Five Unit Lesson Plan

Elizabeth Stevens, Laura Soto, Becca Owen, Jessica Quezada

Brain Storm
Lauras
Schedule Possible Activities
Circle Time Book?
Song?
Guest Speaker
Artifacts around the classroom (Inspiring Wonder): sculpture,
mosquito net, cymbals, drums, harmonium, sari,, ankee
Discussion questions: Where in the world are we going today?
What do you think?
Snack Breakfast food: (Jalakhia):Puffed rice with yogurt, sugar and
banana
Breakfast: Chapatti with curd and gnat
Free
Time/Invitations
Stories: The Ramayana and the Mahabharata
Stories: The Bhagavadgita
Newspaper boat
Gods?
Build Houses
Puppet Shows
Kite building
Peacock
Lunch Pickles and Relishes
Ghee
Structured Time Hula Hoop Venn-diagram
Matching pictures
Chronological Order picture of India
Chronological order scaffold where the children draw their
own experience
PenPals: asking what their day is like and telling them about
their day (written by teacher)
Guest Speaker
Outside Play Rangoli
Ha Do Do
Chaka Chaka
Puchi
River for newspaper boat
Kabaddi
Goli
Ikri-Dukri

Jessicas
What is used to make chapaits?

Are they eaten by themselves or with another food?

Are the ingredients used to make chapatis grown or produces locally (India )
Does money have anything to do with the popularity of the chapati.

How many people eat it, are they important in holidays/special events?

What is something that they eat very often/make with their family?

What are other common foods in India?

Making chapatis
Measuring (math)
Working together

Start a discussion about
a food that is made with a guardian
a food that is traditional to them

science with making the chapatis
what happens if we add more or less of a specific ingredient?
Does it change the flavor, texture, how it cooks, how long it take to cook?

Elizabeths
Weather
Books: Monsoon Afternoon
Activities: -Picture walk
-Science Experiment
- Art project
-Video
-Monsoon Relief project
-Arizona Monsoons vs. Indian Monsoons ( lesson would have to take place in August
during AZ monsoon seasons \

Clothing
Books: My Dadima Wears a Sari, My Mothers Sari
Activities: -Dress up in saris and dhotis
-Draw Saris and dhotis on paper
-What kinds of clothes do my family members wear?
-Bollywood dancing and costumes
-Make our own saris
-Bring in a guest Bollywood performer

Beccas

What materials are used to create rangolis? Would it be practical to bring those materials into the
classroom, and if not, what materials could be used instead? What would be good to use so that
the children can take the activity home with them and remember the lesson later on?

I want to discuss other forms of Indian art
Holi festival? (Would that be classroom appropriate?)
Video of the Holi festival?
Ancient art? Sculpture?
What are rangolis made of today?

Comparison of Mexican and Indian cultures? (Raminas Rangoli!!)

Literature:
Do research and find more books for the text set
Try to bring some kind of Indian artwork in (aside from just pictures)

Where could the children create the rangolis? On paper? Outside?

Science? Climate changes? Weather differences between here and India. How are they similar?
How does that impact the childrens ability to lay rangoli foods (rice, flour, sugar) out on the
ground?

Book relating to each part of the lesson. How many parts?
One for an introduction and traditions, two for different discussions centered around art
and history, one for wrap up and another activity?
Lesson Plans
Lauras

Time 8:00-8:30 Circle
Time
8:30-9:15 Free
Time
9:15-9:45 Snack 9:45-10:15
Outside Play
Activity Introduce the
topic of India to
the children
A morning in
India
Breakfast Chaka Chaka
Bhaunri and
Puchi
Description Seek and Find:
Ill start the class
by saying were
going to travel
somewhere pretty
amazing today.
Ill be dressed in a
sari and have a
Bindi on my
forehead. Ill
scatter Indian
artifacts around
the room and send
the children on a
search for the
items that they
need to bring back
Invitation: This
activity will not
be mandatory. Ill
place all the
artifacts they
found in the
morning at a
station with
pictures of what
Geeta did in her
morning.
Music: Play
Indian music
while the children
have snack
Picture: Put up the
picture of when
Geeta is eating
breakfast
Food: Make
Khaja for children
to taste and talk
about the fact that
some children in
eat this for
breakfast. Does
everyone in India
eat this? What do
Invitation: I will
invite the children
to play games that
are played in
recess in India.
One is called
Chaka Chaka
Bhaunri which is
very similar to
Ring Around the
Rosie)
Pictures: Ill have
pictures from the
book so that they
can see that they
are playing the
same game in the
to the circle. Ill
say there are 5 of
them. Can you
show me how
many 5 are on
your hand? When
they come back to
the circle well
examine the
artifacts. What do
you think they
are? Where do
you think were
going? Then Ill
explain that we
are going to see
how people in
India live today
by doing some
things they would
do throughout the
day.
Book: Ill ask
them about the
italicized words to
see if they can
guess what they
are.
we eat for
breakfast? Are
they similar?
book.
Music: Bring
music that
belongs to this
game
Invitation: I will
also invite them to
play Puchi. The
children squat on
the ground and
shuffle around
trying to keep
their balance. If
they lose their
balance or stop
they lose
Macro
Objective
Students will
recognize through
images how
people live
differently in
other places and
times in order to
hold a class
discussion
Students will
recognize through
images how
people live
differently in
other places and
times in order to
engage in
dramatic play
Students will
recognize through
images how
people live
differently in
other places and
times in order to
hold a compare
and contrast class
discussion
Students will
recognize through
images how
people live
differently in
other places and
times in order to
hold a compare
and contrast class
discussion
Materials Artifacts: Metal
bucket, Sari,
Mosquito net,
Twigs, drum
Book: Geetas
Day: From Dawn
to Dusk in an
Indian Village
Artifacts: Metal
bucket, Sari,
Mosquito net,
Twigs, drum
Pictures: Brushing
their teeth with
neem, Taking a
bath, Using a
mosquito net,
women and men
wearing a type of
sari, and someone
playing the drum
Food: Khaja
Music: Have
media ready to
play the
traditional Hindi
music
Music: Have a
media that can
play Chaka Chaka
Bhaunri outside
Preparation * Memorize the
side notes in the
book
* Find and place
the artifacts
around the
classroom
*Print pictures *Check allergies
*Prepare food
ahead of time
*Find recipe
* Have the music
on iPod, phone or
cd
*Frisbee to play
Chaka Chaka
Bhaunri
Scaffolding? Pictures serve as a
scaffold so that
the children
remember the
events for a later
activity

Assessment Are the children
answering
questions?
See that the
children
incorporate the
artifacts into their
play and mimic
the pictures.
Are they
examining their
treat? Are they
talking about it?

Reflection
Questions
Does that tooth
brush look like
yours? How about
the clothes? Why
do you think they
What game is this
like? Do you hear
this kind of music
here?
wear those
clothes?
Common
Core
Standards
CCSS.ELA-
Literacy.RL.K.7
With prompting
and support,
describe the
relationship
between
illustrations and
the story in which
they appear (e.g.,
what moment in a
story an
illustration
depicts).

AZ Social
Studies
Standards
PO 1. Recognize
through images
how people live
differently in
other places and
times.

Early
Learning
Standards
Language
Arts
Strand 3:
Confidence
Speak audibly and
express thoughts,
feelings, and ideas
clearly. (PKI)

Early
Learning
Standards
Social
Studies
Recognize
through images
how people live
differently in
other places and
times. (G)

Social
Studies
Inspiring Wonder Inspiring Wonder Inspiring Wonder Inspiring Wonder
Tenant

Time 10:15-11:15
Structured Time
11:15-12:00
Lunch
12:00-12:30
Outside Time
12:30-1:30
Structured Time
Activity School Day in
India
Lunch Chaka Chaka
Bhaunri and
Puchi
Chronological
Description Have 2 different
Stations (one
teacher at each)
Station 1:
Book: Count
your way through
India
The children will
learn to count in
Hindi. Play
snakes and
ladders with an
added rule of
saying the number
in Hindi. If you
forget you have to
move back a
space.
Station 2: Read
B is for
Bangladesh.
Point out
similarities and
differences while
reading the book.

Alphabet
Clothespins: Have
them draw a
similarity and/or
difference for
Food: Pickles Games: Have the
option of playing
these games
again.


Part One: Provide
children with a
chart that have the
following
heading: brush
your teeth, get
dressed, breakfast,
school, recess and
lunch. The
children will draw
how they do these
things

Part Two: I give
them pictures of a
child in India
doing these things
and they have to
put them in
chronological
order. We will
look at Geetas
Day again to
refresh everyones
memory. Then
well have a
discussion about
similarities and
differences.

each letter. For
example: m could
be music and c
could be clothes.
Have them
explain their
picture when they
hang it up.
Macro
Objective
Students will
recognize through
images how
people live
differently in
other places and
times in order to
hold a compare
and contrast class
discussion
Students will
recognize through
images how
people live
differently in
other places and
times in order to
hold a compare
and contrast class
discussion
Students will
recognize through
images how
people live
differently in
other places and
times in order to
hold a compare
and contrast class
discussion
Students will
recognize through
images how
people live
differently in
other places and
times in order to
place events in
chronological
order with
pictures
Materials Picture: of kids at
school form the
book
Books: Counting
Your Way
Through India
and B is for
Bangladesh
Crafts: Markers,
crayons, and pre-
made paper
booklets to draw
in
Game: Snakes
and Ladders and
Dice

Food: Pickles Music: Have a
media that can
play Chaka Chaka
Bhaunri outside
Pictures: 16 Sets
Charts: 16 Sets
Preparation *Print out a large
game of Snakes
*Check for food
allergies
* Have the music
on iPod, phone or
*Make the sets of
pictures
and Ladders
*Make booklets
*Buy pickles cd
*Frisbee to play
Chaka Chaka
Bhaunri
*Make the charts
Scaffolding? Station 1: Snakes
and Ladders will
be played as a
whole group so
the teacher can
help the children
move the piece
the correct
amount of times
Station 2: Have
some pre-made
words like clothes
or music but
encourage the
kids to use their
imagination
The Charts
because they aid
the child in
thinking
chronologically
and they look
back to those
when putting the
Indian life in
order
Assessment Station 1: Are
they remembering
to say the number
in Hindi?
Station 2: Are the
drawings
reflecting the
comparisons that
they made
Do they
remember
Are they putting
the pictures in
order?
Reflection What did you
learn in each
station? Whats
different? Whats
the same?
Do you remember
hearing about
pickles in the
book?
What did you
learn in each
station? Whats
different? Whats
the same?
Common
Core
Standards

AZ Social
Studies
Standards

Early
Learning
Standards
Social Studies,
Strand 3:
Historical
Thinking,
Mathematics 2.
The teacher has
sequencing cards
for hand washing
procedures, tooth
brushing,
dressing, daily
classroom
schedule, etc. so
the children can
recognize and
practice the
sequence of
events on their
daily routines.
Social
Studies
Tenant
Inspiring Wonder Inspiring Wonder Inspiring Wonder Inspiring Wonder

Materials for Lesson Plan 1

Pictures for Chronological Activity

Pictures and Artifacts for Dramatic Play


Books

Music
http://www.youtube.com/watch?v=_UyLYgzW94w
http://www.youtube.com/watch?v=zbhlJjmuz3I

Materials for the Rest of the Activities





Elizabeths

Indian And Arizona Monsoons

Standards (Arizona Early Learning Standards):
Language and Literacy Standard:
Strand 2: Emergent Literacy
Concept 5: Comprehension
c. With Prompting and support, asks and answers a variety of questions about books or stories
told or read aloud.
h. With modeling and support, identifies the topic of informational text that has been read aloud.
Social Studies
Strand 2: Community
Concept 3: Geography
b. Describes some physical features of the environment in which he/she lives: e.g. bodies of
water, mountains, weather.
Standards (Common Core-Social Studies)
English Language Arts Standards - Speaking & Listening- Kindergarten
CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.
Standards (Arizona Social Studies Standards)
Strand 4: Geography
Concept 3: Physical Systems
Science Strand 6 Concept 3: Understands the characteristics of weather and how it affects people.

Lesson Plan:
Content Objectives: Students will identify two different monsoons seasons in order to compare
differences and similarities of the weathers effect on its environment.

Lesson Title: Indian and Arizona Monsoons

Context: Kindergarten-Age Five-Sixteen Children

Time: 45 minutes

Materials: The book Monsoon Afternoon by Kashmira Sheth, video of the Indian monsoon from
YouTube, video of the Arizona monsoon from YouTube, newspaper photo of a flash flood from
the Arizona Daily Star taken by Mike Christy, large notepad, black marker, computer, projector,
projector screen, drawing paper, crayons.


Intro: This lesson, if weather permits, would take place in August during the Arizona monsoon
season in hopes that the children will be able to observe the monsoon weather and then be able to
report to their fellow students and then express their observations in the closing activity. If the
weather doesnt permit a video of the Arizona monsoon will be shown for the children to observe
the monsoon weather characteristics and then report their observations in a think-pair-share
activity.

Key Vocabulary: Monsoon, weather, water, rain, wind, India, Arizona, flood, relief

Development of Lesson: The lesson will begin with the students entering the room in the
morning and coming to the carpet for the classroom circle time. After the opening activities like
taking attendance, the question What was the weather like this morning? will be asked. The
responses will be varied, especially depending on the weather of that day. After we have
discussed the morning weather, we will read the book Monsoon Afternoon by Kashmira Sheth.
Before I begin to read, I will give the background information of the story context including its
location in India and I will point that out on a large world map. After the read aloud, the
following questions will be asked: What kinds of weather was happening in the story? How
long do you think it rained for? How much rain do you think there was? The students will
be told to think about rain and what it can do for the environment when they are dismissed to
their free play time. If there is monsoon-type weather that day, during their first structure time,
we will go outside and stand under covered space and observe the weather for 10 minutes*. The
students will come back inside and sit at the circle and be asked to do a think-pair-share with a
partner for five minutes. The students will report out to the entire group with their observations
and I will create a t-chart with the left heading being ARIZONA and fill in the left side with
the observations. Using our classroom computer and projector, we will then view a less than
two-minute video clip of the Indian monsoon. After the video, the class will do another think-
pair-share for five more minutes, and then report their observations to the rest of the class. I will
label the right heading of the t-chart with INDIA and fill in the right side with the observations
from the video. We will then have a five minute discussion with the weather of both locations
and make comparisons between the weather characteristics. I will then ask the students to recall
their thoughts of rain and what it can do for the environment and express their thoughts to the
group. After the responses, I will show a newspaper picture from the Arizona Daily Star called
Monsoon causes problems on Tucson streets taken by Mike Christy. I will ask this question:
How was this flood caused? After responses, I will explain that floods have caused a lot of
damage to homes in Tucson and other places that the monsoon occurs in. Our closing activity
will be for the children to sit at the work tables and draw a pictures of happy things for us to send
to flash flood victims for 20 minutes.

*If the day does not have monsoon-type weather, the class will view a video clip from YouTube
of the monsoon.


What Do They Wear in India?

Standards (Arizona Early Learning Standards):
Language and Literacy Standard:
Strand 2: Emergent Literacy
Concept 5: Comprehension
c. With Prompting and support, asks and answers a variety of questions about books or
stories told or read aloud.
d. With prompting and support, draws connections between story events and personal
experiences.
h. With modeling and support, identifies the topic of informational text that has been read
aloud.
Social Studies
Social Studies Standard:
Strand 1: Family
Concept 1: Understands Family- The child demonstrates an understanding of families and
the roles and responsibilities of being a family member.
b. Identifies family members; e.g., mother, father, sister, brother, grandparents, cousins,
etc.
c. Describes/discusses own familys cultural or family traditions.
Strand 2: Community
Concept 1: Understands Community The child recognizes that he/she lives in a place
with many people and that there are people and events in other places.
c. Describes some characteristics (e.g., clothing, food, jobs) of people in their community.
Strand 3: Historical Thinking
Concept 1: Understands Time- Past, Present, and Future- The child demonstrates that
events happened in the past and how these events relate to ones self, family and community.

Standards (Common Core-Social Studies)
English Language Arts Standards- Speaking & Listening- Kindergarten
CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and,
with prompting and support, provide additional detail.
CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as
desired to provide additional detail.

Standards (Arizona Social Studies Standards)
Strand 4: Geography
Concept 2: Places and Regions: Places and regions have distinct physical and cultural
characteristics.

Lesson Plan:

Content Objectives: Children will identify the sari and dhoti as a traditional clothing choice for
Indian women and men in order to compare and contrast the clothing that they see women and
men in their families wear in the U.S..

Lesson Title: What Do They Wear in India?

Context: Kindergarten-Age Five-Sixteen Children
Time: 90 minutes

Materials: My Dadima Wears A Sari by Kashmira Sheth, 1 5-foot piece of fabric to be used as a
sari for the teacher, 16 3-foot pieces of colorful fabric to be used as saris and dhotis for the
children, 16 sets of velcro to attach to the childrens fabric 1 picture of an Indian women wearing
a sari, 1 picture of an Indian man wearing a dhoti, video of Nina Davuluri dancing bollywood
from YouTube, classroom computer, classroom projector, classroom projector screen, drawing
paper, crayons, large notepad paper, 1 marker




Intro: The hope for this lesson is that the students will be introduced to Indian traditional fashion
to understand that in other parts of the world, different clothes are worn for their different
cultural traditions. The idea for the lesson came from the book My Dadima Wears a Sari by
Kashmira Sheth. At the end of the book, there is a tutorial for how to wrap a sari. That gave me
the idea to supply the individual pieces of fabric for each child, that can be used as either saris
and dhotis, but also to shorten the length of the fabric to be more fitting for a five-year-old child.
Also I added velcro to each piece of fabric to ease the time of securing each fabric to each child.
I also wanted to use popular culture to exhibit Indian cultural traditions, such as current Miss
America Nina Davuluri who performed a Bollywood fusion dance for her talent in the 2013 Miss
America Pageant this past September, which she wore another traditional Indian costume which
is similar in design to a sari. My hope is that the students will observe the clothing and make
comparisons to what they see adults in their culture wear in the United States. To fulfill this hope,
I will send a note home with families asking to provide a picture of the childs family, be it just
their immediate family or their extended family. It is just so students have a visual to share what
kinds of clothes they see adults wearing.

Key Vocabulary: sari, dhoti, Dadima, clothes, family, mother, father, grandparents, Bollywood,
India

Development of Lesson: During our morning circle time, I will welcome the children and read
aloud the book My Dadima Wears a Sari by Kashmira Sheth. Before I read, I will ask students to
look at the type of clothes they see in the book. After the read aloud, I will say Thumbs up if
you have something that you would like share about the clothes in the story. I will record the
students observation on the large notepad with the marker. The students will then be dismissed
to the morning free play time after our 30 minute circle time. Later in our day during our second
structured time at 12:30 PM, I will have be dressed in my sari and have the fabric for the
childrens saris and dhotis laid out on the floor. I will invite the children to pick up their
individual piece of fabric. I will then ask for one boy and one girl to come up front to be my
models so I can give a quick tutorial of how to wrap the sari or dhoti, and the velcro on the fabric
will be of assistance. Once everyone is dressed in their traditional Indian wear, I will show the
two-minute video clip of Miss America Nina Davuluri dancing Bollywood at the 2013 Miss
America Pageant. I will ask the students what they think about the costume that Davuluri is
wearing. I will then explain to the students that saris and dhotis are part of Indian culture because
they use different pieces of clothing for special times like weddings or dancing Bollywood and
for everyday activities, just like in the United States people wear different clothes for different
types of activities. To close the lesson, I will ask the students to return to their work tables while
still wearing their saris and dhotis and to take out the photograph of their family that they
brought in and to express through drawing what they see the adults in their family wear. When
they are done expressing, the entire class will do a gallery walk of the classroom, looking at the
family photograph and the drawing side by side. This will conclude our structured work time of
an hour.




Jessicas
Breads Around the World

Objectives:
Students will discuss the kinds of breads that are common in different parts of the world.
Students will compare three different chapatis through the use of a chart.

Standards:
Arizona Social Studies Standards
Strand 4: Geography
Concept 4: Human Systems
PO 1. Discuss the food, clothing, housing, recreation, and celebrations practiced by cultural
groups in the local community.

Core Standards
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

Arizona Early Learning Standards
Strand 2: Community
Concept 1: Understands Community
Indicator:
c. Describes some characteristics (e.g., clothing, food, jobs) of the people in their community.

Strand 1: Inquiry and application
Concept 2: Investigation
Indicator:
b. Makes predictions and checks them through hands-on investigation with adult support.
Predicts that the rock will sink when placed in water.
Says, If I step on the balloon, it will pop.


Materials:
Chapati ingredients
White flour, wheat flour, water, salt
2 Measuring cup
Rolling pin
Skillet
Three mixing bowls
Three spoons
Images of the different breads mentioned in the book
World Map
Tape
Large piece of post-it paper
Markers
Everybody Bakes Bread by Norah Dooley
What Should I Make by Nandini Nayar

Key Vocabulary:
Chapati, tava, dough, continent, moist, dry
Instructions:
Preparation:
A couple of days before the activity a note will be sent home telling parents that students should
come in ready to share a type of bread that is traditional to them or common in their household. I
will give parents the following example so they have and idea of what to discuss with their
children.
Ex: In my home the most traditional form of bread is a tortilla. It is very common to eat this with
beans in the form of a burrito, and it is also used as a makeshift spoon with certain meals. I make
this by taking a ball of raw dough and pressing it with a special machine called the tortillera.

Part 1:
Time: 30 minutes
On the day of the lesson we will start with a circle time activity. During this time students will
have the opportunity to share whatever bread is common to them. I will start by introducing my
bread, as well as how I eat it. Once everyone who wants to share is done we can go on to talk
about the similarities and differences the common breads in our life by asking question such as
Do you eat the bread with anything special?
Do you have it often or only during special events?

Part 2:
Time: 30 minutes
The second part of the lesson will take place during the first structured work time.
When students come in from their outside time they will have an opportunity to take a drink and
use the restroom, after that they will all transition into the carpet area. I will start be reminding
the students of the discussion that we had earlier today then we will transition into reading the
book Everybody Bakes Bread by Norah Dooley which will introduce the students to different
forms of bread that are common around the world. Before we read the book I will go through the
pictures in the book in order to introduce the students to the images. After this portion of the
activity students will be able to discuss what they think will be happening in the book as well as
any connections they made to the discussion we had previously. I will then read the book, while
it is being read I will ask questions such as
What is the difference between this bread and the last bread we saw?
Do you recognize this bread?
Do you remember where this bread is from?
Is this one of the breads any of you talked about this morning?
Once we are done reading the book students will have the opportunity to ask questions or make
any comments/connections they made between the book and the discussion we had earlier on the
day.

Time: 30 minutes
In the second part of structured work time the students will be split up into two groups. One of
the groups will be working with the assistant teacher and the other group will be working with
the lead teacher. Each of these groups will be sent to sit a table that has already been set up for
them. The table will have a world map on it and pictures of the different breads that were just
discussed in the book. In this activity students will work together to put the different kinds of
breads on the map depending on which country they come from. For example they will discuss
the coconut bread that was mentioned in the book, since this food is common in Barbados the
students and the teacher will find it on the map, and pin the picture of the bread on the country.
Once they have all of the countries matched up with the picture of they bread they will have the
opportunity to discuss. Since students dont have a complete knowledge on where the countries
are they will need \ assistance from the teacher. This could be done by narrowing where the
country is at based on the continent, for example because Barbados is in North America you
could start by saying Barbados is in the continent of North America, which is right here (point
to it on the map). You could then go on to discuss the fact that there are many different countries
in North America such as Canada, Mexico, and the USA. From then on you could narrow it
further by talking about the fact that Barbados is a small island. If students dont know what an
island is this would be the time to explain it to them, or have another one of the students who
does know explain it to them. Once the students know what they are looking for they can work
along with the teacher to find Barbados. This would be done for all of the countries mentioned in
the book. Once all of the parts are labeled a discussion can be started about which if the countries
are closest to each other as well as which ones are closest to where they live. During this time
students might also make a connections to whatever countries the breads they choose to share
about came from.

Part 3:
Time: 20 minutes
The last part of the activity will take place during the last structured work time. Students will
come in from their outside play time and have time to wash their hands, use the restroom, and
drink water. Once they are done they will gather at the carpet/circle area. Just like in the
structured morning time we will begin by reading a book, this time it will be What Should I
Make by Nandini Nayar. We will start by doing a picture walk with the book, I will ask students
to predict want will happen, as well as what the characters are doing. I will then go on to read the
book to the students. During the reading I will ask questions such as

What do you think he is making?
Does this remind you of something that you have done at home?
What kind of bread do you think he is making?

Time: 40 minutes
The second part of this structured afternoon time will take part in making a chapati. First
students will be shown a video of a person in India making a chapati. They will then have the
opportunity to make their own chapatis. The students will once again be split up into two
different groups in order to make their chapti dough. Each group will have a printed version of
the recipe with. During this activity students will be comparing three different chapati recipes.
One of the groups will be adding an extra cup of water to the recipe and the other group will
be making a recipe with an extra cup of flour. There should also already be a premade batch
that follows the recipe exactly. Each of the groups should go through the recipe and talk about
the fact that they are going to alter the recipe. There should then be a discussion about what they
predict will happen with the altered recipe. Once all the batches of doughs are prepared students
should have the opportunity to compare things such as the scent an color as well as how they feel
compared to one another. Once they have all gotten the opportunity to compare the dough they
will make a chapati from each of the batches. They will then have the opportunity to compare the
similarities and differences between the chapatis. They can discuss why think the flavor changed
as well as which one they feel has the best flavor. This information will all be recorded onto a
chart as the discussion is going on. Once the discussions are over two students at a time will
have the opportunity to make their own chapati with the supervision of a teacher.






Map of the World







Images of the Breads












Beccas

Rangolis and Tradition

Age Group: Kindergarten (Age 5 - 16 children)

Duration: Five segments of roughly 20-30 minutes

Standards

Arizona Early Learning Standards:
SS Strand 2: Concept 1: A: Recognizes that places where people live are made up of
individuals from different cultures and who speak different languages
SS: Strand 3: Concept 1: B: Understands that events happened in the past and how these
events relate to ones self, family, and community

Common Core Standards:
CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including
key details.

Arizona Social Studies Standards:
Strand 2: Concept 1: PO2: Listen to recounts of historical events and people and discuss how
they relate to present day.

Objectives:
Children will learn about Indian culture and traditions and produce their own versions of
Indian art and be able to discuss them. Children will also be able to say hello the way children do
in India

Recommended Literature:
Rangoli: Discovering the Art of Indian Decoration by Anuradha Ananth
Here Comes Holi: The Festival of Colors by Meenal Atul Pandya
Say Hello! by Rachel Isadora
Holi: Rookie Read Aloud Holidays by Uma Krishnaswami
Rominas Rangoli by Malathi Michelle Iyengar
Chachajis Cup by Uma Krishnaswami
Indian Folk Art ABCs by Manu Desai

Key Vocabulary
India, rangoli, Holi festival, traditions

Part One (Introduction and explanation of traditions)

Materials:
Recording of Hello Hello Hello
White board/chalk board/smart board
Holi: Rookie Read Aloud Holidays by Uma Krishnaswami

Lesson Plan:
Before this lesson can be put into action, I plan to send a note home to the families asking
about their traditions and if they could discuss them with their children and send a note with
them to school the day before this lesson listing several of the childrens favorite traditions.
At the beginning of the session, I will have the children come to the carpet and sit down
according to where their nametag is placed on the floor. To begin discussing families in other
countries and what their traditions might be like, I first ask them how we greet people in our
country. If there are children from other cultures in the room, Ill ask them to share their
greetings as well. Once weve all said hello to each other in various languages, Ill introduce the
song Hello Hello Hello, which covers greetings in multiple languages from around the globe.
One of those is India, which will be the childrens first exposure of the day to India.
After singing the song two or three times, however long the interest of the children holds
for, Ill ask the children what they know about the different places in the song. Those places are
Africa, Mexico, and India. Ill ask about Africa first, then Mexico, and save India for last. Once
weve gone through these countries and discussed whatever answers the children in the
classroom had, Ill bring out cutouts of several people and start a discussion about the word
tradition. The first question in this conversation has to be introducing the word. Asking do you
know what a tradition is? and seeing what discussion comes from that question.
Explain what traditions are and give examples of a few traditions I have. Introduce the
Holi Festival with a video about it (there are many online, this part can be flexible). Afterwards,
take out the book Holi: Rookie Read Aloud Holidays and ask children what they think the
book is going to be about. Read, and afterwards show a chart on whatever is available (white
board/chalk board/smart board) and ask the children if we can make categories for some of their
traditions in their families. Prompt holidays if needed. Read several of the childrens traditions
that their parents sent with them aloud. Write traditions on the board.
Tell the children that several books about India and traditions will be sitting in the front
of the room for the duration of the week and that they can look at them if they would like to.

Part Two (Introducing rangolis)

Materials:
Holi: Rookie Read Aloud Holidays by Uma Krishnaswami
Rangoli: Discovering the Art of Indian Decoration by Anuradha Ananth
Finger Puppets of a person and an ant.
Pictures of several rangolis (either printed or on a smart board)

Lesson Plan:
Bring out the book from yesterday Holi: Rookie Read Aloud Holidays and ask the
children if they remember what they learned about traditions during the previous lesson. Explain
that that was one tradition that takes place in India, but today were going to discuss a different
tradition.
Take out the pictures of the rangolis and ask them if they have ever seen art like these
pictures before. Discuss. What do they think theyre made out of? If no one suggests it, ask if
they think theyre made out of chalk or paint. Do they think we could make one on our
playground? What do they think they are used for?
Have pictures of old rangolis and pictures of new rangolis. Why do they think some look
older than others? Are the old ones still valuable to us? Why?
Introduce the book Rangoli: Discovering the Art of Indian Decoration and discuss the
images on the front cover. Take out the finger puppets and ask for one volunteer to be the ant.
Put the puppet of the boy on your own finger. Tell the story using the finger puppets. Ask the
children what they thought about the story.

Part Three (Introducing older Indian art)

Materials:
Indian Folk Art ABCs by Manu Desai
Some form of Indian art or sculpture aside from rangolis

Lesson Plan:
This will be the shortest segment of the lesson. For this activity, I want to have the
children be able to handle actual Indian pottery or sculpture. Obviously, itll take some prep
work on my part before the class to track down something like this, but I really think it would
help children learn about this form of art to actually be able to see it and hold it.
Indian Folk Art ABCs is a picture book with different forms of Indian art for each
letter, so it wouldnt necessarily have to be read in chronological order, but for this lesson I
would have the children sitting on the carpet or at their tables and I would start at the beginning
and go through each letter of the alphabet showing each of the objects and prompting the
children to discuss them and things that we have in our culture today that are similar to these
older art pieces that were relevant in India a long time ago. When I got to the page that I had an
artifact for, I would pass it around and let each child handle it and look at it during the reading.

Part Four (Children create their own art rangolis)

Materials:
Rangoli: Discovering the Art of Indian Decoration by Anuradha Ananth
Premade example of the project
Premade rangolis traced onto paper
Paper
Paint
Glitter

Lesson Plan:
To begin this activity, I will take small groups of children at a time (approximately 4 or
5) and bring them to table. I will review the book from the previous day about rangolis and ask
the children if they remember what the rangolis were made of.
The rangolis in the book were made of flour, rice, and sugar. Do the children think that
we should make ours out of those materials too? Explain that we dont have those materials and
we arent actually going to be feeding ants, so we dont need to have edible things on our
rangolis. Introduce the project by showing the example rangoli. Are we making modern rangolis
like the ones in the book or rangolis like the old ones we looked at in our pictures?
I will then bring out the rangolis that are traced onto sheets of paper already, ask each of
the children which one they would like to make and hand each their design. Once children are
ready to paint (sleeves rolled up, smocks on, etc), then Ill bring out paint containers and paint
brushes and demonstrate how to paint along the lines of the rangoli.
As each child completes this, put the designs into a flat container that can hold glitter and
not make a mess. Have the child dump glitter onto their design so that it sticks to the paint. Dust
off the designs of excess glitter and as each child finishes allow them to rejoin the rest of the
class in whatever activity theyre currently engaged in.

Part Five (Children draw rangolis on the ground)

Materials:
Rangoli: Discovering the Art of Indian Decoration by Anuradha Ananth
A clear spot of cement where children can draw
Chalk

Lesson Plan:
For this part of the lesson, I would like to put the previously read books into action. Ill
take the children outside (either in small groups or as a class, but small groups would be easier to
manage for this activity) and bring chalk out as well. Ill ask the children about the weather
outside and whether they think its okay to draw a rangoli on the ground or if they think that its
going to rain. What makes them think that?
Then the children will be encouraged to think about what would happen if the weather
were to change. Ask what they think the weather is like in India, and what they think happens to
the flour rangolis there if the weather gets bad.
I will demonstrate drawing a rangoli on the ground in chalk and give each child one piece
of a chalk so that they can draw their own rangoli on the ground.
Being outside and drawing rangolis like the Indian child did in the book will serve as a
full circle moment from the beginning of the lesson. After theyve drawn their rangoli, Id like to
ask each child what they have learned about rangolis during the week. Once we go back inside
and near the end of the day, Ill have a journal time where the children can reflect on their
traditions and art compared to Indian traditions and art then and now.







Rationale

The classroom that we are teaching in for the purposes of this lesson is located in Tucson,
Arizona in the Tucson Unified School District. There are sixteen five year olds in the classroom
and another teacher that provides extra help when needed. There are ten Hispanic children, three
African American children and three Native American children in the classroom. Due to the fact
that it is the beginning of the year in August, we havent learned what type of Native American
they are. We decided as a group that the first lesson that would be taught would be a lesson about
daily life in India.
When the children are welcomed for circle time on the first day of introducing the lesson,
I chose to wear the customary Indian attire because I knew it would spike the childrens curiosity.
As Giorgis and Glazer mention, Having them guess what will happen fosters logical thinking
about cause and effect. (60) I love this statement. I am at my happiest as a teacher when a child
is engaged, learning, and excited about what theyre learning. This was a huge reason for why I
wanted to add a seek-and-find to my circle time. I wanted the children to get some adrenaline in
their body and I wanted them to bring that excitement to the lesson. Another reason that I wanted
to start by doing the seek-and-find was so that I could have their attention for as long as possible.
However, I wanted to do it in a manner that would keep them curious for as long as the circle
time lasted. Agarwal-Rangnath explains that sometimes students lose their interest in questions
because teachers get scared on their behalf. The teachers grow scared that the students wont be
able to answer the questions (23). However, I want my students to continue being curious
because I want to learn right along with them. In my philosophy for Donna, I mentioned that we
can only expect greatness from our students if we are willing to be just as inquisitive. As cohort
six has learned in all their classes, the child will only give you what you expect of them.
I chose to use artifacts as part of the activity because it creates the same curiosity as what
Im wearing is meant to create. In fact, Agarwal-Rangnath, Boutte, and Strickland agree that
artifacts inspire wonder and are very important for creating connections. I used different artifacts
throughout the whole day: clothing, food, music, pictures, and games from that country.
Another thing that Boutte and Strickland pointed out was the importance of contemporary
literature. I chose two of my books based on this reasoning. Whenever I asked questions, I also
made sure that this only applied to some Indian villages because just like the in the U.S., I had
learned that not everyone is exactly the same.
Next Ill further describe why I chose each of my books. The first book was Geetas
Day: From Dawn to Dusk in an Indian Village. I chose this book because it was contemporary.
I also chose it because it was factually accurate. This is a criterion that Giorgis and Glazer both
deemed very important (41). I stayed at the library for more than five hours doing research and
seeing if all the other books had approximately the same information. Through this research, I
found that the day to day life differed based on where you lived in India. I wanted to bring books
that would underline these differences but they werent age appropriate for this particular
classroom. Another reason that I chose it was because Giorgis and Glazer state that illustrations
should match both the description and action (44). This was really important because I wasnt
planning on reading the book word for word because of its length. However, I still wanted to tell
the story in order to capture the main events in Geetas life and the order in which they occured
because that was the main focus of my lesson plan. Lastly, I chose this book because ...stories
of ourselves can be most powerful, as they show our struggles, our capacity to fail and stand up,
and our fragility as human beings (Agarwal-Rangnath, 28).
The next book that I chose was B is for Bangladesh. It followed many of the same
stipulations as the first book except that it was a concept book. This didnt change the lens in
which I viewed it though. It still needed to be contemporary and accurate. The only other
stipulation that I had for this book was that it needed to be an easier read.
The third book broke all the rules that I was taught in Marias class. Giorgis and Glazer
say that If the book is designed to help children learn to count and recognize numerical order,
then the illustrations must show the objective clearly (47). However, I thought that the
information the book held was too valuable to discard for this reason. Ill make sure to help
decipher the pictures with the children during the read aloud. Hopefully, this interaction will help
me keep the children interested in the book. Another fault that the book possessed was that it
isnt contemporary. However, the information that it contain is important language so I decided
that a little age wouldnt change that information drastically.
Throughout the lesson, its evident that I ask a lot of questions. The reasoning behind this
is because I want the children to reflect on what they are seeing. As teachers, we always have the
option of giving our students the answers. However, I like the A-ha moment the child
experiences when they come up with it on their own. Agarwal-Rangnath also underlines that
Asking questions is what challenges our critical thinkers to examine the world around them so
that they may be able to scrutinize and ultimately work to change what may be wrong, unfair and
unjust in our society. However, the children have to connect to the story first and you do that by
asking questions (Agarwal-Rangnath, 13)
The second lesson that the children will be taught is about various art forms in India.
Theoretically, the lessons about artwork, monsoons, clothing worn in India, and various foods
eaten there, could be taught in whichever order a teacher wished them to be taught in.
Since this is only their second or possibly third year of schooling, and their first year
outside of preschool, and we live in Tucson, Arizona, I can assume that the children have had
very little if any exposure at all to Indian culture when I begin discussing artwork with them. I
know that they have previously learned about daily life in India, and I want to now introduce
them to the artwork and a bit more to the in depth culture that exists there. I know from
experience that children learn languages best at a very young age and that greetings in another
language are easy to memorize and useful to know. Also, I know from our readings in Creating
Environments for Learning by Julie Bullard, that while participating in music activities,
children are also enhancing physical, language, social-emotional, and cognitive development (p.
272). Music is an important element to implement into every lesson, so on the first day that I
introduce this subject, I teach the children the song Hello, Hello, Hello, which covers
greetings from several different countries, including India.
The goal of this lesson was to get them interested in learning more about India and what
art people are making there as opposed to what art we make here. Children have a natural
curiosity for learning, so rather than immediately jumping in to telling them exactly what we
were going to talk about relating to India, I let them figure it out for themselves. After the song, I
would read Holi: Rookie Read Aloud Holidays to the children and discuss their traditions that
I had hopefully been able to obtain lists of from their parents previous to the lesson. I know that
discussing traditions that children have participated in in the past would help contextualize why
were discussing the art and traditions of other countries. I wanted to make sure to include this
part in my lesson because, as Agarwal-Rangath discusses, children being able to connect the past
to experiences in their own lives helps students foster an appreciation for the past and a reason to
learn about it (p. 113)
I also chose to read the book Rangoli: Discovering the Art of Indian Decoration by Anuradha
Ananth. Reading aloud to children is crucially important to helping them learn. In this case, I
knew that it was imperative that the children be able to see the pictures as I read, as this helps the
meaning-making experience flow smoothly for the children, as stated in Giorgis & Glazer (p. 59).
I use finger puppets for this book because there are essentially two characters and having an
artifact for the children to physically see while reading a story like this helps a lot to keep them
engaged in whats going on. (p. 64)
I chose to read several different books to the children so that they would get a decent
amount of exposure to various forms of art. Indian Folk Art ABCs by Manu Desai is the only
book that I chose to read that wouldnt be considered contemporary literature. However, I chose
to use it anyway because i think it gives a great variety of examples of Indian artwork and
sculpture, and adds a lot of depth and richness to the childrens learning. After all three of these
books have been read, only then will I have children start to participate in creating art themselves.
Hopefully producing this art of other cultures will help them develop a deeper understanding of
the effort that was put into that artwork, and via that understanding, foster a lifelong appreciation
for it.
I ended up with a lot more books than I had originally anticipated, and not all of them are
being read aloud to the children throughout this lesson. Rather, some are going to be placed in a
basket in the literacy area of the classroom so that the children can access them throughout the
week whenever they wish to. As the Giorgis & Glazer text states, the goal of having children
interact with literature in the classroom is to engage them in active response which will then
support their language, intellectual, personality, social, moral, aesthetic, and creative
development (p. 28). Children reading and looking at pictures alone indicates interest and adds to
their knowledge of the subject, whether they can read all of the words or not. All the books that I
have added to the classroom for this week relate to Indian art and tradition, and one that I feel the
students in this particular classroom will be able to connect with is Rominas Rangoli by
Malathi Michelle Iyengar. I included it in my text set because it discusses both Mexican and
Indian culture, and in a classroom with many Hispanic students, some of whom are of Mexican
descent, this is especially relevant to them being able to make a connection with lessons about
India.
The tenant from the framework outlined in Agarwal-Rangath that I focused on for this
lesson is Connecting the Past to the Present, and I tried to incorporate that as much as possible
into discussions with the children about the differences between Indian art long ago and Indian
art today, along with discussing whether or not we thought that was relevant for our classroom as
a part of history. As the past is no longer, all we have with us are the artifacts that can help us
recover bits and pieces of what went on before our time (p.100) I tried to implement this into
the classroom throughout the lesson by bringing in artifacts, or photographs of artifacts, if none
were actually available, that would serve as examples for what art was like thousands of years in
the past and provide for discussion around that.
The third and fourth lessons that will be taught to the children during this unit are that of
weather in India, relating specifically to that of monsoons because we can relate to that so well in
Arizona, and then what clothing they wear in India. It would actually be good to rearrange these
units and for a teacher to monitor what weather is going to be occurring outside for that week or
succession of weeks, and teach about weather and monsoons on a week when a monsoon or at
least some kind of rain storm is scheduled to hit. This will help the students create connections
between what theyre learning about and the environment they live in.
The hope for this lesson is first to learn the students prior knowledge about the different
types of weather. Are students aware of the different types of weather in their surrounding
environment? Do the students watch television with their parents and see weather occurrences in
different parts of the world? With the use of the classrooms observations of weather, the
students will satisfy several standards related to social studies from the Common Core, Arizona
Early Learning Standards, and Arizona Social Studies Standards. The ideal time to implement
this lesson would be in August during the Arizona monsoon season because the book that I will
read aloud to use as a starting point for the lesson is the book called Monsoon Afternoon by
Kashmira Sheth. As stated in Literature for Young Children (2013), reading aloud and sharing
books with young children invites them to experience the story whole heartedly (p. 58). The next
hope is either to watch a video of Arizona monsoon weather or, if weather permits, have the
children view observe the weather through the classroom weather. Afterwards, the students will
participate in a think-pair-share activity. Literature for Young Children also states that children
become aware of details by teaches requiring them to look carefully at what is in front of them (p.
170).
The second part of the lesson would be for the students to view pictures and video clips
of the Indian monsoon season and then participate in another think-pair-share activity. I will
share pictures from the Arizona Daily Star of a flash flood caused by the 2013 Arizona Monsoon
and explain to the children that a large amount of rain from the monsoon season causes flash
floods and that flash floods are very damaging to homes. I want my students to close out the
lesson by drawing pictures as what I call Hope Cards. In their Hope Cards, they can draw a
picture of something that they want to send to flash flood victims. I can assist in writing
greetings on the cards to go along with their pictures. The activity will then hopefully end with
the students using drawings to express their observations to the teacher or facilitator of lesson.
The tenant framework from Argarwal-Rangnath (2013) that this lesson is based off is Facilitating
Change, and the use of art provides a medium of expression for ideas (p. 130).
The hope for the lesson about clothing worn in India is to first learn the students funds of
knowledge what type of clothing that their families wear. What kinds of clothes do mothers,
fathers, grandparents, siblings, or other extended family wear? I will send a note home with
families for the children to bring in a photo of the childs family, be it immediate or extended,
and the photo will be used in the closing activity.
These questions are to be asked before the students listen to the book My Dadima Wears
a Sari, by Kashmira Sheth. This picture book is about a young girl who wonders why her
Dadima, (grandmother in Gujarati Hindu) only wears saris and doesnt like to wear any other
dresses. The book explains how Dadima can wear different saris for different things, but by
wearing it, she is connecting to her culture. As stated in Literature for Young Children (2013),
the point of reading books aloud to the students is to invite the children to experience the story
wholeheartedly (p.58). I want to ask the students questions like What colors do you see on
Dadimas clothes? What does Dadima do in her sari? Why do you think Dadima wears a
sari?.
These questions and this lesson correspond to Agarwal-Rangntaths tenant, Painting the
Picture, from Social Studies, Literacy, And Social Justice in the Common Core Classroom
(2013). The tenant focuses on showing students multiple perspectives on concepts (p. 38), in this
case articles of clothing. Other hopes for this lesson are that the students are able to identify
connections between cultures, in this case being India, and the cultures in our own classroom,
which in this case include Hispanic, Native American, and African American culture. It is a
possibility that one of Hispanic children maybe have seen Baile Folklorico dancers wear the
traditional dresses and they might make a connection to Nina Davuluris traditional Bollywood
costume that she wore in the Miss America pageant.
To engage the children even further, I will wear a sari and bring in 16 individual saris for
the children to wrap either as saris for girls or dhotis for boys, so that theyre using the
perspective of an Indian woman or man and truly experiencing how they traditionally dress in
those cultures. For the closing activity, I would like the students to use the photos of their
families as inspiration for drawings of what their families wear and what they look like. The
drawings and photos will be placed side by side and the class will do a gallery walk to view other
childrens perspectives of their families and to draw connections between their own families,
their classmates families, the families they have learned about that live in India.
The final activity that the students will be taking place in is one centered around cooking
and types of bread cooked in India. A great reason to have this lesson be last is because it is
particularly messy compared to some of the other lessons, and will require a bit more cleanup
time on the teachers part to get the classroom completely tidy again. Another reason is because
it takes a decent amount of time to cook bread, and because its good for children to get a snack
at the end of the day before heading home. A lesson that revolves around food will hold
childrens attention better than some of the other lessons might.
I have chosen this lesson in order to expose students to different cultures, and traditions
around the world. For this activity, Ill be focusing specifically on bread in India. There are two
read aloud sessions involved, which I have decided to include these sessions because of the
importance of reading in a childs education. As stated by Giorgis and Glazer (2013), One task
of the child-care professional or teacher is to assist young children to form accurate concepts.
Teachers supply materials for the children to manipulate, bring information to the classroom or
center, take children on trips, and encourage children to discuss what they have seen. In other
words, they provide the raw data from which children can construct their own concepts (p. 160).
Through these experiences children are able to make connections to their own life as well as
learn about the world around them. Not only that, but reading aloud also develops childrens
vocabulary, which furthers their education, this in itself is very important literature provides
another source of mature and expressive language. Children listening to stories read aloud are
being exposed to language that is often more complex than what they hear in ordinary
conversation. They hear new sentence patterns and new words (Giorgis & Glazer, 2013).
Another portion of this lesson consists of students working with maps and graphic
organizers. Through the map activity students will be able to learn about the countries that are
mentioned in the books, as well as what continents they are located in. As Boutte and Strictland
(2008), stated in their article, While early childhood educators typically think of maps as too
abstract for young children; however if done in isolation, the context and relevance of the
surrounding activities will make all of the difference. I want to include maps in my lesson to
challenge them to think more critically about the world they live in.
The last tool that I feel is important for students to work with during this lesson is the
graphic organizer. In her book, Agarwal-Rangnath (2013) states that, Graphic organizers such
as Venn Diagrams, serve as a great support structure for all learners in the classroom, especially
English language learners. Because there are students in this classroom who have not yet
mastered the English language, the chart serves as a scaffold for their learning.
Finally, I want to explain the importance of the two books. I choose the first book
Everybody Bakes Bread, by Norah Dooley, because it introduces students to the different
types of bread eaten around the world, rather than just the chapati. I think this book would be
very relatable to more children because it will discuss types of bread theyre familiar with as well
as ones theyre not. I also thought it would be great to start the lesson with a broader topic, and
then narrow it down later on in the lesson. I chose the second book, What Should I Make, by
Nandini Nayar, because it narrows down the focus from many kinds of breads to just the chapati.
I felt this was appropriate because the rest of the lessons in this unit focus on Indian culture, and
by narrowing the focus down towards the end of the day, students will be able to make
connections to previous and future lessons about different parts of their world.







































Multimedia Text Set

Anuradha, A. (2011). Rangoli: Discovering the Art of Indian Decoration

AZ Monsoon Downpour 7-12 http://www.youtube.com/watch?v=Eu0FNR9A6zg. 14 July
2012. Web. Retrieved 6 Dec 2013.

Bachmann, F. (2009, June 23). Making chapati very fast india. Retrieved from
http://www.youtube.com/watch?v=sLDJiG1m4_U

"Chaka Chaka Bhaunri Mamu Ghara Chanuri." YouTube. YouTube, 10 Mar. 2009. Web. 06 Dec.
2013.

Christy, M. Monsoon causes problems on Tucson Streets http://azstarnet.com/monsoon-
causes-problems-on-tucson-streets/image_7ce44d7a-e5e4-11e2-b80d-001a4bcf887a.html.
Arizona Daily Star. 5 July 2013. Retrieved 7 Dec 2013.

Das, P. (1999). Geetas Day: From Dawn to Dusk in an Indian Village.

Desai, M. (1979). Indian Folk Art ABCs.

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