and note the similarities and differences between Grandma
music and the music they listen to today.
Grandmas Records
Eric Valasquez

Today we talked about the book Grandmas Records, which discusses Eric Valasquezs
grandmother and her ties to her Latino culture that she keeps alive through her favorite records.
Share this story with your parents and talk to your family about your familys culture, traditions
and country of origin. Do you know from where your ancestors immigrated? Ask your parents
and research this countrys traditions.

This is the national flag of Puerto Rico, where Erics grandmother grew up.

Draw the flag from your country of origin:

Eric loved listening to records of Latin American bands with his grandmother. What do you enjoy
doing with your family? What is a tradition you all practice together?

Write one paragraph about your ancestors immigration, or, if you dont know very much,
research your familys country of origin and write about what youve learned. Be sure to include
food, clothing, holidays, language, and other interesting facts.

Does your family practice any traditions from your country of origin? If not, what is something
you learned from your research that youd be more interested in learning about?