Beruflich Dokumente
Kultur Dokumente
Conny Gutierrez
Date: Diciembre 10 del 2014
Content: Esperanza Renace
II. Rationale:
Content: I chose to teach the book Esperanza Renace (Rising) by Pam Muoz Ryan
because it contains historic events such as the great depression and mexican revolution , students
will be able to relate to the story in someway and it contains themes that will be great for
discussion such as; perseverance, justice and judgement, society and class, poverty, visions of
america, dreams, hopes and plans and prejudice. The book provides symbolism, imagery and
allegory through specific examples. I will use this book to analyze the themes and history with
students, along with the genre, tone and writing styles. Students will gain new vocabulary that
they will be able to use during discussions and in their lifes. Apart from practicing grammar and
pronunciation through class activities I will want to have a debate on the working conditions of
los trabajos, which students will be able to provide research in working wages and conditions
in todays society and in comparison to those discussed in the book of Esperanza Rising.
Grade level: The grade level I feel is appropriate for this content would be Spanish 5, AP or
Intermediate High because we are analyzing texts and the language that is needed for discussions
needs to be advanced.
Unit Length: Given that this is a lengthy book and we will take our time in analyzing it by
leaning new vocabulary, historic events and making sure that students grasp the themes with
activities and projects this unit will take about four weeks.
Online/flipped class room: The purpose for this unit is to have students complete all course
work, reading and guiding questions at home with videos and articles that will enhance their
background knowledge when we discuss the topics of the book in class. The purpose of
discussions in class is to eliminate any misunderstanding and monitor their understanding of the
selected themes.
Standards:
Use an anticipation guide based on Mexican proverbs found in the book. Students will be
asked at the end of the unit if their opinion changes.
Pre-Reading Activity:
Deacurdo/Desacuerdo
The rich person is richer when he
becomes poor, than the poor
person when he becomes rich.
There is no rose without thorns.
Deacurdo/Desacuerdo
He who falls today, may rise
tomorrow. The person who does
not look ahead stays behind.
Text-dependent Questions:
What is a vineyard?
What are gentle slopes?
What might Papa mean when he says, Our land is alive?
Homework: Purpose for reading Chapter 3: Students will answer these questions as they read the
chapter and bring it to class for discussion.
-Open-ended questions:
Whatwasthischaptermostlyabout?andWhathappenedinthischapter?
Studentswillneedtociteevidencefromthebookbasedontheirhomework
questions.
We will start an Anchor chart by using text clues
A
challenge to the right to life, liberty, and personal security (the murder of Esperanzas
father, p. 24)
The discriminatory treatment of Indians compared to people of Spanish descent (pp. 12,
1518)
The denial of property rights to women (p. 30).
Homework:
(The purpose of these daily quizzes are to maintain a routine of daily practice as we move
through the book, in which is designed to asses wether the students read and understand the
text assigned for homework)
Oral Chapter Review to elicit a summary of the chapter
Jigsaw Task
Lesson 5 :
Objectives:
-Students will be able to...
answer comprehension questions based on text
summarize main ideas from text about California in 1930s
Captulo 5: Las guayabas
Entrance Ticket: Comprehension Quiz Chap. 5
Have students continue to add to the Human Rights Challenges in the book (Anchor
chart)
Discuss Chapter 5 as a class and go over the homework questions
Synthesize
Activity: Building Background knowledge
I will draw on the board a char with three topics; California, Immigrating from Mexico and
the Great Depression of the 1930s in which students will be asked to individually write
under each topic what they know about it.
As a class after all students have shared their ideas, we will discuss the topics.
Homework: Read chapter six and complete Purpose for Reading
Lesson 6:
Objectives:
-Students will be able to...
answerquestionsaboutthesettingofthenovelEsperanzaRisingbasedonevidencefrom
thetext.
answer questions about the main characters
identify metaphors
Captulo 6: Los Melones
Lesson 7:
Captulo 7 : Las Cebollas/ Onions
Character T Chart
Lesson 8:
Captulo 8: Las Almendras/Almonds
Lesson 9:
Captulo 9: Las Ciruelas/ Plums
Mid-Unit Assessment
Lesson 10:
Captulo 10: Las Papas/Potatoes
Lesson 11:
Captulo 11: Los Aguacates/ Avocados
WHY DO WORKERS STRIKE?
Lesson
Captulo
Lesson
Captulo 13:
12:
12: Los Espragos/ Asparagus
13:
Los Duraznos/ Peaches
Lesson 14:
Objectives:
will be able to...
answer comprehension
questions
contrast how two characters
respond to challenges using
the Two-voice poem format
able to use evidence to
support inferences about two
different characters
collaborate with peers in creating the final assessment
provide feedback to peers
self-reflect on peers feedback to improve the writing
Captulo 14: Las Uvas/Grapes
Have students refer back to notes, anchor charts and all resources to
compare characters.
Introduce Final Assessment: Two-Voice Poem format
Begin Two-Voice Poem
-Students
Objectives:
will be able to...
interpret five big metaphors
explain themes
Reviewing the Anchor Chart: Big Metaphors and Themes in Esperanza Rising
The River
The Heartbeat
The Blanket
The Rose
The Grapes/Harvest
Continue to work on Two-Voice Poem
Lesson 16:
Begin presentations of Two-voice poems
RE-visit Pre-reading activity from lesson one and have students compare wether their
of what the book will be about, analyzing the title, what Esperanza means, the rose, the
colors, what the setting of the book is.
This image is an important symbol in the book that I will present during mid unit to draw
inferences of what the meaning behind it is.
These are some guiding questions for the discussion of its symbolism within the text:
(Hardship/Thorns and Triumph/Pedals)
Preguntas de triunfo:
1. Alguien decir o hacer algo que sentir feliz Esperanza?
2. Esperanza aprende valiosas lecciones?
3. Esperanza alguien hace sentir bien por algo que hizo o dijo?
4. Esperanza encuontra alegra en su vida?
Reading Materials
Book
Esperanza Renace by Pam Muoz Ryan
RL: 86.1
Webpage:
http://www.shmoop.com/esperanza-rising/summary.html
Provides full summary of the text for students to use as a resource. Students will still be
responsible for using the target language in class discussions.
RL. 61.5
Webpage:
http://www.pbs.org/itvs/fightfields/cesarchavez.html
Provides information over Cesar Chavez who is one of the most important Latino leaders of the
U.S. Students will be asked to review this text in english in order to have more background
information with the topic of farm works and the movement in the book.
RL: 69.8
Webpage
http://edsitement.neh.gov/lesson-plan/esperanza-renace-aprendiendo-no-temer-el-comenzar-denuevo
This webpage will serve as a guide for the students throughout their reading of the text. It is in
Spanish so this will be very helpful for them before class discussions.
RL: N/A
Youtube
https://www.youtube.com/watch?v=gg6S8WdhRkk
This is an audio of the introductory to the book in spanish. It will serve as a listening practice
during class.
RL: N/A
Webpage
http://www.amazon.com/Esperanza-renace-Spanish-language-Edition/dp/0439398851
This is an audiobook for the spanish edition of the book which will be a great resource for those
students that prefer that method for their learning.
RL: N/A
Webpage
https://sites.google.com/a/wsr.k12.ia.us/senor-iv/esperanza-renace
This webpage is meant as a resource for the students to use as a guide through reading of the
book. It separates each chapter with guiding questions and important themes if they desire more
practice over the content.
RL: N/A
Youtube
https://www.youtube.com/watch?v=awP3yXv-4ng
I will play this movie trailer of Cesar Chavez (2014) at some point in class with the purpose of
making connections with the text and the movement. If we have time in class we may watch this
movie or students will be given the option to watch it for extra credit along with a one page
reflection. Due at the end of the Unit.
RL: N/A
Youtube
https://www.youtube.com/watch?v=FIgIaI5AVpY
This PBS documentary contain a lot of information on the Mexican Civil Rights Movement. For
the purpose of the class I will only play part of the video that I have specifically selected. It is a
great authentic piece for class.
Vocabulary Activities
Vocabulary words:
Palabras que se encuntran en el texto
campesino: trabajador agrcola considerada inferior a su jefe (peasant)
Ladino: til decir (devious)
Privacidad: estar solo sin otros observando (privacy)
Productos: vegetales y frutas para vender a tiendas y clientes (produce)
Ciudadano: una persona que tiene el derecho legal para vivir en un pas (citizen)
Angustia: profundo sentimiento de tristeza (anguish)
Inmigracin: una agencia gubernamental que controla a la gente que viene a un pas
(Immigration)
Migrar: para desplazarse de un lugar a otro debido al cambio (migrate)
trabajador migrante: una persona que se mueve a menudo a donde hay puestos de trabajo
(migrant laborer)
Renuente: No estoy seguro de hacer algo(reluctant)
Galas: cosas bonitas (finery)
Deportacin: para forzar a alguien a regresar a su pas (deportation)
Otorgar: para dar o presentar algo (bestow)
abuelita: grandmother
campensinos: field workers
repatriation: to send someone back to his/her country of birth
esperanza: hope
Vocabulary Cards
Elegante p. 5
Extravagante p.13
Caprichoso p.33
Obsesionado p.33
Torturoso p.136
Cansados p.207
Pretencioso p.223
Desanimados p. 244
Students will be asked to look up these words within the text (using the pages) in which
they will need to use surrounding words as clues in order to provide their meaning. Later as a
class we will discuss assumptions of the meaning and come up with the correct/ appropriate
definition as a class. This activity will provide a better understanding of the vocabulary words
that will frequently come up within the text.
10
Declaracin de resumen:
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Sentimiento
Accines
Otras
Students can use this chart during their reading to make inferences of the characters that
will help them during their final assessment activity. They will be able to compare and contrast
the changes the characters make through their journey, specially Esperanza.
Puzzle
http://www.scholastic.com/esperanza/popups/pdfs/puzzle.pdf
This puzzle will be fun and helpful for students to review important vocabulary words.
Comprehension Strategies
Anticipating guide: Pre-Reading Activities (Found in lesson one)
This is a great strategy in presenting themes that will be discussed within the text. It
allows for student to use their imagination and thoughts about the topic in which at the end of the
unit will be compared to see if their opinions have changed.
Open-Ended Questions
These will be asked at random during the class to help me monitor their understanding
for the themes within the book.
Qu significa ir a la
huelga?
Character T Chart:
Mi nuevo pensamiento,
basado en la evidencia
del texto
Retos
Respuesta
The purpose of this chart is to guide students through an analysis of specific characters
which will serve as a resource at the end of the unit in the Two-voice poem. These charts will
be completed with a few characters, those character who experience many challenges
throughout the book and we will analyze their response to that challenge.
1.
El primer prrafo en la pgina 8, dice que Esperanza le gustara vivir en El Rancho de las
Rosas con su mam y pap para siempre. Por qu siente as? Encontrar los detalles del texto
para explicar su respuesta.
2.
En las pginas 8-12, Esperanza y mam parecen estar preocupados por el Papa. Qu
palabras o frases especficas en esta seccin de la novela ayude a saber que estn preocupados.
Por qu ellos estn preocupados? Pruebas de uso del texto en es una respuesta.
3.
En las pginas 14 y 15, lo que dos pedazos de Consejo Abuelita le da a Esperanza en las
pginas 14 y 15. Cmo responde al Consejo de la Esperanza? Utilice pruebas del texto en su
respuesta.
4.
En la pgina 18, Esperanza dice que un "deep river" corre entre ella y Miguel. Qu
quiere decir? Cmo responde Miguel cuando ella le dice esto? Utilice los detalles del texto en
su respuesta.
These questions will be presented for every chapter in order to guide students to a better
understanding of the assigned text. Students will be assigned into groups in which they will be
asked to answer the questions together that will later be discussed in the class discussion. These
questions are similar to the assigned questions for homework but ask to provide evidence from
the text, hence the pages given within the question.
Anchor Charts
I will have students build these charts in order to gather their evidence in the
representation of Human Rights and other themes within the text. This strategy will enable
students to use cues and record content/ new ideas during their reading. Also, it reminds
students or prior learning allowing them to make connections with new content and ideas.
Students will be able to use these charts as tools when answering their Purpose for reading
questions as well.
Jigsaw Activity:
Captulo 4
Nombre____________________________
Mama:
1.
Vuelve a leer pginas 44-45. Cmo responde a propuesta de matrimonio del Tio
despus del incendio mam? Qu te dice eso acerca de Mama como una persona? Qu ve
como su papel en la familia?
2. Vuelve a leer la primera mitad de las pginas 48 y 49. Cmo se siente acerca de casarse Tio
Mama? Cmo esto continan mostrando fuerza de Mama como una persona? Qu es mam
dispuesta a hacer, adems de deja Tio creo que ella se casar con l?
3.
Vuelve a leer la parte inferior de la pgina 56-57. Mam contina demostrar su fuerza
como una persona como dejan el rancho? Cmo es un buen ejemplo de Esperanza? Cmo
reacciona a dejar el rancho Esperanza?
Abuelita:
1.
Vuelve a leer el medio de la pgina 42. Cmo responde la Abuelita al fuego? Lo nos
dir sobre Abeulita como una persona? Lo que hace ella importa o crea en?
2.
Vuelve a leer desde la parte inferior de la pgina 47-50. Abuelita saber mam que
aprueba de sus decisiones? Abuelita intenta confort Esperanza? Qu papel juega la
Abuelita en la familia?
3. Vuelva a leer la pgina 51. Porqu da el ganchillo a Esperanza Abuelita? Cmo aparece la
Esperanza que todava no est preparada para enfrentar la situacin?
Miguel
1.
Vuelve a leer la parte inferior de la pgina 41 a travs del primer prrafo en la pgina 42.
Qu desafo se enfrenta a Miguel? Cmo responde l? Tal vez esto lo que nos sobre Miguel
como persona? Asegrese de dar ejemplos del texto.
2. Vuelve a leer pginas 55-56. Miguel demuestra que est listo para este desafo? Qu
caractersticas muestra durante este tiempo? Cmo es diferente de la Esperanza?
In this Jigsaw activity I have student separate into groups of three in which they will
discuss the main characters thus far in the text. This serves as a cooperative learning technique
where students will compare their ideas and gather new information thus far of the characters
which can provide different perceptions.
Character Analysis:
Cita
Writing Activities
Writing activities are mentioned all throughout the lessons, these will basically take place
at random for prompt questions that lets me monitor their grammar and understanding for the
assigned reading. Most of these will be assigned as homework and reviewed during class. For a
Foreign language class during a focused reading unit this really helps the teacher monitor their
understanding the writing.
Assessment
Discussions
This type of assessment will be administered daily which allows me to monitor if the students are
understanding the concepts and themes of the text.
Comprehension Quizzes:
Captulo 3: Tiquete de Entrada
Nombre______________________________________ Fecha_________________
1.
Al comienzo del captulo 3: "Las Papayas," Qu suea Esperanza?
______________________________________________________________________________
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2.
Qu pide To Luis Mama a hacer?
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3. Cul es la respuesta de mam?
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Mid-Unit Assessment: Analyzing Sections of Esperanza Renace on my own.
Lea el siguiente fragmento de la pgina 157 y, a continuacin, responda a
las preguntas que aparecen a continuacin:
"Esperanza senta Alfonso detrs de ella, poniendo sus manos sobre su hombro. Ella senta la
sangre de su rostro. Quera decirle al mdico que no podan perder Mama, demasiado. Que ella
ya haba perdido mi pap y la abuelita era demasiado lejos. Su voz estrangulada con temor. Todo
lo que poda hacer era un susurro el mdico incierto de palabras "si ella sobrevive."
5.
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6.
Qu significa tener sangre de tu rostro?
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7.
Qu significa decir Esperanza la voz estrangulada con miedo?
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8. Cmo el autor del uso de las palabras de drenaje y estrangulada que nos ayuda a comprender
de qu manera Esperanza es sentir?
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Graphic
Voice
dos
Personaje 1
(Esperanza)
Notas Generales
Ambos
Cmo son iguales?
Notas....
Personaje 2
______________
Notas....
Yo soy______________.
Yo soy___________.
Resources
Other content connections:
During this unit I will be covering a lot of history including war, civil rights movement and the
depression which tie into social studies. Language arts/English will also play a big part in this
section given that their background knowledge on annotating and comprehension strategies will
be shared all throughout.
Accomodations
Students who are sick have the online portion of the class in which they are able to stay
with the class and complete activities from home.
Students who are in need of additional support will be provided with partially filled-in
graphic organizer, Jigsaw and note-catcher.
Small chunks of the text cal be assigned for those students who need more time.
Audio recordings will be available for those students who need additional support.
Allowing options for pausing and replaying of a sections so that they are able to pace their
understanding of the text.
Students who are unfamiliar with the vocabulary words, we will discuss confusions in
class.
Visuals will be provided for those visual learners. Opportunities to draw out characters or
vocabulary words will be given to help with their memory.
Guidelines for all projects will be provided in writing for those students who struggle
Technology
Technology will be used all throughout the unit and class in general, I have provided an online
version of all the lesson plans and activities so that students who are absent are able to stay on
track with the class and know what is expected. Resources will also be available on the webpage
for students such as articles, study guides and youtube videos. Lastly, if technology fails this will
not be a problem because the unit is based on the book in which students will have at hand.