Journal entry #3 FL694 Second Journal Entries Rebeca R.

Hill Friday, January 17th Spanish IV Block 3 Lesson Objective: What are some of the key themes in Esmeralda Santiagos story Preguntas and can they be found in the other stories we have read? We read several stories in level V Spanish. This story is from our textbook Album. Not all the stories we read are in the textbook. We have read this year, Una carta a mi vida by Victor Rodriguez, Cajas de cartn by Francisco Jimnez, La casa de los Espritus by Isabel Allende, El Hijo by Horacio Quiroga, Bernardino by Ana Mara Matute, La Camisa de Margarita Pareja by Ricardo Palma and several other stories. In each of the stories, we talk about the different themes that are key to each story. We also discuss the authors and their lives and see the connections that the stories have in relation to the authors and their own experiences. Today, the students had to discuss among themselves what they felt were some important themes, give their opinion using the story to back up their opinions and compare/contrast from the politics of Eisenhower to what they know of the politics of today with regards to immigration. Also, incorporate the themes as they talk about this topic I had the students work in pairs for about 15 minutes. During this time, I walked around the room and listened as they discussed the different topics. At the end of this time period, we came together as a class. As the class reconvened, I asked the groups to give me their opinions of what the possible themes for this story could be. It came down to intolerance and prejudice. Different students used words from the story to back up their point of view such as gringo and spiks. Others pointed to how the machismo aspect shows up even in children. It was a great discussion

by the class and we spend 45 minutes on this activity. That is what is really great about scheduling. If I see that my students are engaged in the conversation(s) that keep the topics relevant, I feel that we are on the right track. I asked my students to expand the topic of conversation of prejudice and intolerance with respect to immigration in this country. I gave them 2 to 3 minutes to talk to their group about what they know about immigration in the U.S. and most recently, what do they know about the crisis between Mexico and the U.S. As I walked around, I heard states names, such as Arizona, California, Guatemala. Afterwards, I had the class come together and asked them to think about when this story was written. What were some of the politics of the time? It was the era of Eisenhower. Also, how did that affect the views of the Puerto Ricans and the Americans? Now, bring it home. How do these two themes show up in the immigration question between Mexico and the U.S? Lets compare/contrast. One thing I learned today from this lesson: I learned that these students can be very passionate. This class is very vocal and they all want to be heard. It is not hard to get them to engage on hot topics. How can I improve this lesson: One thing that I feel would strengthen this lesson would be to perhaps give them some computer lab time were they can investigate either Mexico or Arizona/California to see what are the changes they have made with regards to immigration. Also, I would like for them to tell me if they think this would help the general population with the theme of intolerance and prejudice.