Views and Voices: Week 2 - Literacy Minnesota...Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 1 Views and Voices Unit The Minnesota Literacy Council created this curriculum

Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 1 Views and Voices Unit

The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms.

Advanced Level (CASAS reading scores of 221-235)

Views and Voices: Week 2 Unit Overview This is a 3-week unit in which learners read authentic literary selections by international writers whose dominant language is English. Each reading is “emotionally and intellectually engaging” and followed by relevant vocabulary and grammar practice. Learners also explore online research. Focus of Week 2

Short-story reading

Homesickness (Antigua)

Gender and Racial Discrimination/Inequality (Nigeria)

Online Research

Compare/Contrast organizers

Compound words


Views and Voices: Week 2, Monday

Objectives Learners will be able to… Materials Literacy: read a short story and answer comprehension questions. Listening/speaking: orally share their opinions and previous knowledge on reasons for emigrating and homesickness. Orally describe a place they would like to visit and why. Transitions & Critical Thinking: use footnotes and bolded words to understand new vocabulary. Grammar: change forms of new words to grammatically “fit” sentences for proper usage.

Make Student Copies

Textbook: Views and Voices by Whiteson and Beniston (2003), pp. 78-82, 86

Make Single Copies or Reference

Textbook: Views and Voices, p. 87 (refer to “Exploring the Writing”)

Handout: Exploring the Language Answers, p. 86 (single copy as reference)

Props, Technology, or Other Resources

A projector

Lesson Plan Warm up: Pre-reading Questions: Listening/speaking Description: Discuss pre-reading questions selected from p. 78 as a class. Materials/Prep: Refer to detailed plan for specific questions and suggestions on how to manage class discussion. Activity 1: Transitions/Critical Thinking Description: Materials/Prep: Textbook: Views and Voices, p. 87 (refer to “Exploring the Writing”) Activity 2: Literacy & Critical Thinking Description: Discuss new vocabulary (side-notes) as a class. Read the short story “Poor Visitor” by Jamaica Kincaid. Discuss comprehension questions embedded throughout the story as a class to check for ongoing comprehension. Materials/Prep: Textbook: Views and Voices, pp.78-82 Checking for Understanding: Exploring the Vocabulary Description: Learners complete sentences with bold words from the story and change their forms when necessary. Materials/Prep: Textbook: Views and Voices, p. 86, Handout: Exploring the Language Answers, p. 86, and a projector


Teacher Directions: Warm Up: Pre-reading Questions—Materials: None

Activity: Depending on class size, learners may form small groups or answer the following questions as a

class. Spend no more than 20 minutes discussing the pre-reading questions, as they are intended to

spark interest in the short story to be read today. Post the following on the board before learners enter

the classroom:

1. Before you moved to a new country, what sort of changes did you expect?

What surprised you?

2. Why do people move to another country? Name

some reasons.

3. Have you or anyone you know been homesick?

Explain.

4. What foreign place do you dream of visiting?

Why is it interesting to you? (“dream of” means

you wish to go, but have not been there yet)

Voice that everyone is entitled to his or her opinion, but no one may judge a classmate’s traditions or say that his or her traditions are not from a country or state. Some traditions may be lesser known or practiced only within certain families. This does not mean that they are not valued or worth mentioning! The more experiences shared the better. There are many dangers of hearing only one voice and knowing only one experience.

Be certain that all learners have an opportunity to share; however, if someone feels uncomfortable sharing on a particular topic, he or she should not be forced to respond.


Teacher Directions: Activity 1: Transitions/Critical Thinking-Materials: Textbook:

Views and Voices, p. 87 (refer to “Exploring the Writing” for more information about autobiographical novels)

Step 1: Setting the Context

Learners will be reading an excerpt from the author’s autobiographical novel, Lucy. The excerpt has been entitled “Poor Visitor,” so if any learners express interest in reading more about the character Lucy and her new life in New York City, refer them to Lucy by Jamaica Kincaid. The author was born in St. Johns, Antigua. Learners may not be familiar with this island in the Caribbean. Refer to a globe, world map, or the inner cover of the textbook to show learners the location of Antigua in relation to New York.

Step 2: Understanding Genre

Write largely and clearly on the board:

autobiographical novel

Explain to learners that they will be reading a short story written by a woman from Antigua. This short story actually comes from a longer story (a novel). Learners may work independently or in pairs to break these two words into four meaningful chunks. Give learners a few minutes to decide what the meaningful chunks are and what meaning they carry. Can they assume what kind of story they will be reading today?

Answer auto (self) bio (life) graph (image or picture) novel (longer fictional story)

So, the story should give us a good picture or description of the author’s life experiences, but it is only based on her life, like many American films.

Step 3: Report Out

Briefly discuss as a class before moving on to the literacy activity. Listen to learner ideas, clarify or add suggestions if necessary. This entire activity should take no more than 15 minutes.

Note: The –ical ending on “autobiographical” doesn’t carry meaning, but makes the word an adjective, describing “novel”.


Teacher Directions: Activity 2: Literacy & Critical Thinking-Materials: Views and

Voices, pp. 78-82

Step 1: Context

Learners will read a short story entitled “Poor Visitor” by Jamaica Kincaid.

Depending on class size, learners may read aloud in pairs or round robin

as a class. Before jumping into the story, address the footnotes (side-

notes) and bolded words. “The bold words should be learned. The

numbered words are explained to help you understand the story. Some

words have more than one meaning. The meaning we give is the closest

synonym.”

Step 2: Discuss Vocabulary

Only discuss vocabulary up to the comprehension questions found

on p. 80. Ask learners to stop reading when they reach the

comprehension questions in order to address them as a class.

Step 3: Pair Reading

If class size is conducive to pair reading, partner up learners and

have them read aloud until the comprehension questions;

otherwise, read as a class and stop at the same point.

Step 4: Embedded Comprehension Questions

Make sure learners always stop to address the embedded

comprehension questions before reading on, so as to check for

comprehension of the story up to that point. Answer the first set of comprehension questions

together as a class, regardless of whether you decide to have learners read in pairs and answer

questions in pairs or to read round robin as a class. This will help to demonstrate how the

comprehension questions should be addressed, so pairs don’t rush through them when they

encounter them on their own. End today’s discussion of the story with “What kind of letters does

she send and receive?” on p. 82.

Depending on the level of the learners, they may read through the footnotes and bolded vocabulary in their pairs and only ask questions of the instructor as necessary, or you may address the vocabulary as a whole class with learners repeating potentially new vocabulary aloud after the instructor (per section).

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=mCk8Knxf95YuyM&tbnid=N1itxehYJVdWkM:&ved=0CAUQjRw&url=http://www.eslminiconf.net/summer06/whitesonspecial.html&ei=D3ZdU6n6GI2WyAT394CADw&bvm=bv.65397613,d.aWw&psig=AFQjCNFNPXQ8QXTk5yNSknjrApphephSgQ&ust=1398720369019355


Checking for Understanding: Exploring the Language—Materials: Textbook: Views and

Voices, p. 86; Handout: Exploring the Language Answers, p. 86; and a projector

Learners complete sentences 1-10 using vocabulary from the story. They must change the form of words

whenever necessary, meaning that they must pay attention to the part of speech required within each

sentence. If learners are unfamiliar with other forms of the words, they may refer to classroom

dictionaries for assistance. Correct together as a class. Time permitting, learners may come forward and

write their answers on a projected copy of the text page. If there is any discrepancy in answer choices,

discuss correct answers and reasons for them.



Exploring the Language Answers, p. 86

1. In some countries people send greeting cards at special times like Christmas or New

Year’s.

2. She is a very social woman. Even if people are strangers to each other, she will engage

them in conversation.

3. Sometimes little children draw attention to people who are different. “Look at that funny

man!”

4. We have a job opening and it occurred to me that you might be interested.

5. In general, I believe that parents shouldn’t do anything for their children that children can

do for themselves.

6. She thought he had singled her out and danced with her all evening because he liked

her. Sadly she realized later that he wanted to make someone jealous.

7. To sum up, you need to work much harder and come to work on time if you want to keep

this job.

8. You have always taken me for granted. You don’t care about me. You don’t really love

me. I’m leaving!

9. When I was young, I had to take my little brothers with me wherever I went. They were a

millstone around my neck.

10. Another worker in my department went behind my back and told the boss that I came

late every day. It’s a lie.


Views and Voices Unit: Week 2, Tuesday

Objectives Learners will be able to… Materials Listening/speaking: identify repeated sounds (e.g. /s/, /z/, and /th/ to mimic sighing within a phrase) Literacy: write a short answer response to an “Exploring the Story” question. Transitions & Critical Thinking: provide evidence from the story to support and explain short answer response. Transitions & Critical Thinking: compare and contrast the main character’s expectations and reality. Grammar: identify and use compound words.

Make Student Copies

Textbook: Views and Voices, p. 83

Handout: Compound Words

Handout: “Poor Visitor” Repeated Sounds Make Single Copies or Reference

Handout: Compound Word Cards (one card per

learner)


A projector

Lesson Plan Review/Warm-up: Listening/speaking & Critical Thinking Description: Read about sound devices and discover how Kincaide uses them to further portray Lucy’s feelings in her short story “Poor Visitor”. Pairs read sentences or phrases aloud and identify the repeated sounds. Materials/Prep: Handout: “Poor Visitor” Repeated Sounds Activity 1: Grammar Description: Read about compound nouns and practice creating logical new words by joining two words from a given list. Materials/Prep: Handout: Compound Words Activity 2: Literacy & Critical Thinking Description: Respond to an “Exploring the Story” question. First, compare/contrast Lucy’s expectations of NYC and her real experiences in NYC. Then, write freely for approximately 15 minutes while including evidence from the short story “Poor Visitor”. Materials/Prep: Textbook: Views and Voices, p. 83 (refer to questions 1 & 2); Extra copies of story for those who may have been absent on Mon, pp. 78-82; and a projector Wrap-up Description: Learners each receive a word and add another word to it, creating a compound word. This is their exit ticket. Materials/Prep: Handout: Compound Word Cards (one card per learner)


Teacher Directions: Review: Listening/speaking & Critical Thinking—Material:

Handout: “Poor Visitor” Repeated Sounds

Step 1: Introduce Activity

Learners discover how sound devices are used to be more descriptive

and implicitly portray the feelings of characters. Jamaica Kincaid

frequently uses sound devices throughout “Poor Visitor” and learners

practice identifying repeated sounds by reading aloud several

sentences or phrases and circling or highlighting the repeated sounds

(not necessarily letter).

Step 2: Reading

Read the top portion of the handout together as a class. Depending on

the language level and interest level of the learners, share some specific examples of sound devices,

such as onomatopoeia (words that represent sounds, like “cock-a-doodle-doo” or “boom”) or

alliteration (repeated initial sound of words

Step 3: Pair work

Partners take turns reading the sentences on the lower portion of the handout aloud, circling or highlighting the repeated sounds in each.

Can you identify a pattern?

What was the author’s purpose for repeating these sounds?

Did you notice the repeated sounds the first time you read the sentences?

Note: If your class of learners doesn’t seem ready for or interested in specific examples of sound devices, the class doesn’t need to be exposed to specific examples at this point; however, if there are questions about sound words, now would be a good time to address them.


Teacher Directions: Activity 1: Grammar—Material: Handout: Compound Words and a

projector (optional)


English uses many compound words and they continue to grow as inventions and new technology

take on names, often combinations of known things (e.g. laptop and firewall). Kincaid uses some

compound words in her short story “Poor Visitor,” such as daydream and lifeboats.

Step 2: Read

Read the handout Compound Words together as a class.

Step 3: Independent Practice

Learners practice matching words to create logical compound words. The words in the left column

match with those in the right column. Learners should read directions before beginning. Finally, use

each compound word in the sentences provided. There is one sentence per compound word

created.

Step 4: Correct

Either learners report out their answers to the exercises, or project a copy of the handout and

learners fill in their responses in front of the class. Instructor should facilitate discussion of any

discrepancies in responses.


Teacher Directions: Activity 2: Literacy & Critical Thinking—Material: Textbook: Views

and Voices, p. 83 (questions 1 & 2) and Extra copies of “Poor Visitor” for those who may have been absent on Mon, Views and Voices, pp. 78-82


Learners will answer prompts #1 & #2 on p. 83 of the Exploring the Story section. In order for

learners to write using evidence, discuss “evidence” of a character’s feelings. How can learners use

information from the story to help support their answers? How is the response to #2 different from

listing information as expected in #1?

Step 2: Write

Once learners understand the prompts and the expectation of including some evidence from the

story, they should fill in the grid using information directly from the story as much as possible.

Learners may paraphrase or quote the story if they wish. They may work on prompt #1 in pairs.

After working for 15-20 minutes, debrief prompt #1 using a projection of the grid. Next, ask that

learners work independently and write freely for about 15 minutes on prompt #2. Float the room

and remind writers that now they are interpreting the compare/contrast grid to explain how Lucy

feels and why. The response to prompt #2 should be more their individual belief and reaction to

Lucy based on what they read. Learners should not simply copy something and write, “This is how

Lucy feels.”



Checking for Understanding—Materials: Handout: Compound Word Cards (one per learner)

Randomly distribute one card per learner. Learners add a word to the beginning or end of the word on

the card, creating a logical compound word. Each learner stands and declares his/her compound word

as an “Exit Ticket” for today. Depending on the level of the learners and the amount of time remaining,

learners may use their compound words in sentences. If a created compound word is not an actual

word, or at least a hyphenated word on its way to becoming a compound word, ask the learner to try

again!


“Poor Visitor” Repeated Sounds Adapted from Views and Voices, p. 85

Directions: Read Part One together then practice Part Two aloud with a partner. In Part Two, take turns reading each sentence aloud. Circle or highlight the repeated sounds. Why do you think the author chose to repeat those sounds?

Part One Jamaica Kincaid uses sound devices in the first paragraph of “Poor Visitor” to give the impression or feeling of a sigh. She repeats the sounds /s/, /z/, and /th/ in the following sentence:

“…all these places were points of happiness to me; all these places were lifeboats to my small drowning soul…” A sound device is usually the repetition of a sound or the imitation of a sound in literature. There are many types of sound devices, but the most common is rhyme. What author, Jamaica Kincaid frequently uses is either consonance (repeating middle and final consonant sound) or alliteration (repeating initial sound). She doesn’t use rhyme or sound words (like “honk” or “ding dong”), but she creates a mood or sensation by repeating particular sounds in a sentence.

Part Two

“…my sad thoughts, my sad feelings, and my discontent with life in general as it presented itself to me.” “…I should regard them as my family and make myself at home.” “…quilted hearts and roses, and is expected to be so precious to the person receiving it that the manufacturer has placed a leaf of plastic on the front to protect it.”


Compound Words

A compound word is a word formed by joining two or more words (adjectives or nouns) that has its own unique meaning. For example,

side + walk = sidewalk bird + feeder = birdfeeder water + melon = watermelon It’s important to recognize compound words, because understanding their origin often helps with spelling the longer term. Sometimes, the original words help to understand the meaning of the new term. For example, a sidewalk is a place to walk on the side of the road and a watermelon is a melon that consists of a lot of water. Try to match the following words with their partners to create logical compound words.

1. air

2. sun

3. skate

4. grass

5. earth

6. foot

7. tooth

8. thunder

9. life

a) boat

b) flower

c) hopper

d) paste

e) port

f) board

g) quake

h) prints

i) storm

Use six of the compound words that you created above in the sentences below

1. We need to be at the ________________ by 11:00 a.m. to check in for our 1:00 p.m. flight.

2. My dad likes to eat ________________ seeds while he watches the Twins play.

3. Bangladesh and Japan have several _________________________.

4. When you walk on the beach, you leave _______________________ in the sand.

5. My dog is afraid of ___________________ and hides under the bed every time lightning strikes.

6. I don’t know how to ride a ___________________, but I like to ride bicycle.


Compound Word Cards

way

ball

way

ache

boat

ache

cut

berry

cake

cake

night

corn

keeper

fire

berry

There are a total of 15 cards. Four are repeated. Possible compound words: highway driveway subway toothache backache headache shortcut haircut

goalkeeper housekeeper zookeeper blueberry strawberry blackberry lifeboat sailboat

firefighter firefly fireworks nightlight nightmare corndog popcorn


Views and Voices Unit: Week 2, Wednesday

Objectives Learners will be able to… Materials Literacy: read a short story. Literacy: read definitions of imbedded vocabulary for ease of reading comprehension. Listening/speaking: pair-share the pre-reading question responses. Transitions & Critical Thinking: use side-notes (like footnotes) to understand new vocabulary. Transitions & Critical Thinking: compare/contrast positive and negative aspects of a character’s life using lists. Grammar: identify compound words and their unique meanings.

Make Student Copies

Textbook: Views and Voices, pp. 118-124

Handout: Compound Word Pictures

Handout: Positives & Negatives in “Second Class Citizen”

Make Single Copies or Reference


A projector

Lesson Plan Review/Warm-up : Grammar & Critical Thinking Description: Write a compound word under each picture. Materials/Prep: Handout: Compound Word Pictures Activity 1: Listening/speaking Description: Think-pair-share the four pre-reading questions before the short story “Second Class Citizen”. Materials/Prep: Textbook: Views and Voices, p. 118; a world map, globe, or projected visual of the textbook’s

inner cover showing Nigeria’s location

Activity 2: Literacy & Critical Thinking Description: Read the short story “Second Class Citizen”. Discuss key vocabulary, especially potentially new vocabulary section by section. Also, discussion comprehension questions section by section. See detailed plan for further description of this multi-step activity. Materials/Prep: Textbook: Views and Voices, pp. 118-124 Wrap-up: Literacy & Critical Thinking Materials/Prep: Handout: Positives & Negatives in “Second Class Citizen” (adapted from Views and Voices, p.

124, question #1) and a projector

Learners compare/contrast the positive and negative parts, or influences, in Adah’s life.


Teacher Directions: Review/Warm-up: Grammar & Critical Thinking—Materials:

Handout: Compound Word Pictures

The Activity:

Learners write compound words under the pictures on the handout Compound Word Pictures. The

class decides whether they are logical or not. Depending on class size, learners can pair up or form

small groups to complete the exercise and determine which group labeled the most pictures with

the correct compound words. Note: If this warm-up is completed in pairs or small groups, it also

incorporates speaking and collaborative skills.


Teacher Directions: Activity 1: Listening/speaking-Materials: Textbook: Views and

Voices, p. 118; a world map, globe, or a projected visual of Nigeria’s location


In preparation for reading the short story “Second Class Citizen,” learners complete a Think-Pair-Share exercise. The textbook suggests that learners find out where Nigeria is located in relation to the United Kingdom. Learners do not need extensive knowledge about Nigeria in order to understand the short story.

Step 2: Think

First, learners should be given five minutes to independently read and think about the five pre-reading questions on p. 118. Circulate the room to make sure learners are on task and to answer questions about vocabulary within the pre-reading questions. Try to discourage learners from holding discussions with the instructor. This time should be spent reading questions and reflecting on personal responses.

Step 3: Pair

Next, learners pair up to discuss their thoughts on the questions (for no more than 15 minutes). Inform learners that this time is to be spent exchanging personal opinions in a polite way. No judgments should be made!

Step 4: Share/Report Out

Finally, pairs share some of their thoughts with the whole group, but because of the length of today’s reading, learners should only share two ideas per pair (dependent on class size).



Teacher Directions: Activity 2: Literacy & Critical Thinking-Materials: Textbook: Views

and Voices, pp. 118-124

Step 1: Context

Learners will read a short story entitled “Second Class Citizen” by

Buchi Emecheta. Depending on class size, learners may read aloud

in pairs or round robin as a class. Before jumping into the story,

address the footnotes (side-notes) and bolded words. “The bold

words should be learned. The numbered words are explained to

help you understand the story. Some words have more than one

meaning. The meaning we give is the closest synonym.”

Step 2: Discuss Vocabulary

Only discuss vocabulary up to the comprehension questions found on p. 120. Ask learners to stop

reading when they reach the comprehension questions in order to address them as a class.

Step 3: Pair Reading

If class size is conducive to pair reading, partner up learners and have them read aloud until the next

set of comprehension questions; otherwise, read as a class and stop at the same point.

Step 4: Embedded Comprehension Questions

Make sure learners always stop to address the embedded comprehension questions before reading

on, so as to check for comprehension of the story up to that point. End today’s discussion of the

story with “What is Adah’s reaction?” at the top of p. 124.

Depending on the level of the learners, they may read through the footnotes and bolded vocabulary in their pairs and only ask questions of the instructor as necessary, or you may address the vocabulary as a whole class with learners repeating potentially new vocabulary aloud after the instructor (per section).



Wrap-up: Literacy & Critical Thinking-Materials: Handout: Positives & Negatives in “Second

Class Citizen”

Learners complete the worksheet Positives & Negatives in “Second Class Citizen” by filling in the list-

like chart. Remind learners that they are listing positives and negatives that are in opposition to each

other and that are parts of Adah’s life, or that affect Adah. Learners may go back to the story and find

evidence of or signs of both positive and negative parts of Adah’s life; they don’t have to try to recall

everything. This is actually encouraged, because it will be easier to explain an answer if a learner can

refer to a page or example.


Compound Word Pictures Directions: Write the compound word that each picture represents in the spaces provided below each

picture. There is no word list, so do your best to think of the correct compound words!


Compound Word Picture, Answers

firefly

rattlesnake

waterfall

fireworks

backpack

grandmother

bookshelf

cheeseburger


Positives & Negatives in “Second Class Citizen” Adapted from Views and Voices, p. 124

Directions: Answer the question below. Go back to the story to explain your answers. There are parts in Adah’s life that are in opposition to each other, another way to say this is to say that some parts of her life are in conflict with each other. Review the story or skim through the story and list the positive and negative parts of her life in the chart below. One example is given.

1. her children

1. her husband


Views and Voices Unit: Week 2, Thursday

Objectives Learners will be able to… Materials Literacy: write a short answer response to an “Exploring the Story” question. Listening/speaking: spell aloud compound or hyphenated words. Listening/speaking: orally share a short answer response. Transitions & Critical Thinking: provide evidence from the story to support claims (verbally and in writing). Grammar: use hyphenated or compound words appropriately (e.g. without making nouns used as adjectives plural).

Make Student Copies

Textbook: Grammar in Use Intermediate, pp. 154-155

Textbook: Views and Voices, p. 125

Handout: Compound Words in “Second Class Citizen”

Handout: “Second Class Citizen” Test Prep Make Single Copies or Reference Props, Technology, or Other Resources

A projector

Lesson Plan Review/Warm-up: Listening/speaking Description: Materials/Prep: Handout: Compound Words in “Second Class Citizen” Activity 1: Grammar Description: Practice forming noun + noun (compound words or hyphenated words) and use them in context. Materials/Prep: Textbook: Grammar in Use Intermediate, pp. 154-155; a projector Activity 2: Literacy Description: Respond to an “Exploring the Story” question. Write freely for approximately 15 minutes while including evidence from the short story “Second Class Citizen”. Materials/Prep: Textbook: Views and Voices, p. 125 (refer to questions 5 & 6 under Exploring the Story) Wrap up: Test Prep Description: Read comprehension questions in a standardized test format. Materials/Prep: Handout: “Second Class Citizen” Test Prep; a projector


Teacher Directions: Review/Warm-up: Listening/speaking—Materials: Handout:

Compound Words in “Second Class Citizen”

Activity: Learners either work independently or form pairs. They write down as many compound words

from the story using the definitions provided as clues. The first letter of each as well as the total number

of letters is given. Learners should practice spelling the words aloud when reporting out. The learner or

pair with the most correct answers wins!


Teacher Directions: Activity 1: Grammar—Materials: Textbook: Grammar in Use

Intermediate, pp. 154-155 and a projector


Compound words are reviewed. The text Grammar in Use Intermediate explains that we often use

two nouns together to mean one thing and the first noun acts as an adjective describing the second.

One piece of excellent advice is that if learners are in doubt as to whether or not two words should

be combined, they should write them separately, because there are no set rules for compounding

nouns. These need to be memorized and the best way to do this is to be as avid a reader as possible.

Step 2: Read

Complete the reading of p. 154 aloud as a class. Learners may need a few additional examples,

especially for section C, as only two are given.

Step 3: Practice

Complete exercises 77.1 & 77.3 (skip 77.2) on p. 155 independently or in pairs. If learners work

independently, ask that they compare answers with a classmate before reviewing answers as a class.

Step 4: Reviewing Answers

Use a projector to invite learners to come forward and share their answers. Discuss the correct

answers as a class.


Teacher Directions: Activity 2: Literacy—Materials: Textbook: Views and Voices, p. 125

(refer to questions #5 & 6 only under Exploring the Story)


Learners practice writing a response to a critical thinking prompt that requires some evidence from

the text. This is excellent preparation for future writing tasks, such as GED short responses. Inform

learners that they should write freely, but that they will need to mention why they agree or disagree

with Adah’s blaming herself for her bad marriage. Likewise, when answering question #6, learners

will need to provide explanations as to why they chose certain characters as second-class citizens.

Step 2: Writing

Learners write for approximately 15-20 minutes on questions #5 & 6, p. 125: “Adah blames herself

for her bad marriage. What reasons does she give? Do you agree with her? Why or why not?” and,

“Who are the second-class citizens in this story and why?” Circulate the room to assist with

providing evidence.

Step 3: Report Out

Ask volunteers to share their writing aloud with the class. Did everyone identify the same “second-

class citizens”?



Wrap-up: Test Prep—Material: Handout: “Second Class Citizen” Test Prep Learners take a short reading comprehension test on a passage from the short story “Second Class Citizen”. Encourage learners to read the questions first and then refer to the passage to find the correct answers (scan). This will save them time when taking similar tests in the future (e.g. CASAS, TABE, GED, or Accuplacer). The test should take no more than 5-10 minutes. Correct together as a class.


Compound Words in “Second Class Citizen” In this story, there are many compound words. Can you find them? Fill in the letters below. Work alone or with a partner. See who can finish first with the most correct answers.

B _ _ _ _ _- _ _ _ _ : how a baby eats

H _ _ _ _ _ _ _ _ : used to hit an animal

T _ _ _ _ _ _ _ _ _ : a machine that prints letters

W _ _ _ _ _ _ : Saturday and Sunday

B _ _ _ _ _ _ _ : area behind a house

S _ _ _ _ _- _ _ _ _ : used (not new)

S _ _ _ _ _- _ _ _ _ _ “ less important


“Second Class Citizen” Test Prep

1. Which phrasal verb means

“repeat” or “reappear” as used

in this passage?

A. come back

B. come again

C. to continue

2. What does Adah compare her first

writing to?

A. The satisfaction of having a baby

B. The intelligence of a child

C. The pain and agony of having a

baby

Could Peggy and Bill be right? Could she be a writer, a real one? Did she not feel totally fulfilled when she had completed the manuscript, just as if it was another baby she had had? ‘I felt so fulfilled when I finished it, just as if I had just made another baby,’ she had told Bill, and he had replied: ‘But that is how writers feel. Their work is their brainchild. This is your brainchild; you are the only one in this whole world who could have produced that particular work, no one else could. (“Second Class Citizen” by Buchi Emecheta from Views and Voices, p.119 )

3. True or False? Adah felt totally

fulfilled when she finished

writing her manuscript.

A. True

B. False

4. How would you describe Bill?

A. depressing

B. disinterested

C. encouraging

1. Which of the following is a

compound word used in the

passage above?

A. produced

B. baby

C. brainchild


“Second Class Citizen” Test Prep, Answers

1) C—Brainchild

2) A—The satisfaction of having a baby

3) A—True

4) C—Encouraging

Documents

Views and Voices: Week 2 - Literacy Minnesota...Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 1 Views and Voices Unit The Minnesota Literacy Council created this curriculum