Sandra VanderloopLiteracy II

Lu Winckler

Literature Focus Unit

Esperanza Rising

by Pam Munoz Ryan

Interest Level: 6-8

Grade Level Equivalent: 5.5

Lexile: 750L

Guided Reading Level: V

Genre: Historical Fiction

Literature Focus Unit – Esperanza Rising

Themes

The Great Depression Farm Labor Camps/Farm Worker Communities (Mexicans, Japanese, Filipinos, Okies)Immigration to the United States Historical Fiction Social issues; equality and justiceRising above setbacks, starting over, moving to a new place

Goals and Objectives

Students will identify the elements of historical fiction to be able to accurately identify historical fiction books when recording books on their reading logsStudents will examine some of the reasons for Mexican immigration to the United States after the Mexican Revolution and during the Great DepressionStudents will evaluate connections among the facts, ideas, events and concepts of the novel making text-to-self connectionsStudents will demonstrate an understanding of character analysis through poetryStudents will recall a personal setback in their lives, incorporating an element of conflict with dialogue, thoughts, and resolution, detailed in a personal narrativeStudents will compose a persuasive piece that expresses their stance and reasoning in a clear, logical sequence regarding migrant camps working conditions and the pros and cons of strikingStudents will create a power point presentation transforming them as a farm laborer during the Great Depression Background Knowledge

Students will examine the social structure of Mexico during this time period, (1930) with the hierarchy of Spanish landowners and the Mexican/Indian servants and peasants. The Mexican laborers realized that life in the US provided them with a promise that through hard work, they could change their lives for the better, unlike their status in Mexico. Furthermore, explain to students that the customs in Mexico during this time period, prohibited Esperanza’s mother from inheriting land when her husband died. Esperanza and her mother have neither the freedom nor the opportunity to protest these injustices. Students will need a general introduction to the Great Depression and the Dust Bowl and how it impacted agriculture in the United States. Students will have prior knowledge of parts of speech and understanding the writing process. They will also be proficient in using Microsoft Power Point. Prior to reading Esperanza Rising define similes, metaphors, foreshadowing and personification through mini-lessons.

Vocabulary Words (25)

vicious – (8) vi•cious = having the nature of vice, evil, immoral, or depravedpremonition – (9) pre•mo•ni•tion = a warning in advancecapricious – (13) ca•pri•cious = impulsive and unpredictablequivery – (25) quiv•ery = shaky with a slight, rapid, tremulous movementcondolences – (26) con•do•len•ces = sympathy with a person who has experienced pain, grief, or misfortunemethodically – (27) me•thod•i•cal•ly = arranged or proceeding in regular, systematic orderbatiste – (28) ba•tiste = a fine, plain-woven fabric made from various fibers use for clothingindignation – (30) in•dig•na•tion = anger aroused by something unjust, mean or unworthypretentious –(33) pre•ten•tious = claiming or demanding a position of distinction or merit, especially when unjustified pungent – (38) pun•gent = affection the organs of taste or smell with a sharp acrid sensationwaif – (54) waif = a homeless person, especially a forsaken or orphaned childmesmerize – (64) mes•mer•ize = to spellbind or hypnotizeundulating – (68) un•du•lat•ing = to cause to move in a smooth wavelike motionmonotonous –(72) mo•not•o•nous = sounded or spoken in an unvarying tone lacking variationstagnant (81) stag•nant = not moving or flowing, motionlesshillock (95) hil•lock = a small hillunrelenting (116) un•re•lent•ing = having uncompromising determinationextravagant (136) ex•trav•a•gant = given to lavish or imprudent expenditure or extreme abudanceencrusted (151) en•crust•ed = to cover or coat withtule (167) tu•le = any of several bulrushes growing in marshy lowlandsbereft (168) be•reft = deprived of somethingrepatriation (170) re•pa•tri•a•tion = to return to the country of birth or citizenshipindignation (188) in•dig•na•tion = anger aroused by something unjust, mean or unworthyantiseptic (231) an•ti•sep•tic = inhibits growth of germscacaphony (250) couldn’t find in the dictionary, but found cacophony

Vocabulary Strategies

Students will study the vocabulary words with the use of a graphic organizer. Students will each be responsible for one vocabulary word organizer. These organizers will be collected and bound into a unit vocabulary book to be placed at a center for students to utilize throughout this unit. To create the graphic organizer, fold a plain sheet of paper vertically, then horizontally. Using the center unopened corner, fold the corner up to form a 2 inch high triangle. Open the paper to find five sections, four corners and a diamond in the middle. Use the graphic organizer accordingly:

1. Write the vocabulary word in the center diamond with syllabication 2. On the top left side, write the definition for the word3. On the top right side add synonyms and antonyms 4. The bottom left side is used to add an illustration 5. The bottom right side write a sentence demonstrating the proper usage of the vocabulary word

Students will be encouraged to use vocabulary words in sentences in their writing assignments. Students will identify them by underscoring them in their assignments or journal entries.

Students may do the following exercise throughout the unit. Students wear “ask me” pins or post-its that say “ask me about cacaphony” (a word from the vocabulary list). When asked, students need to be able to define their word.

Students can do word sorts or word studies on the vocabulary words identifying root words, and base words.

Comprehension Strategies

PREVIEW AND PREDICT – Introducing Esperanza Rising by Pam Munoz Ryan

Students will analyze the artwork on the book cover prior to reading it to anticipate what the book will be about and whether they think they will like it. The students will look at the title, the front page and read the summary on the back cover. Students will independently answer the questions on the preview worksheet. They will then discuss their answers with an elbow buddy. Students will regroup for whole class discussion.

Personal Response – Students will be asked to think about what it would be like to come to the United States for the first time. What is one thing that they think would be interesting about moving here? How could they assist this newcomer?

KWL CHART – Prior to Reading Chapter 1924 - Building background knowledge on the Mexican Revolution

Distribute KWL charts to students and have them complete the (K)now and (W)ant to know sections of the organizer. Students will receive 3 primary source documents depicting two influential individuals of the Mexican Revolution and a newspaper document. Students will examine these sources from the Mexican Revolution era to form, explain and support questions and predictions of this time period. Students will draw conclusions about the social and emotional climate of Mexico in the early 1900’s. Students will work in groups of four. After group discussions, display the pictures on SmartBoard or class overhead for whole group to summarize what they learned. Students will work independently to complete the what I (L)earned section of the KWL chart from the information shared in this lesson and will continue to add information gained from reading the book.

PHOTO ANAYLSIS – Build background knowledge on migrant workers and the Great Depression in the United States (introduce on or before chapter Las Guayabas – 5)

Students will receive a primary sources packet with photographs depicting migrant workers during the Great Depression. The teacher will guide students through the first photo analysis. Advise students that they will be encouraged to draw upon their knowledge of this time period to help identify the story shown in the photograph. After observing the picture, have students record their observations and inferences on the Photo Analysis Worksheet. Students will independently analyze and draw conclusions on two additional photographs. Students will share their interpretations in small groups. Using their new background knowledge encourage students to make a journal entry predicting what may happen to Esperanza in the novel.

Example of a primary resource packet - Pictures include a wagon to resemble the one Esperanza secretly road in to the train station, pictures of immigrants at the station, migrant children near their camp and migrant field workers. Students will use the photo analysis sheet as they continue to read Esperanza Rising to complete the section to see if they can answer …‘I have the following questions’.

IDENTIFYING CONFLICTS AND RESOLUTIONS IN PLOTTING THE STORY

Esperanza has many mountains and valleys she experiences in this story as symbolized in the zigzag of Grandmother’s blanket. Students will analyze the story elements by identifying conflict and resolutions. Students will record these problems and solutions for each chapter in their journals to show how Esperanza and her family and friends dealt with the conflict; was it resolved? Point out to students that not all conflicts are resolved.

In the classroom construct a yarn plot line. Label each chapter on the yarn plot line. Students will meet in small groups to discuss their documented conflicts and resolutions. Groups will post their problems on post it notes. These post its will be placed on a plot line. Students will record them on the plot line by the severity of the conflict. High level conflict is posted above the yarn line and low level conflicts go below the yarn line. Students can use the plot line to discuss how things changed from the beginning to the middle to the end of the story. Students can also use it to discuss how conflict and resolution changed the characters in the story. Students may feel that a previous low level conflict actually had a greater meaning in a subsequent chapter.

TEXT-TO-SELF/TEXT-TO-WORLD CONNECTIONS

Students will record entries in their response log for the personal responses in the discussion questions below. These entries are text-to-self and text-to-world reflections and will be evaluated on how the student engaged in the idea in a thoughtful, insightful way. Each student will be asked to share two personal responses to the class and will share additional responses during small group discussions.

Graphic Organizers

KWL© – Students will complete the KWL organizers to build background knowledge of the Mexican Revolution

Photo Analysis Organizer- Students will complete organizer to build background knowledge of the migration in the US during the Great Depression

Vocabulary Graphic Organizer – Students will record vocabulary word, syllabication, definition, correct usage in a sentence, and synonyms/antonyms

Lakeshore Diamante Organizer© – Review with the students how to complete the Diamante organizer by completing a sample character comparison. Students will then use it to organize their information prior to making a final copy of their Diamante poem

Discussion Questions

Chapter 1924 and Las Uvas-Personal Response: Recall Esperanza’s relationship with her father; predict how Papa’s death will affect Esperanza. Did you ever lose someone or something close to you? (knowledge and synthesis)Comparison: Esperanza is planning for her 13th birthday? Describe what actually happened compared to what she was expecting? (comprehension)Foreshadowing: Describe foreshadowing the author uses in Chapter Las Uvas when Esperanza waits for Papa to return? (synthesis)

Chapter Las PapayasPersonal Response: Critique Tio Luis’ character. How does he make you feel? What would you say to him if you were Mama? (evaluation and analyze)Cause and Effect: Evaluate the laws and customs in Mexico. Forecast how the story would be different if Mama had been able to own land? (evaluation)

Chapter Los HigosPersonal Response: When leaving Aguascalientes, Esperanza felt as if she had left Papa behind. Tell about a place that reminds you of someone. (application and knowledge)Symbolism: Define the symbolism of the zigzag of Abuelita’s crocheted blanket. (evaluation)

Chapter Las GuayabasPersonal Response: Describe how you would you have felt to be Mama, Esperanza, and Hortensia hiding in the wagon? Can you recall a scary or tense situation in your life? Explain. (comprehension)Paraphrase: Explain what Carmen meant by her statement, “I am poor, but I am rich”? Tell which ways are you rich and poor? Students will define using a spider map with “poor” written

in one and “rich” written in another. This can be drawn in their journals (comprehension and analysis)

Chapter Los MelonesPersonal Response: Illustrate the characters Esperanza met in the US. What was Esperanza’s “first impression” of Marta? Tell about a time when you met someone and had a first impression. Did you accurately judge that person? (knowledge and application)Analysis: Do you think Esperanza was aware of how her life would change? (analysis)

Chapter Las CebollasPersonal Response: Esperanza and Mama are forced to live in a one-room cabin with Hortensia’s family. Evaluate how this could strengthen or weaken family bonds? Explain how this would affect your family? (evaluation and analysis)

Chapter Las AlmendrasPersonal Response: Do you think it was difficult for Esperanza to go to the Jamaica after being ridiculed when she was sweeping? Think about a time when you felt foolish. Was it hard to see people after that? What did you do? (application)Making Decisions: If you were in Esperanza’s camp, would you have supported Marta? Why or why not? (evaluation)

Chapter Las CiruelasPersonal Response: Esperanza was proud of the work she was doing with the babies and how she helped Mama when she got sick. Do you help people where you live? Discuss what do you do? (comprehension) Monitor Reading: Describe or illustrate what happened when the dust storm hit. What could the dust storm symbolize? (knowledge and analysis) Play the video clip http://digitalstorytelling.coe.uh.edu/movie_social_studies_02.html Have students add to their description after viewing

Chapter Las PapasPersonal Response: Specify how working on finishing Abuelita’s blanket provided comfort to Esperanza when her mother is sick? What provides comfort for you when you experience bad times? (analysis and application)Theme: How do you think this chapter relates to the theme, “rising above setbacks?” (comprehension)

Chapter Los AguacatesPersonal Response: Explain why Esperanza was told not to visit her mother in the hospital for a month? Explain how you would you feel if you weren’t able to have contact with your mom, dad, etc. for a month? What would you miss out on? (comprehension and application)Perspectives: How do you suppose the striking railroad worker felt when Miguel took over his job? (evaluation)

Chapter Los EsparragosPersonal Response: Justify why Esperanza helped Marta evade the immigration officials? Have you ever helped someone you didn’t really like? (evaluation)Comparisons: Compare how Marta and Esperanza are the same and how are they different. (analysis)

Chapter Los DuraznosPersonal Response: Strikers believed they were being treated unfairly, judge their actions. Were they appropriate? Can you think of a time you were treated unfairly and how you handled it? (evaluation)Perspectives: The Okies from Oklahoma were from the US. How do you think they felt when they had to compete for jobs with workers from another country? (synthesis)

Chapter Las UvasPersonal Response: Esperanza said she didn’t measure the time by the unusual seasons but by the fruits and vegetables that were being picked. How could you title chapters in your book by activities you do? (application)Inference: When Esperanza first arrived to California, she could not hear the heartbeat of the valley. Why could she feel it at the end of the story? (analysis) (adapted from Hampton-Brown)

Additional Books

The Grapes of Wrath by John Steinbeck Interest Level: 9-12Grade Level Equivalent: 4.9Lexile: 680LGuided Reading: N/RGenre: Historical Fiction

Children of the Great Depression by Russell Freedman Interest Level: 6-8Grade Level Equivalent: 6.9 Lexile: 1170LGuided Reading: XGenre: General Nonfiction

Lupita Manana by Patricia Beatty Interest Level: 6-8Grade Level Equivalent: 6.2Lexile: 760LGuided Reading: TGenre: General Fiction

Children of the Dust Bowl: The True Story of the School at Weedpatch Camp by Jerry StanleyInterest Level: 6-8Grade Level Equivalent: 6.5Lexile: 1120LGuided Reading: YGenre: Historical Fiction

The Great Depression by R. Conrad Stein Interest Level: 3-5Grade Level Equivalent: 5.9Guided Reading: XGenre: General Nonfiction

Out of the Dust by Karen Hesse Interest Level: 6-8Grade Level Equivalent: 5.1Lexile: N/RGuided Reading: XGenre: Historical Fiction

The Journal of C.J. Jackson: A Dust Bowl Migrant, Oklahoma to California, 1935by William Durbin Interest Level: 6-8 Grade Level Equivalent: 5.9Lexile: 1000LGuided Reading: TGenre: Mystery and Suspense

Saving Grace by Priscilla Cummings Interest Level: 3-5Grade Equivalent: 5.2Lexile: 710LGuided Reading: TGenre: Historical Fiction

Calling the Doves by Juan Felipe HerreraInterest Level: K-2Grade Equivalent: 4.1Lexile: 910LGuided Reading: P

Angels in the Dust by Margot Raven Interest Level: 3.5Grade Equivalent: 2.2Lexile: 650L

Treasures in the Dust by Tracey Porter Interest Level: 3-5Grade Level Equivalent: 5.5Lexile: 920LGuided Reading: UGenre: Historical Fiction

Potato: A Tale from the Great Depression by Russell FreedmanInterest Level: K-2 Grade Equivalent: 2.9Lexile: 660LGuided Reading: KGenre: Historical Fiction(lower level readers)

Reading and writing activities

MINI LESSON– Historical Fiction (prior to reading)

Read the picture book Harvesting Hope by Krull and Morales to introduce elements of historical fiction. Historical fiction is a fiction story that is based around a real historical event in a real life historical time period. The story uses language, culture and technology to develop original characters that experience feelings and stories relevant to these real historical events. Chart with students the elements of historical fiction.

The historical fiction you choose should: present a well-told story that doesn't conflict with historical records portray characters realistically present authentic settings artfully fold in historical facts provide accurate information through illustrations avoid stereotypes and myths

POETRY – complete at end of book

Through this poetry lesson, students will identify two of the novel’s characters and construct a contrasting relationship chart to be used to create a diamante poem. Since the diamante poem structure is the shape of a diamond, students’ final copies will be written on different colored construction paper, cut in diamond shape, with attached streamers for kite tails. These character kites will be displayed on a bulletin board with the caption of ‘Esperanza Rising’, with ‘rising’ referring to the kites flying in the sky.

Read to the students a diamante poem. A diamante poem contrasts two things. Ex. dog/cat. The first half of the poem describes the dog and the second half of the poem contrasts it to the

cat. Display the following poem on overhead projector or an Elmo. The characters will be the dog and cat for the example

DogShaggy Fast

Chasing Digging PlayingKennel Bone Water BedSleeping Eating Hiding

Fluffy LazyCat

Analyze the structure of the poem with the students and the parts of speech used in each line

Line one-list the noun (dog) Line two - list two adjectives describe the noun in line one Line three – list three (ing) verbs - actions of noun in line oneLine four – list two nouns related to line one (dog)and list two nouns related to line seven (cat) Line five – list three (ing) verbs – actions of noun in line sevenLine six – list two adjectives that describe the noun in line sevenLine seven – list the contrasting noun (cat)

As a class, complete character diamante on a recent read aloud. Example: Use the book Number the Stars and contrast Annemarie to the soldiers. Chart out characters using the Lakeshore© Diamante organizer. Check for understanding, allow students to meet with an elbow buddy to discuss characters in Esperanza Rising. Students will then conference with the teacher to report which characters from the novel they will use for their diamante and for editing and completeness of individual diamante organizers. Students will finalize their poems by writing them on a construction paper kite.

PERSUASIVE LETTER – After Chapter Los Esparragos – Esperanza chose not to go on strike; students will take a position on this topic: Growers versus workers and labor unions

Students will write a 3-page double spaced persuasive essay in which they argue for or against striking for better working conditions and wages during this time period. Remind students that to persuade means to try to get other people to agree with them. Persuasive writing might be an opinion, or it might show only facts that will help make one side of the argument stronger. Students will use knowledge gained from the novel regarding the conditions, etc. Complete a group persuasion activity using a Persuasion Map on a sample topic: Your principal has asked students to suggest a school rule that should be changed. Think of one rule that you would like to have changed. Write a letter convincing your principal that this rule should be changed. Be sure to support your opinion with convincing reasons and evidence

Students will use the netbooks during class to do research using the following websitehttp://www.bcps.org/offices/lis/models/esperanzaeng6/studentresources.htm Students will click on the link Growers vs Workers and Labor Unions

Students will complete a Persuasion Map and will conference with teacher prior to composing essay. Students will be graded on a rubric.

PERSONAL NARRATIVE - Rising above setbacks

Students identified conflicts and solutions of situations with Esperanza and her family and friends. In a well-organized essay, students will detail a time when they experienced a setback or conflict. Students will describe the situation, the changes that took place, how they felt about it and how they eventually came to terms with the problem. (Ex. Moving to a new place, or losing a pet, etc.) To brainstorm some ideas, students will create a zigzag time line identifying some mountains and valleys representing situations in their lives. They will conference with the teacher prior to beginning their narrative.

Students may need to review characteristics of an effective personal narrative. Prewriting activities and practice in writing details to show rather than tell about an experience may be necessary.

POWER POINT PRESENTATION

Culminating activity after reading Esperanza Rising. Review and chart the historical context of the novel. What was taking place socially, economically and politically at this time?

Students will take a step back in time of the Great Depression during 1930-1939. As we followed Esperanza in her journey from Mexico to the United States, students will document and discuss other individuals of this time period by researching, identifying and reporting on how they were affected by social, economic and political events during this time period.

Students will assume a role of a person during this era. As mentioned in Esperanza Rising, there were many different camps; Japanese, Philippines, Okies, etc. Student may elect to be a migrant worker, a dust bowl refugee, etc. at any age; a teenager, a mother, father or child. Students will examine some of the following: Where did my person come from? Track their journey. What would life be like for someone living then? What kind of education would you have? How are you treated? Where would you shop? What would you wear? What would you do for entertainment? Transportation? Discrimination issues? What were cultural traditions at these camps? Play the video of a Mexican Migrant Worker talking about social discrimination, etc. at http://memory.loc.gov/cgi-bin/query/D?toddbib:2:./temp/~ammem_pL70::

Students may link with other students to form a family; with a maximum of 5 students to a family; however, each student will study one individual role and will complete a power point report. The power point will be a minimum of 8 slides with a maximum of 15. The students will be presenting their power points.

Students will use the following websites to gather information. They will also have available other historical fiction and non-fiction books listed in the Additional Books section of this unit. Students will have the opportunity to check out additional books during library hour. Review the attached poems with the students. In-class netbook time and a computer lab time will be allotted for this project.

Library of Congresshttp://www.loc.gov/pictures/

Great Depressionhttp://history1900s.about.com/od/photographs/tp/greatdepressionpictures.htmhttp://www.enotes.com/great-depression-almanac/minority-groups-great-depression#mexican-americans-during-depressionhttp://www.historyplace.com/unitedstates/lange/index.htmlhttp://www.english.illinois.edu/maps/depression/photoessay.htmhttp://ethemes.missouri.edu/themes/1602?locale=enhttp://teacher.scholastic.com/activities/teachdearamerica/depression.htm

Migrant Campshttp://home.comcast.net/~aurora-grajeda/html/pildora/mexican_repatriation.htmlhttp://www.weedpatchcamp.com/http://connect.in.com/migrant-farm-worker-of-1930s/photo-gallery.htmlhttp://www.lib.utexas.edu/photodraw/sanchez/subject_laborcamps.htmlhttp://memory.loc.gov/ammem/afctshtml/tsme.htmlhttp://lcweb2.loc.gov/ammem/fsahtml/fachap03.html

Dust Bowlhttp://www.pbs.org/wgbh/americanexperience/films/dustbowl/player/

http://livinghistoryfarm.org/farminginthe30s/water_02.htmlhttp://www.guardian.co.uk/books/2002/feb/02/johnsteinbeck.socialscienceshttp://faculty.washington.edu/gregoryj/dust%20bowl%20migration.htm

Farm workers and labor concernshttp://saf-unite.org/pdfs/SAF%20Fact%20Sheet%20US07.pdfhttp://saf-unite.org/pdfs/SAF%20Fact%20Sheet%20IMGRN.pdfhttp://lcweb2.loc.gov/ammem/afctshtml/tsme.htmlhttp://migration.ucdavis.edu/rmn/more.php?id=788_0_6_0http://migration.ucdavis.edu/rmn/more.php?id=788_0_6_0

Poetry

Those Terrible Dust Bowl Days

It took place back in the 1930s And it was called the dust bowl days Folks tried to scrape out a livingAs dust storms left their world in a haze

There was a drought in OklahomaDust storms took over their homeNo food or jobs could be foundThey had to pack up and begin to roam

They couldn’t seal their homes enoughThe dust continued to sift throughCan you just imagine what it would be likeIf this were to happen to you?

Some starved and froze in the winterFolks lost new babies in the coldIt was a nightmarish time Such sad stories later were told

It is almost impossible to imagine It continues today to amaze Thinking about what folks went throughIn those terrible dust bowl days! Marilyn Lott

“El Corrido de Inmigrante (Ballad of an Immigrant)”by unidentified

Mexico, my homeland, where I was born,Give me the benediction of your powerful hand,I’m going to the United States to earn my living,Good-bye, my beloved country, I carry you in my heart,Don’t condemn me for leaving my country,Poverty and necessity are at fault.

Good-bye, pretty Guanajuato, the state in which I was born,I’m going to the United States far away from you.

Pantoum Of The Great Depression

Our lives avoided tragedySimply by going on and on,Without end and with little apparent meaning.Oh, there were storms and small catastrophes.

Simply by going on and onWe managed. No need for the heroic.Oh, there were storms and small catastrophes.I don't remember all the particulars.

We managed. No need for the heroic.There were the usual celebrations, the usual sorrows.I don't remember all the particulars.Across the fence, the neighbors were our chorus.

There were the usual celebrations, the usual sorrowsThank god no one said anything in verse.The neighbors were our only chorus,And if we suffered we kept quiet about it.

At no time did anyone say anything in verse.It was the ordinary pities and fears consumed us,And if we suffered we kept quiet about it.No audience would ever know our story.

It was the ordinary pities and fears consumed us.We gathered on porches; the moon rose; we were poor.What audience would ever know our story?Beyond our windows shone the actual world.

We gathered on porches; the moon rose; we were poor.And time went by, drawn by slow horses.Somewhere beyond our windows shone the actual world.The Great Depression had entered our souls like fog.

And time went by, drawn by slow horses.We did not ourselves know what the end was.The Great Depression had entered our souls like fog.We had our flaws, perhaps a few private virtues.

But we did not ourselves know what the end was.People like us simply go on.We had our flaws, perhaps a few private virtues,But it is by blind chance only that we escape tragedy.

And there is no plot in that; it is devoid of poetry.Donald Justice

Differentiated instruction

Prior to the literature unit, students will be pre-assessed on prior knowledge of the Mexican Revolution and the migrant workers during the Great Depression to identify students’ misconceptions. Students will be provided with visual materials and written materials to build knowledge of these events. When journaling personal responses, students may elect to draw or write out their responses. Students will be provided with graphic organizers to map out their ideas prior to writing essay and personal narrative. Students will be provided with kinesthetic ways of learning vocabulary words in addition to visual and written. Students will be provided with reading material at various levels. Students will be partnered or work in small group activities. Accommodations for students who may struggle with computer skills can create a picture book or poster for the culminating activity with materials from that era available and provide dictation of information if necessary.

Assessment activities

Each student will be evaluated on journal entries of personal responses. Students are asked to share two personal responses to the class and will share additional responses during small group discussions.

Students’ final draft of their poem should indicate understanding of the required grammatical elements and the required format of the poem. The final draft will indicate if students accurately identified character personality traits, facts, and actions of the character.

KWL sheet will indicate prior knowledge, misconceptions, and new knowledge regarding the Mexican Revolution. The KWL will be checked for completeness of all three columns detailing main ideas of ‘What I Learned’.

Students independently completed analysis of three photos on the photo worksheet. These inferences and interpretations will show what has been learned about the immigration, migration, and the Great Depression. Students main ideas in the ‘what I learned’ section will align with the main ideas of this time period in the novel. Students will be given a persuasive writing rubric. The rubric will score on a 1-4 rating; focus, organization, sentence fluency/word choice and conventions.

Students will be scored using a peer editing worksheet and rubric for personal narrative

Students will deliver a Power Point Presentation to class

References

Poemhunter.com, Pantoum of the Great Depression and Those Terrible Dust Bowl Days. Web: http://www.poemhunter.com

Scholastic Bookwizard. Web: http://bookwizard.scholastic.com/tbw/viewWorkDetail.do?workId=3537&

Southwest Crossroads, Poem Ballad of an Immigrant. Web: http://southwestcrossroads.org/record.php?num=858

Student Resources, Esperanza Rising. Web: http://www.bcps.org/offices/lis/models/esperanzaeng6/studentresources.htm

The Free Dictionary, Web: http://www.thefreedictionary.com/

Todd, Charles and Sonkin, Robert. Migrant Worker Collection 1940-1941. Voices form the Dust Bowl, Library of Congress. Web: http://memory.loc.gov/ammem/afctshtml/tshome.html

Photo Observation Worksheet

Immigration, Migrant-Workers and the Great Depression

Observations Analysis Questions I HaveDescribe the people, buildings, surroundings. When was it taken?

Describe your personal thoughts and feelings. What conclusions can you draw about this photo

I have the following questions

Phot

o 1

Phot

o 2

Phot

o 3

What I already know:

What I have learned:

Double click on Persuasion map for full version

Double click on KWL for full version

Double click on rubric for full version

Persuasive Writing Rubric

Component 4 3 2 1

Focus

Takes a clear position and supports it consistently with well- chosen reasons and examples. Uses persuasive arguments

Takes a clear position with some relevant reasons or examples; there is some development of persuasive arguments

Takes a position and provides uneven support; make lack development of persuasive arguments

Takes a position, but essay is underdeveloped

OrganizationIs focused and well organized with effective use of transitions

Is generally organized but has few or no transitions among sections

Is organized in parts of essay; other parts are disjointed and /or lack transitions

Is disorganized or unfocused in much of the essay OR is clear but too brief

Sentence Fluency and Word Choice

Consistently exhibits variety in sentence structure and word choice

Most sentences are well constructed but have similar structure; word choice lacks variety or flair

Sentence structure may be simple and unvaried; word choice is mostly inaccurate

Sentences lack formal structure; word choice may often be inaccurate

Conventions

Errors in grammar, spelling and punctuation are few and do not interfere with understanding

More frequent errors in grammar, spelling and punctuation, but they do not interfere with understanding

Errors in grammar, spelling and punctuation sometimes interfere with understanding

Errors in grammar, spelling and punctuation interfere with understanding in much of the essay

Double click on editing sheet for full version

double click on rubric to view full screen