Elementary Narrative Text LASSI
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− | LASSIS: Language Arts Sample Systematic Instruction Script | + | =LASSIS: Language Arts Sample Systematic Instruction Script= |
[[File:Unit3ElementaryLASSI1.PNG|right| A hispanic woman dancing in a traditional dress]] | [[File:Unit3ElementaryLASSI1.PNG|right| A hispanic woman dancing in a traditional dress]] | ||
− | '''Key Text: Excerpt from '' | + | <font size=3>'''Key Text:''' Excerpt from '''''Esperanza Rising'' (Ryan, 2000)'''</font> |
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+ | <font size=3>'''Grand Band:''' Elementary School (Grades 3-5)</font> | ||
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+ | <font size=3>'''Focus:''' Building Understanding with Literature</font> | ||
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Describe how a character or setting relates to an event in the story. | Describe how a character or setting relates to an event in the story. | ||
− | || | + | ||1. Identify who, where, what. Define the words character, setting, event, and conflict. |
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+ | 2. Answer questions that involve 2 of the elements (e.g., character and event). | ||
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|} | |} | ||
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− | ||'''Step''' | + | |width = "20"|'''Step''' |
− | ||'''Teacher Says/Does''' | + | |width = "1240"|'''Teacher Says/Does''' |
− | ||'''Student Response''' | + | |width = "1240"|'''Student Response''' |
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||Points to title. (Teacher reads title. If student needs help, use LIP) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!''' | ||Points to title. (Teacher reads title. If student needs help, use LIP) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!''' | ||
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+ | {{StudentPractice}} | ||
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||Points to author. (Teacher reads author's name. If student needs Help, use LIP) | ||Points to author. (Teacher reads author's name. If student needs Help, use LIP) | ||
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+ | {{StudentPractice}} | ||
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||3. | ||3. | ||
− | ||'''A character is a person in a story. "Who" asks for the name of a character, a person in a story. Listen for who is a character in our story as I read the first sentence of our story '''(read 1<sup>st</sup> sentence). | + | ||'''A character is a person in a story. "Who" asks for the name of a character, a person in a story. Listen for who is a character in our story as I read the first sentence of our story '''(read 1<sup>st</sup> sentence). |
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'''Who is the main character in the story?''' | '''Who is the main character in the story?''' | ||
− | ||Selects "Esperanza". (Option: Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. | + | ||Selects "Esperanza". (Option: Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. |
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+ | {{StudentPractice}} | ||
Also remind student "who" asks for a person's name. | Also remind student "who" asks for a person's name. | ||
− | Option: Use examples/non-examples of characters/not characters. | + | |
+ | {{Cflightbulb}}Option: Use examples/non-examples of characters/not characters. | ||
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||4. | ||4. | ||
− | ||'''The setting is a place in our story. "Where" asks for the setting or a place in our story. Listen for where the story takes place as I read the second sentence '''(read 2nd sentence). | + | ||'''The setting is a place in our story. "Where" asks for the setting or a place in our story. Listen for where the story takes place as I read the second sentence '''(read 2nd sentence). |
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'''Where is the setting of the story?''' | '''Where is the setting of the story?''' | ||
− | ||Selects "ranch". (Option: Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text | + | ||Selects "ranch". (Option: Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text.{{StudentPractice}} |
− | . | + | |
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− | Option: Use examples/nonexamples of setting/not setting. | + | {{Cflightbulb}}Option: Use examples/nonexamples of setting/not setting. |
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'''When does the story happen?''' | '''When does the story happen?''' | ||
− | ||Selects "1924". (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. | + | ||Selects "1924". (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text.{{StudentPractice}} |
− | + | {{Cflightbulb}}Option: Use examples/nonexamples of time or date/not time or date. | |
− | Option: Use examples/nonexamples of time or date/not time or date. | + | |
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'''What event is about to happen?''' | '''What event is about to happen?''' | ||
− | ||Selects "grape harvest". (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. | + | ||Selects "grape harvest". (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text.{{StudentPractice}} |
− | + | {{Cflightbulb}}Option: Use examples/nonexamples of event/not event. | |
− | Option: Use examples/nonexamples of event/not event. | + | |
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||7. | ||7. | ||
− | ||'''I have a special job for you to do today while I read the chapter. I want you to listen for what happens to Esperanza. She's excited about her birthday. When I read "Tomorrow is Esperanza's <u>birthday</u>", I want you to help me read "<u>birthday</u>." '''(Hold up a sentence strip with the words "Tomorrow is Esperanza's birthday." Point to the words as you read them, but wait for student to read the last word.) '''Let's practice: Tomorrow is Esperanza's "<u>birthday</u>"''' | + | ||'''I have a special job for you to do today while I read the chapter. I want you to listen for what happens to Esperanza. She's excited about her birthday. When I read "Tomorrow is Esperanza's <u>birthday</u>", I want you to help me read "<u>birthday</u>."''' (Hold up a sentence strip with the words "Tomorrow is Esperanza's birthday." Point to the words as you read them, but wait for student to read the last word.) '''Let's practice: Tomorrow is Esperanza's "<u>birthday</u>"''' |
||Reads "birthday" (e.g., student may use voice output device to say "birthday" or speak the word to help read it). | ||Reads "birthday" (e.g., student may use voice output device to say "birthday" or speak the word to help read it). | ||
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− | '''BUILD A GRADE-ALIGNED COMPONENT: I.''' WORD STUDY | + | |
+ | =='''BUILD A GRADE-ALIGNED COMPONENT: I.''' WORD STUDY== | ||
{|border=1 | {|border=1 | ||
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− | ||'''Step''' | + | |width = "20"|'''Step''' |
− | ||'''Teacher shows (or reads) each word''' | + | |width = "1240"|'''Teacher shows (or reads) each word''' |
− | ||'''Student Response''' | + | |width = "1240"|'''Student Response''' |
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||Esperanza | ||Esperanza | ||
− | ||Reads/selects "Esperanza". Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a 0-sec delay round so students learn the words without error. Then use a delayed round (e.g., 4-sec) for students to anticipate the correct response. | + | ||{{Clock}}Reads/selects "Esperanza". Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a 0-sec delay round so students learn the words without error. Then use a delayed round (e.g., 4-sec) for students to anticipate the correct response. |
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− | |colspan=3|''READER OPTION (this step is optional for students who are learning to read independently)'': '''Sometimes we can read a new words by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture. ''' | + | |colspan=3|''READER OPTION (this step is optional for students who are learning to read independently)'': '''Sometimes we can read a new words by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture.''' (You may substitute words and pictures related to phonics skills your students are learning). |
− | (You may substitute words and pictures related to phonics skills your students are learning). | + | |
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||Reads "big". Points to picture of something that is big | ||Reads "big". Points to picture of something that is big | ||
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+ | =='''BUILD A GRADE-ALIGNED COMPONENT: II.''' PASSAGE COMPREHENSION== | ||
+ | {|border=1 | ||
|colspan=3|'''Before we begin reading, let's think about what this story is about. The name of the story is ''Esperanza Rising''''' (show students the front of the book)'''. We said Esperanza is excited because it is almost her birthday. We also know from reading the first few sentences that she lives on a ranch with her Papa and Mama and that it is time for the grape harvest. ''' | |colspan=3|'''Before we begin reading, let's think about what this story is about. The name of the story is ''Esperanza Rising''''' (show students the front of the book)'''. We said Esperanza is excited because it is almost her birthday. We also know from reading the first few sentences that she lives on a ranch with her Papa and Mama and that it is time for the grape harvest. ''' | ||
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− | ||'''Step''' | + | |width = "20"|'''Step''' |
− | ||'''Teacher Says/Does''' | + | |width = "1240"|'''Teacher Says/Does''' |
− | ||'''Student Response''' | + | |width = "1240"|'''Student Response''' |
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'''-growing grapes on the vine''' | '''-growing grapes on the vine''' | ||
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'''-Esperanza and her family ''' | '''-Esperanza and her family ''' | ||
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− | ||'''I am going to read the first chapter aloud. Follow along with me. The title of the chapter is "Las Uvas". This means "grapes" in Spanish. Remember, you are going to help me read "birthday!" when I say "Tomorrow is Esperanza's _________!" Ready?''' | + | ||'''I am going to read the first chapter aloud. Follow along with me. The title of the chapter is "Las Uvas". This means "grapes" in Spanish. Remember, you are going to help me read "birthday!" when I say "Tomorrow is Esperanza's _________!" Ready?''' (Read the chapter aloud. When you get to "Tomorrow is Esperanza's <u>birthday!</u>" read the sentence once. Then repeat "Tomorrow is Esperanza's _____". Pause for students to read "birthday!" NOTE: Some students may read other key vocabulary words when you come to them.) |
− | (Read the chapter aloud. When you get to "Tomorrow is Esperanza's <u>birthday!</u>" read the sentence once. Then repeat "Tomorrow is Esperanza's _____". Pause for students to read "birthday!" NOTE: Some students may read other key vocabulary words when you come to them.) | + | |
||Reads "<u>birthday!</u>" (May use a voice output device). Use LIP if does not respond correctly. | ||Reads "<u>birthday!</u>" (May use a voice output device). Use LIP if does not respond correctly. | ||
+ | {{StudentPractice}} | ||
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||'''Now that we've read the chapter, let's review our predictions. ''' (Show the sentence strips again and review student choices.) [e.g., Some of you thought the story would be about ….] '''We can use key details from our story to support our choice. Here are some details from our story. '''(Display 3 details on board or table). | ||'''Now that we've read the chapter, let's review our predictions. ''' (Show the sentence strips again and review student choices.) [e.g., Some of you thought the story would be about ….] '''We can use key details from our story to support our choice. Here are some details from our story. '''(Display 3 details on board or table). | ||
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'''- Esperanza begins the grape harvest.''' | '''- Esperanza begins the grape harvest.''' | ||
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||Communicates "Esperanza". Students may point to the picture of Esperanza, say it aloud, or use AAC device. If students need more help, point to and emphasize the word "Esperanza" as you read each detail again. Use LIP if student does not provide the correct response. | ||Communicates "Esperanza". Students may point to the picture of Esperanza, say it aloud, or use AAC device. If students need more help, point to and emphasize the word "Esperanza" as you read each detail again. Use LIP if student does not provide the correct response. | ||
+ | {{StudentPractice}} | ||
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||Communicates "Esperanza and her family". Students may point to or read the sentence strip. Use LIP if student does not provide the correct response. | ||Communicates "Esperanza and her family". Students may point to or read the sentence strip. Use LIP if student does not provide the correct response. | ||
+ | {{StudentPractice}} | ||
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||'''Let's answer some questions about our story. We will use the story to help us find the correct'' ''answers. Action is what the characters do in the story. Let's match the characters with their actions'''. | ||'''Let's answer some questions about our story. We will use the story to help us find the correct'' ''answers. Action is what the characters do in the story. Let's match the characters with their actions'''. | ||
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+ | (Display individual pictures of Esperanza, Papa, Mama, Abuelita, vaqueros, and campesinos on the table or board.) | ||
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(Hold up a picture of grapes). | (Hold up a picture of grapes). | ||
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'''Who begins the grape festival? ''' | '''Who begins the grape festival? ''' | ||
||Places picture of grapes with Esperanza's picture. | ||Places picture of grapes with Esperanza's picture. | ||
(See LIP for text in ''Instructional Resource Guide ''for more detail.) | (See LIP for text in ''Instructional Resource Guide ''for more detail.) | ||
+ | {{StudentPractice}} | ||
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+ | Note: Objects can be substituted for pictures for students who are just beginning to understand symbols (e.g., they would match the object with the correct character). | ||
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Option: For students who can, give them the action cards and ask them to match them to the character cards. | Option: For students who can, give them the action cards and ask them to match them to the character cards. | ||
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||'''Later in the story, Esperanza is worried about Papa. Why is Esperanza worried about Papa? '''(Reread the first sentence of paragraph 5, if needed.) | ||'''Later in the story, Esperanza is worried about Papa. Why is Esperanza worried about Papa? '''(Reread the first sentence of paragraph 5, if needed.) | ||
− | ||Selects "because Papa is late". | + | ||Selects "because Papa is late". |
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If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. | If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. | ||
+ | {{StudentPractice}} | ||
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||'''Next, I'm going to read a paragraph from our story that describes one of Abuelita's traits. Listen for one of Abuelita's traits as I read a passage from the story again.''' | ||'''Next, I'm going to read a paragraph from our story that describes one of Abuelita's traits. Listen for one of Abuelita's traits as I read a passage from the story again.''' | ||
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+ | (Reread paragraph 6.) | ||
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'''What is one of Abuelita's traits?''' | '''What is one of Abuelita's traits?''' | ||
||Communicates a picture of "kind" (e.g., someone helping someone else). Use LIP if student does not respond correctly. | ||Communicates a picture of "kind" (e.g., someone helping someone else). Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
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|colspan=3|'''<span style="color:blue; font-size:large; font-family:arial;">5<sup>th</sup></span> '''Objective: Select details across chapters that support the literary theme. | |colspan=3|'''<span style="color:blue; font-size:large; font-family:arial;">5<sup>th</sup></span> '''Objective: Select details across chapters that support the literary theme. | ||
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||37. | ||37. | ||
− | ||'''A theme is the main idea or what the story is about. Let's work together to find a theme in our story. | + | ||'''A theme is the main idea or what the story is about. Let's work together to find a theme in our story. We'll begin by finding some facts about our main character, Esperanza. ''' |
+ | |||
'''Who is Esperanza's father?''' | '''Who is Esperanza's father?''' | ||
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Write each fact under Esperanza's name. | Write each fact under Esperanza's name. | ||
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Write "father - Papa" | Write "father - Papa" | ||
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Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
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||'''Who is her mother?''' | ||'''Who is her mother?''' | ||
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Write "mother - Mama" | Write "mother - Mama" | ||
− | ||Communicates "Mama". | + | ||Communicates "Mama". |
− | Use LIP if student does not respond correctly. | + | |
+ | Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
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|- | |- | ||
||39. | ||39. | ||
||'''Who else lives with Esperanza and her parents?''' | ||'''Who else lives with Esperanza and her parents?''' | ||
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Write "grandmother – Abuelita" | Write "grandmother – Abuelita" | ||
||Communicates "Abuelita". | ||Communicates "Abuelita". | ||
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Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
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||'''Does Esperanza have any brothers or sisters?''' | ||'''Does Esperanza have any brothers or sisters?''' | ||
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Write "brothers or sisters – no" | Write "brothers or sisters – no" | ||
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'''If Esperanza doesn't have any brothers or sisters, Papa, Mama, and Abuelita must be very important to her.''' | '''If Esperanza doesn't have any brothers or sisters, Papa, Mama, and Abuelita must be very important to her.''' | ||
||Communicates "no". | ||Communicates "no". | ||
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Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
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||'''We read that Esperanza begins the grape harvest and Papa kisses the first cluster of grapes that she picks. We also read that Abuelita teaches her to crochet. Do you think that Esperanza spends a lot of time with her family?''' | ||'''We read that Esperanza begins the grape harvest and Papa kisses the first cluster of grapes that she picks. We also read that Abuelita teaches her to crochet. Do you think that Esperanza spends a lot of time with her family?''' | ||
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Write "yes" | Write "yes" | ||
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'''Esperanza spends a lot of time with her family, they must be very important to her.''' | '''Esperanza spends a lot of time with her family, they must be very important to her.''' | ||
||Communicates "yes". | ||Communicates "yes". | ||
− | Use LIP if student does not respond correctly. | + | |
+ | Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
+ | |||
|- | |- | ||
||42. | ||42. | ||
||'''Let's review the facts about Esperanza.''' (Read each one aloud.) | ||'''Let's review the facts about Esperanza.''' (Read each one aloud.) | ||
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'''-Cooking is fun''' | '''-Cooking is fun''' | ||
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(If student does not respond correctly, don't correct yet. Go to next step and then come back to this step.) | (If student does not respond correctly, don't correct yet. Go to next step and then come back to this step.) | ||
+ | {{StudentPractice}} | ||
|- | |- | ||
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||Communicates "her family" Use LIP if does not respond correctly; rereading part of text that gives the answer. | ||Communicates "her family" Use LIP if does not respond correctly; rereading part of text that gives the answer. | ||
+ | {{StudentPractice}} | ||
|- | |- | ||
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||'''Tell me the story in your own words. What happened first?''' | ||'''Tell me the story in your own words. What happened first?''' | ||
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(''Option:'' The goal of this part of the lesson is for students to summarize the story ''in their own words''. As they are learning to summarize story events, it might be helpful for them to organize the events in a graphic organizer. Two are included in the teacher materials. One can be used with pictures and the other with sentence strips.) | (''Option:'' The goal of this part of the lesson is for students to summarize the story ''in their own words''. As they are learning to summarize story events, it might be helpful for them to organize the events in a graphic organizer. Two are included in the teacher materials. One can be used with pictures and the other with sentence strips.) | ||
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||Communicates "because the chapter began with Esperanza starting the grape harvest." | ||Communicates "because the chapter began with Esperanza starting the grape harvest." | ||
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
+ | {{StudentPractice}} | ||
|} | |} | ||
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− | '''BUILD A GRADE-ALIGNED COMPONENT: III.''' CONTEXT CLUES | + | |
+ | =='''BUILD A GRADE-ALIGNED COMPONENT: III.''' CONTEXT CLUES== | ||
{|border=1 | {|border=1 | ||
|colspan=3|'''<span style="color:blue; font-size:large; font-family:arial;">5<sup>th</sup></span> '''Objective: Use a context clue strategy to figure out the meaning of unknown words. (See materials for response board.) | |colspan=3|'''<span style="color:blue; font-size:large; font-family:arial;">5<sup>th</sup></span> '''Objective: Use a context clue strategy to figure out the meaning of unknown words. (See materials for response board.) | ||
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|} | |} | ||
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− | ||'''Christmas Web Search. '''The ability to compare and contrast is an important skill for students. Using a graphic organizer, like a Venn Diagram, is helpful. For this activity, students conduct an internet web search of websites that provide information on Hispanic celebrations of Christmas. The students will use a <u>Modified Venn Diagram</u> to Compare and Contrast the celebration of Christmas in America and in Hispanic countries. <br/> To conduct the web search, students can work in small groups with an adult to complete the <u>Christmas Web Search</u> (on right). If needed, an adult can model how to open Internet Explorer and type in the URL.<br/> Next, an adult can model how to find the information on the page and place it on the <u>Modified Venn Diagram</u>.<br/> As always, when using the internet, be cautious that students do not to follow any hot links off of the web pages, because those have not been checked for content. | + | ||[[File:Computer.png|left|90px| A desktop computer]]'''Christmas Web Search.''' The ability to compare and contrast is an important skill for students. Using a graphic organizer, like a Venn Diagram, is helpful. For this activity, students conduct an internet web search of websites that provide information on Hispanic celebrations of Christmas. The students will use a <u>Modified Venn Diagram</u> to Compare and Contrast the celebration of Christmas in America and in Hispanic countries. <br/> To conduct the web search, students can work in small groups with an adult to complete the <u>Christmas Web Search</u> (on right). If needed, an adult can model how to open Internet Explorer and type in the URL.<br/> Next, an adult can model how to find the information on the page and place it on the <u>Modified Venn Diagram</u>.<br/> As always, when using the internet, be cautious that students do not to follow any hot links off of the web pages, because those have not been checked for content. |
||'''Christmas Web Search Websites:''' | ||'''Christmas Web Search Websites:''' | ||
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|} | |} | ||
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||Esperanza – calm | ||Esperanza – calm | ||
+ | |||
Passage: ''Esperanza is '''calm''' in front of the adults.'' | Passage: ''Esperanza is '''calm''' in front of the adults.'' | ||
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||Esperanza – sad and angry | ||Esperanza – sad and angry | ||
+ | |||
Passage: ''Esperanza is '''sad''' and '''angry''' about leaving the ranch.'' | Passage: ''Esperanza is '''sad''' and '''angry''' about leaving the ranch.'' | ||
− | ||Who can find what "spreads" means? | + | ||Who can find what "spreads" means? |
+ | |||
Passage: ''The fire '''spreads''' from the house to the stables and the vineyard.'' | Passage: ''The fire '''spreads''' from the house to the stables and the vineyard.'' | ||
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||Miguel – happy | ||Miguel – happy | ||
+ | |||
Esperanza – cross | Esperanza – cross | ||
+ | |||
Passage: ''Miguel is as '''happy''' about going to America as Esperanza is '''cross'''.'' | Passage: ''Miguel is as '''happy''' about going to America as Esperanza is '''cross'''.'' | ||
− | ||Who can find what "board" means? | + | ||Who can find what "board" means? |
+ | |||
Passage: ''They do not '''board''' the fancy car like she did once with Papa. Instead, they get on a car lined with benches and crowded with people.'' | Passage: ''They do not '''board''' the fancy car like she did once with Papa. Instead, they get on a car lined with benches and crowded with people.'' | ||
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||Esperanza – afraid | ||Esperanza – afraid | ||
+ | |||
Passage: ''Esperanza is '''afraid''' she will say something wrong.'' | Passage: ''Esperanza is '''afraid''' she will say something wrong.'' | ||
− | ||Who can find what "border" means? | + | ||Who can find what "border" means? |
+ | |||
Passage: ''The next morning they reach the '''border''' between Mexico and America.'' | Passage: ''The next morning they reach the '''border''' between Mexico and America.'' | ||
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||Esperanza – embarrassed | ||Esperanza – embarrassed | ||
+ | |||
Passage: ''Esperanza is '''embarrassed'''. She runs back to the cabin.'' | Passage: ''Esperanza is '''embarrassed'''. She runs back to the cabin.'' | ||
− | ||Who can find what "shed" means? | + | ||Who can find what "shed" means? |
+ | |||
Passage: ''Esperanza is not old enough to work in the '''shed''' like Mama.'' | Passage: ''Esperanza is not old enough to work in the '''shed''' like Mama.'' | ||
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||Mama – depressed | ||Mama – depressed | ||
+ | |||
Passage: ''Mama does not get better. She is '''depressed'''.'' | Passage: ''Mama does not get better. She is '''depressed'''.'' | ||
− | ||Who can find what "pottery" means? | + | ||Who can find what "pottery" means? |
+ | |||
Passage: ''Everyone is covered in dry dirt. They look like '''pottery'''.'' | Passage: ''Everyone is covered in dry dirt. They look like '''pottery'''.'' | ||
− | Option: "eyes" | + | Option: "eyes" |
+ | |||
Passage: ''New potatoes will grow from the '''eyes''' when they are planted.'' | Passage: ''New potatoes will grow from the '''eyes''' when they are planted.'' | ||
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||Esperanza – kind | ||Esperanza – kind | ||
+ | |||
Passage: ''A man from the camp asks Esperanza for food. His family is starving…. Esperanza fills his hat with beans. She gives his children the piñata.'' (Note – the word "kind" is not used in the text, but illustrated by her actions. | Passage: ''A man from the camp asks Esperanza for food. His family is starving…. Esperanza fills his hat with beans. She gives his children the piñata.'' (Note – the word "kind" is not used in the text, but illustrated by her actions. | ||
||Who can find what "market" means? | ||Who can find what "market" means? | ||
+ | |||
Passage: ''Esperanza and Miguel go to the '''market''' for groceries.'' | Passage: ''Esperanza and Miguel go to the '''market''' for groceries.'' | ||
− | Option: "ground" | + | Option: "ground" |
+ | |||
Passage: ''Some live in tents. Others live on the '''ground'''.'' | Passage: ''Some live in tents. Others live on the '''ground'''.'' | ||
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||Esperanza – frightened | ||Esperanza – frightened | ||
+ | |||
Passage: ''The strikers '''frighten''' Esperanza.'' | Passage: ''The strikers '''frighten''' Esperanza.'' | ||
||Who can find what "picket line" means? | ||Who can find what "picket line" means? | ||
+ | |||
Passage: ''But to get to the shed, they must cross the '''picket''' '''line'''.'' | Passage: ''But to get to the shed, they must cross the '''picket''' '''line'''.'' | ||
Line 1,097: | Line 1,168: | ||
||Esperanza – impatient | ||Esperanza – impatient | ||
+ | |||
Passage: ''Miguel says to be patient. But, Esperanza is tired of waiting.'' (Note – the word "impatient" is not used in the text explicitly, but can be implied from the text). | Passage: ''Miguel says to be patient. But, Esperanza is tired of waiting.'' (Note – the word "impatient" is not used in the text explicitly, but can be implied from the text). | ||
||Who can find what "patient" means? | ||Who can find what "patient" means? | ||
+ | |||
Passage: ''Miguel says to be '''patient'''. But, Esperanza is tired of waiting.'' | Passage: ''Miguel says to be '''patient'''. But, Esperanza is tired of waiting.'' | ||
Option: "seasons" | Option: "seasons" | ||
+ | |||
Passage: ''She does not measure time by the usual '''seasons'''.'' | Passage: ''She does not measure time by the usual '''seasons'''.'' | ||
Line 1,109: | Line 1,183: | ||
|} | |} | ||
+ | |||
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||What is the significance of the chapter's title, "Las Guayabas"? | ||What is the significance of the chapter's title, "Las Guayabas"? | ||
+ | |||
Why does Hortensia tell the story about the bandits? | Why does Hortensia tell the story about the bandits? | ||
+ | |||
How does the train ride in Hortensia's story contrast with Esperanza's train ride now? | How does the train ride in Hortensia's story contrast with Esperanza's train ride now? | ||
Line 1,166: | Line 1,243: | ||
||Who did Esperanza think sounded like people talking with sticks in their mouths? | ||Who did Esperanza think sounded like people talking with sticks in their mouths? | ||
+ | |||
Why did Marta laugh at Esperanza and call her "Cinderella"? | Why did Marta laugh at Esperanza and call her "Cinderella"? | ||
+ | |||
Where did Esperanza and Mama live at the camp? | Where did Esperanza and Mama live at the camp? | ||
+ | |||
What did Alfonso and Miguel bring from the ranch? | What did Alfonso and Miguel bring from the ranch? | ||
Line 1,288: | Line 1,368: | ||
||Who can find the meaning of "toiled" using the words around it? | ||Who can find the meaning of "toiled" using the words around it? | ||
+ | |||
Passage: ''When he was young, Chavez and his family '''toiled''' in the fields as migrant farm workers.'' | Passage: ''When he was young, Chavez and his family '''toiled''' in the fields as migrant farm workers.'' | ||
Who can find the meaning of "plight" using the words around it? | Who can find the meaning of "plight" using the words around it? | ||
+ | |||
Passage: ''As a labor leader, Chavez employed nonviolent means to bring attention to the '''plight''' of farm workers.'' | Passage: ''As a labor leader, Chavez employed nonviolent means to bring attention to the '''plight''' of farm workers.'' | ||
Who can find the meaning of "merged" using the words around it? | Who can find the meaning of "merged" using the words around it? | ||
+ | |||
Passage: ''A year later, the two unions '''merged''', and the resulting union was renamed the United Farmer Workers in 1972''. | Passage: ''A year later, the two unions '''merged''', and the resulting union was renamed the United Farmer Workers in 1972''. | ||
Line 1,300: | Line 1,383: | ||
'''Watch a Documentary.''' A 2-hour documentary, '''The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle''', covers the full arc of Cesar Chavez life. The film can be ordered from Amazon.com. | '''Watch a Documentary.''' A 2-hour documentary, '''The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle''', covers the full arc of Cesar Chavez life. The film can be ordered from Amazon.com. | ||
+ | |||
'''A Migrant Harvester's Letters Home.''' Your students may also enjoy reading some letters from a migrant worker to his family in Mexico. Bernabe Garay wrote the letters to keep in touch with his family during the more than twenty years he worked as a migrant worker in the United States. Several of his letters can be found at: | '''A Migrant Harvester's Letters Home.''' Your students may also enjoy reading some letters from a migrant worker to his family in Mexico. Bernabe Garay wrote the letters to keep in touch with his family during the more than twenty years he worked as a migrant worker in the United States. Several of his letters can be found at: | ||
[http://www.pbs.org/itvs/fightfields/book2.html| http://www.pbs.org/itvs/fightfields/book2.html] | [http://www.pbs.org/itvs/fightfields/book2.html| http://www.pbs.org/itvs/fightfields/book2.html] | ||
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''How ''do seeds travel? | ''How ''do seeds travel? | ||
(by wind and water) | (by wind and water) | ||
+ | |||
Do you think seeds can travel other ways? (Yes/No) | Do you think seeds can travel other ways? (Yes/No) | ||
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-riding a bike | -riding a bike | ||
− | ||"Then come stems, some tall, some <u>stout</u>, | + | ||"Then come stems, some tall, some <u>stout</u>, and next the branches spread about." |
− | + | ||
'''Let's find out what stout means.''' | '''Let's find out what stout means.''' | ||
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|} | |} | ||
+ | |||
+ | |||
+ | [[Category: Elementary]] | ||
+ | [[Category:LASSI]] | ||
+ | [[Category:ELA]] |
Revision as of 13:02, 21 August 2014
Contents |
LASSIS: Language Arts Sample Systematic Instruction Script
Key Text: Excerpt from Esperanza Rising (Ryan, 2000)
Grand Band: Elementary School (Grades 3-5)
Focus: Building Understanding with Literature
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
PASSAGE COMPREHENSION: Story Elements | 3.RL.h1 Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts). | 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | Identify a character, setting, event, or conflict
THEN
Describe how a character or setting relates to an event in the story. |
1. Identify who, where, what. Define the words character, setting, event, and conflict.
2. Answer questions that involve 2 of the elements (e.g., character and event). |
PASSAGE COMPREHENSION: Character Traits | 4.RL.l1 Describe character traits (e.g., actions, deeds, dialog, description, motivation, interactions); use details from text to support description. | 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). | Identify a character in text
THEN
Identify a character's trait (e.g., physical trait or action). THEN
Identify a detail that supports that trait. |
3. Identify traits or actions of a character using a graphic organizer. |
5.RL.d1 Compare characters, settings, events within a story; provide or identify specific details in the text to support the comparison. | 5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). | Identify characters, setting, and events in a story
THEN
Describe characters, settings, and events within a story THEN
Use descriptions to identify two similar characters, settings, or events within a story. |
4. Compare two characters, events, settings using details from the story (e.g., how did each one feel about …). | |
PASSAGE COMPREHENSION:
Summarize the Story |
5.RL.c2 Summarize a text from beginning to end in a few sentences. | 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. | Identify what happens in the beginning of a story
THEN
Identify what happens at the end of a story THEN
Sequence what happens first, next, and last THEN
Sequence the beginning, middle, and end of a story. |
5. Summarize a story using own words or picture sequence by identifying first, next, last (constructed response) |
5.RL.c3. Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic. | 5.RL.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. | 6. Select details across chapters that support the literary theme. | ||
USING CONTEXT CLUES | 5.RWL.a2 Use context to determine the meaning of unknown or multiple meaning words or phrases. | 5.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from an array of strategies. a. Use context (e.g. cause/effect relationships and comparisons in text) as a clue to the meaning of the word or phrase. | Identify unknown words.
THEN
Identify multiple meaning words. THEN
Determine the meanings of a multiple meaning word within context. |
7. Use context clue strategy |
Be sure to provide specific practice to students on the skills that correspond to their grade level. | ||||
Materials Needed: Print the story. Print, cut, and laminate response boards and response options attached to the end of this lesson. We recommend putting the story in a three ring binder with page protectors and enlarging the print (if necessary). Note that the stories are written in Level 3 text (no picture icons; the Lexile level of the adapted story is about half the grade level text). See notes on "Build Towards Grade Level Competence" for moving students towards grade level text (Level 4). Teachers may modify the story by adding the vocabulary picture icons, simplifying sentences, and deleting nonessential sentences (Level 2 text). We also have provided some Level 2 text examples in the "Build Towards Independent Reading" section. The repeated story line is written simply (Level 1 text) and can be emphasized for students with emergent literacy (e.g., Tomorrow is Esperanza's birthday!) For students with the most significant or multiple disabilities, objects can be used to augment the story (e.g., a doll to represent Esperanza, party favor for birthday). |
BUILD A GRADE-ALIGNED COMPONENT: I. WORD STUDY
BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION
BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES
5th Objective: Use a context clue strategy to figure out the meaning of unknown words. (See materials for response board.) | ||
Step | Teacher Says/Does | Student Response |
48. | Sometimes the story has new words you don't know. One way to figure out the meaning of a word is from the context. The context is the other words around it. You use the hints and clues of the other words to make a guess about the meaning of the new word. Let's see if you can use this strategy to figure out the meaning of new words.
Here's our first sentence. "The vaqueros take care of the cows." Can you guess what "vaqueros" means? |
Selects picture of men on horses taking care of cows (e.g., cowboy).
(Option: To make this a game, give student a point for each correct answer. Students may compete as teams; or if only one student, let student try to get correct answer faster than you do.) |
49. | Here's another sentence with a new word.
"The campesinos work in the fields." Who can find what campesinos mean? Nice job! You are really getting the hand of this! Now I'm going to give you a tougher one. |
Selects a picture of workers in a field.
Use same strategy for prompting as above/and same game format. |
50. | "Tradition" is one of our vocabulary words. We know from the story that tradition is something you do year after year in the same way. Listen to this next sentence to hear one of Esperanza's birthday traditions. "It is a tradition for Papa and the other men from the ranch to serenade her at sunrise with the birthday song."
What is an example of a 'tradition' for Esperanza? |
Selects a picture of men singing. |
51. | Remember, tradition is something you do year after year in the same way. There many kinds of traditions. For example, Esperanza has another tradition for her birthday. See if you can figure out another birthday tradition as I read this passage. "She will open gifts on her birthday."
What is another birthday tradition? |
Selects a picture of a gift. |
52. | You may have family traditions or things you do every year just like Esperanza and her family, but I bet they are different. What is one of your family traditions? Complete the following sentence, "One of my family traditions is to _________________." | Completes the sentence.
Options: students can select a picture from ones you have prepared (e.g., get gifts on my birthday, decorate the Christmas tree) to complete the sentence or they can write a response. This activity can also be completed as a group by writing the sentence on the board and listing student responses. |
Note: To help students generalize, try other multiple meaning words in future lessons. Point out these words in everyday activities.
| ||
Thanks for reading this story with me. You did a wonderful job with our story today. I can't wait to see what Esperanza does next. |
ADDITIONAL ACTIVITIES TO EXTEND AND ENRICH THE LESSONS (see teacher materials for graphic organizers) | |
Christmas Web Search. The ability to compare and contrast is an important skill for students. Using a graphic organizer, like a Venn Diagram, is helpful. For this activity, students conduct an internet web search of websites that provide information on Hispanic celebrations of Christmas. The students will use a Modified Venn Diagram to Compare and Contrast the celebration of Christmas in America and in Hispanic countries. To conduct the web search, students can work in small groups with an adult to complete the Christmas Web Search (on right). If needed, an adult can model how to open Internet Explorer and type in the URL. Next, an adult can model how to find the information on the page and place it on the Modified Venn Diagram. As always, when using the internet, be cautious that students do not to follow any hot links off of the web pages, because those have not been checked for content. |
Christmas Web Search Websites:
Visit these websites to discover information about the celebration of Christmas in Hispanic countries. Use it to help you complete the Venn diagram (see teacher materials). Celebrating Christmas in Mexico – Posadas http://www.mexonline.com/christmas.htm "Las Posadas" http://www.mexconnect.com/MEX/austin/posadas.html Understanding the Hispanic Culture http://ohioline.osu.edu/hyg-fact/5000/5237.html |
Yarn Doll
In chapter 4, Mama makes a yarn doll for a little girl. Below are the directions for making one for yourself or one to give away as Mama did. You'll need a ball of yarn, scissors, a ruler, and a book to wrap the yarn around.
| |
Other Ideas:
|
NOTE TO TEACHER: Repeat the lesson using these targets
Chapters | Key vocabulary | Main Idea & supporting detail | Theme & supporting detail | Character/ Traits | Passages for using context clues |
2 | ambushed
bandits papayas funeral estate |
Life changes for Esperanza and Mama after Papa is murdered.
|
Death and change
|
Esperanza – calm
Passage: Esperanza is calm in front of the adults. |
Who can find what "respects" means? Passage: Many people come to the ranch to pay their respects. They bring lots of flowers and food. |
3 | servants
poor box travel papers orchard figs |
Esperanza and Mama must leave their home.
|
Change is hard
|
Esperanza – sad and angry
Passage: Esperanza is sad and angry about leaving the ranch. |
Who can find what "spreads" means?
Passage: The fire spreads from the house to the stables and the vineyard. |
4 | guavas
board peasant crocheting |
It is a long journey to America
|
Life is different for the poor
|
Miguel – happy
Esperanza – cross Passage: Miguel is as happy about going to America as Esperanza is cross. |
Who can find what "board" means?
Passage: They do not board the fancy car like she did once with Papa. Instead, they get on a car lined with benches and crowded with people. |
5 | border
immigration papers Mexican National cantaloupes waiting patchwork |
Esperanza has a new home.
|
The danger of stereotypes
|
Esperanza – afraid
Passage: Esperanza is afraid she will say something wrong. |
Who can find what "border" means?
Passage: The next morning they reach the border between Mexico and America. Option: "waiting" Passage: Marta calls Esperanza a princess. She says no one will be waiting on her here. |
6-7 | horse stall
platform shed onion skins brittle Cinderella almonds flan strike wages working conditions |
At the camp, everyone must work.
|
Overcoming adversity
|
Esperanza – embarrassed
Passage: Esperanza is embarrassed. She runs back to the cabin. |
Who can find what "shed" means?
Passage: Esperanza is not old enough to work in the shed like Mama. |
8-9 | dust storm
Valley Fever infection contagious depressed potato eyes |
Esperanza must be brave.
|
Overcoming adversity
|
Mama – depressed
Passage: Mama does not get better. She is depressed. |
Who can find what "pottery" means?
Passage: Everyone is covered in dry dirt. They look like pottery. Option: "eyes" Passage: New potatoes will grow from the eyes when they are planted. |
10 | estimates
money order avocados glycerin pneumonia market piñata |
Esperanza saves her money.
|
The importance of family
|
Esperanza – kind
Passage: A man from the camp asks Esperanza for food. His family is starving…. Esperanza fills his hat with beans. She gives his children the piñata. (Note – the word "kind" is not used in the text, but illustrated by her actions. |
Who can find what "market" means?
Passage: Esperanza and Miguel go to the market for groceries. Option: "ground" Passage: Some live in tents. Others live on the ground. |
11 | strikers
asparagus picket line sweep immigration |
Esperanza is afraid.
|
Strength in unity; change is hard
|
Esperanza – frightened
Passage: The strikers frighten Esperanza. |
Who can find what "picket line" means?
Passage: But to get to the shed, they must cross the picket line. Option: "sweep" Passage: One day, there is a sweep. It goes quiet outside. Immigration officers and police appear. They bring many buses and police cars. They stop strikers and demand to see their papers. |
12-13 | peaches
second-class citizens valise furious |
Esperanza wants Mama and Abuelita home.
|
The importance of family
|
Esperanza – impatient
Passage: Miguel says to be patient. But, Esperanza is tired of waiting. (Note – the word "impatient" is not used in the text explicitly, but can be implied from the text). |
Who can find what "patient" means?
Passage: Miguel says to be patient. But, Esperanza is tired of waiting. Option: "seasons" Passage: She does not measure time by the usual seasons. |
Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device. |
BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text): Read Esperanza Rising aloud to the students but use the actual non-adapted text. This will provide students with an opportunity to hear more complex vocabulary, literary elements, and author's tone that may have been removed when creating the adapted text. Here are some comprehension questions to use for each chapter.
Chapters | "Wh" questions | Additional vocabulary for this chapter |
1 | Why did Esperanza and her father lie on the ground?
What crop did Esperanza's family mainly grow? What is the setting of the story at the beginning of the chapter, "Las Uvas?" What is the entire Ortega family celebrating at the beginning of Las Uvas? What was Esperanza's injury, and what did it foreshadow? |
vineyard, valley, tendril, cuidate los dedos (watch your fingers), El Rancho de las Rosas, Sierra Madre, premonition, despair |
2-3 | How does the chapter's title, "Las Papayas" connect with the story?
What was Esperanza's favorite birthday gift? Why Mama did not inherit the land from the ranch? How did Tio Luis react when Mama refused to sell him the ranch house? Who said, "In Mexico, we stand on different sides of the river"? Why was the fig orchard an important place? |
anguish, mending, grief, rosary, Don Quixote, embroidered, porcelain, inherit, indignation, stables, corrals, salvage, tatters |
4-5 | What is the significance of the chapter's title, "Las Guayabas"?
Why does Hortensia tell the story about the bandits? How does the train ride in Hortensia's story contrast with Esperanza's train ride now? |
wealthy, arroyo, Okies, brooded, crippled, documents, herded |
6-7 | Who did Esperanza think sounded like people talking with sticks in their mouths?
Why did Marta laugh at Esperanza and call her "Cinderella"? Where did Esperanza and Mama live at the camp? What did Alfonso and Miguel bring from the ranch? |
pang, cringed, bestowed, café (coffee), chorizo (sausage), tortillas, humiliation, jamaica, taunting, andale (hurry) |
8-9 | Why did the babies get sick?
What was the goal of the Mexican strikers? What event kept the strike from happening? Who got very sick after the dust storm? What was Esperanza's first farming job? |
rapido (quickly), needlework, sympathetic, listless, weeping, claro (certainly), manana (tomorrow), mija (my daughter), La Navidad, (Christmas), empanadas, tamales |
10-11 | Why did Hortensia use avocados?
Why did the doctor ask Esperanza and Miguel not to visit Mama? Why did Esperanza and Miguel go to Mr. Yakota's market? What did Esperanza do with the donkey piñata? How did the strikers attempt to hurt those still on the job? Why was Marta's camp deserted? |
shifted, routines, guacamole, practical, Por favor (please), aqui (right here), spigot, gracias (thank you) |
12-13 | Why did Esperanza doubt that Isabel would be chosen to be Queen of May?
What did Esperanza give Isabel instead? Why did Esperanza leave work early one day with Alfonso? Who did Miguel bring from Mexico? When could Mexicans swim in the Okies new pool? |
skeptically, novena, relapse, bushels, supervisor, spans |
BUILD TOWARDS INDEPENDENT READING (Using text at 1st to 2nd grade reading level.) Have the student read the text aloud (or silently) and then answer each comprehension question. |
Chapter 1 – Las Uvas (grapes)
Hi! My name is Esperanza. I am 12 years old. I live with Papa and Mama on a ranch. A ranch is a big farm. This year, I have a special job. I will begin the grape harvest. Tomorrow is my birthday. We will have a fiesta. Papa will sing to me. I will open gifts. Papa always gives me a special doll. Today, Papa is late. Mama is worried. I wait with Mama and Abuelita, Mama's mother. Abuelita teaches me to crochet. She is a kind person. Then, a wagon comes with a body in the back. |
Questions:
|
GENERALIZATION ACROSS MATERIALS - Biography. Repeat this lesson using a biography of Cesar Chavez instead of a story. Cesar Chavez was a Union leader and labor organizer who dedicated his life to improving the working conditions of migrant farmers. The biography is located in the materials section along with a response board. Cesar Chavez. (2013). The Biography Channel website. Retrieved 07:07, Feb 24, 2013, from http://www.biography.com/people/cesar-chavez-9245781 | ||||
Biography | "Wh" questions | Topic/ main idea/ theme | Context clues | Other ideas |
Read the biography of Cesar Chavez aloud | Who is this biography about? (Cesar Chavez)
Where was he born? (Yuma, Arizona) Whenwas he born? (1927) Who did he want to improve the working conditions for? (migrant workers) Was he a migrant worker? (yes) How do you know? (find sentence in text) How did Chavez bring attention to the problems of farm workers? (boycotts, hunger strikes) What did Chavez asks people to boycott in 1968? (grapes) |
What is this biography about?
- improving the lives of migrant workers -grapes are good for you -Labor Unions in America -pesticides are dangerous |
Who can find the meaning of "toiled" using the words around it?
Passage: When he was young, Chavez and his family toiled in the fields as migrant farm workers. Who can find the meaning of "plight" using the words around it? Passage: As a labor leader, Chavez employed nonviolent means to bring attention to the plight of farm workers. Who can find the meaning of "merged" using the words around it? Passage: A year later, the two unions merged, and the resulting union was renamed the United Farmer Workers in 1972. |
Timeline. Show students a timeline of Cesar Chavez's life. Point out that Cesar Chavez was born and lived around the same time as Esperanza and her family. The timeline at the PBS link (below) has several pictures that would make good discussion starters. Students may want to make their own timelines with pictures to display in the classroom. The Cesar Chavez timeline is found at: [http://www.pbs.org/itvs/fightfields/ http://www.pbs.org/itvs/fightfields/
timeline.html] Watch a Documentary. A 2-hour documentary, The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle, covers the full arc of Cesar Chavez life. The film can be ordered from Amazon.com. A Migrant Harvester's Letters Home. Your students may also enjoy reading some letters from a migrant worker to his family in Mexico. Bernabe Garay wrote the letters to keep in touch with his family during the more than twenty years he worked as a migrant worker in the United States. Several of his letters can be found at: http://www.pbs.org/itvs/fightfields/book2.html |
GENERALIZATION ACROSS MATERIALS –Poetry. Repeat this lesson using a poem instead of a story. Here is a poem and the responses you can use. The poem can be found at: http://seedagents.wordpress.com/grow/life-of-a-plant/. Response boards are provided in the teacher materials. | ||||
Poem | "Wh" questions | Topic/ main idea/ theme | Context clues | Other ideas |
Read the poem aloud
Life of a Plant |
What do plants grow from?
(seeds) Where do flowers bloom? (on stems) What do plants give us? (fruits and vegetables) How do seeds travel? (by wind and water) Do you think seeds can travel other ways? (Yes/No) How? (student generates ideas) [e.g., insects, animals] |
What is this poem about?
-how a plant grows -eating fruits and vegetables -a windy day -riding a bike |
"Then come stems, some tall, some stout, and next the branches spread about."
Let's find out what stout means. What part of the plant is the author talking about? (stems) What other word does she use to describe stems? (tall) Tall means to grow up. Sometimes, before things grow up, they grow out. Knowing this, what do you think "stout" means? [e.g., big, fat]. |
After reading the poem, watch a video on the life cycle of a seed.
Here is the link for one on YouTube: (1:08) http://www.youtube.com/watch?NR=1&feature=endscreen&v=zXzOi7-nx_w Plant a seed and observe its growth. Record observations in a notebook or with photos Place pictures of the plant life cycle in order |
REAL LIFE READING. After completing a chapter in class, send a copy of the chapter and a list of comprehension questions with a response board home for homework practice. Also, allow the student to review completed chapters during free time to encourage reading as a leisure pursuit. You may even want to start your own classroom library of adapted books. Other activities to consider include having students write a get-well letter to someone who is sick or preparing some of the food described in the story following a recipe. |