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LATINO SUPPLEMENT
CURRICULUM GUIDE
VOLUME 2
FS Latino Supplement Guide 2015-FINAL (Covers only)_FS layout 2007 (cover - 143) 5/28/15 3:36 PM Page c
Mary Fennell
Senior Program Operations Associate, CDF
Bennettsville, SC
Deyon Johnson
Curriculum Coordinator, CDF
Washington, DC
Dywanna Smith
Columbia, SC
Theresa Venable
Clinton, TN
Jinx Watson, Ph.D.
Kingston, TN
Janol Vinson
Miami, FL
Barbara Cornejo
Washington, DC
Jennifer Liles
Bennettsville, SC
Tanya Walker-Wallace
Atlanta, GA
Jenny Delessio-Parson
Chicago, IL
Tia Patrick
Kansas City, KS
Mae Woods
Bennettsville, SC
Taylor Flowers
DeSoto, TX
Wade Hudson
Founder and President
Just Us Books, Inc.
East Orange, NJ
Karen Lemmons
School Media Specialist
Howe Elementary School
Detroit, MI
Andrew P. Jackson
Executive Director
Langston Hughes Community Library
and Cultural Center Queens Public
Library
New York, NY
Ex-Officio Members
Marian Wright Edelman, President
Childrens Defense Fund
Washington, DC
Janine G. Bacquie, Director of Early Childhood Policy and Practice and Key Liaison to
the Black Community Crusade for Children/ CDF Freedom Schools Administrator
Childrens Defense Fund
Washington, DC
LATINO SUPPLEMENT
CURRICULUM
VOLUME 2
The Latino/a guide combines the core values and mission of the Childrens Defense Fund
Freedom Schools program with some of the best Latino/a childrens and young adult
literature available today. Each selection provides for young readers a model of Latino/a
youth coming to critical awareness of personal and societal struggles. Latino/a childrens
and young adult literature reflects the rich history and complexities of Latinos/as, a
community of multiple races, nations, cultures, and languages. Keeping such complexities
in mind, we chose books in which characters from diverse Latino/a (including indigenous
and African) heritages deal with issues such as race, civil rights, and social justice.
Latino/a protagonists tend to evolve based on interactions with family (Mami, Papi, Abuelo
and Abuela) and community members (local church and cultural institutions). The
hero/heroines journey is usually closely knit with a collective cultural identity that the
young protagonist struggles to bring to voice. We chose to provide a combination of
genres including poetry, historical fiction, and biography. Young readers may also notice
that art and poetry play prominent roles in the lives of Latino/a protagonists. Indeed,
Latino/a childrens and young adult literature speaks to the importance of empowering
young people to see reading and languages as tools of liberation and even as a way of
writing oneself into history.
Marilisa Jimnez Garca
CDF Freedom Schools-Latino/a Guide
The Childrens Defense Fund is grateful to the following publishers who have granted permission to
reprint selections from their books:
Alfred A. Knopf, New York, for To You by Langston Hughes
(on page v) from The Collected Poems of Langston Hughes,
ed. Arnold Rampersand, 1994;
Westminster John Knox Press, Louisville, Kentucky, for Greenless Child
(on page vi) from Reaching for Rainbows, Ann Weems, 1980
All rights reserved.
Cover and Inside photos Hanif Houston
ii
Foreword
Dear Servant Leader Interns:
Thank you so much for answering the call to serve and prepare yourselves
and our children for safe and successful futures at a time of great danger for
children. By mentoring, teaching, challenging, inspiring, and nurturing so
many children and youths in your community you will be making a critical
difference in our childrens lives and helping redefine the measure of success
through your service in our too individually and materially driven nation.
I am especially grateful you are joining us as we celebrate the 20th
anniversary of the CDF Freedom Schools program rooted in the 1964
Mississippi Freedom Summer and the Civil Rights Movement with a
transforming vision of education for all children. CDF Freedom Schools seek
to build strong and empowered children inside to make a difference in their
families, schools, communities, nation, and world and to be good citizens.
We engage parents in their childs learning through weekly workshops and through a high-quality
integrated reading curriculum and the very best developmentally appropriate books that reflect all
of the children served and give them hope and a sense of efficacy. CDF Freedom Schools provide safe,
nurturing, nonviolent, restorative, and literature-rich environments that boost the servant leadership of
two generations the children served and you who teach and serve them. We want every child to love
to read and develop a positive attitude towards learning, and to know they can make a difference.
I will never forget the indomitable Dr. Maya Angelou coming to Haley Farm in 1995 for the
graduation of our first small class of CDF Freedom Schools servant leaders. Her limousine pulled up on
the farm, she got out in full academic regalia, came under our small tent in front of Haley Lodge, and
made all of us feel like this was the most important graduation ceremony in the world and they were
the most important graduates. She engulfed us with her passion and confidence in them: Let me tell
you who you are. You are the rainbow in the clouds for people whose faces you have not seen yet, whose names
you dont know yet, whose histories you havent been told yet. And you are, each one of you, individually,
privately, each one of you is a rainbow chosen to be in the clouds for somebody.
Twenty years later her words still ring true. Today, you have been chosen to be a rainbow in some childs
clouds. The CDF Freedom Schools program is an important part of our work to ensure a level playing
field for all children and to keep the spark of hope alive in every child. Since 1995, more than 135,000
children have fallen in love with reading in a safe environment and been inspired to make a difference
in their own lives and in their communities. All of us at CDF are deeply grateful to every one of you for
stepping up and doing your part to transform our childrens chances and our nations future.
Your servant leadership, mentoring, high expectations for every child, and respectful attitude towards
every child and their parents will encourage vulnerable children to lead productive lives and contribute
to their communities. You are the example and set the standard of excellence they can follow.
The children in your care will be watching you very closely. Love them. Respect them. Read the books for
your levels well in advance, internalize them, and use this Curriculum to create engaging and exciting
lessons and activities for all of the children in your care. If you do, you will see the children flourish.
Lets make this milestone anniversary a summer full of bright rainbows of hope for our children.
Gratefully and hopefully,
Marian Wright Edelman
CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Foreword
iii
Greenless Child
I watched her go uncelebrated into the second grade,
A greenless child,
Gray among the orange and yellow,
Attached too much to corners and to other peoples sunshine.
She colors the rainbow brown
And leaves balloons unopened in their packages.
Oh, who will touch this greenless child?
Who will plant alleluias in her heart
And send her dancing into all the colors of God?
Or will she be left like an unwrapped package on the kitchen table
Too dull for anyone to take the trouble?
Does God think were her keeper?
AnnWeems
vi
Books
Authors
Angela Johnson
Linda Altman Jacobs
Alberto Blanco
Donata Montanari
Virgina Kroll
Jonah Winter
Pat Mora
Samuel Caraballo
L. King Perez
Jeanette Winter
Jonah Winter
Suzanne Slade
Spike Lee and Tonya Lee
Eric Velasquez
Eric Velasquez
Alma Flor Ada
Alan Schroeder
Amy Hest
vii
La Mariposa
Me and My Family Tree
Me Llamo Gabriela (H)
Miss Rumphius
My Colors, My World
My Diary from Here to There
My Name is Gabito (H)
My Very Own Room
No Dogs Allowed
Pancho Rabbit and the Coyote:
A Migrants Tale (H)
Pap and Me
Parrots Over Puerto Rico (H)
Pel, King of Soccer (H)
Playing Lotera
Radio Man
Roberto Clemente: Pride of the Pittsburgh Pirates
Rons Big Mission
Satchel Paige
Separate is Never Equal: Sylvia Mendez and
Her Familys Fight for Desegregation (H)
Something Beautiful
Sonia Sotomayor (H)
The Patchwork Quilt
The Santero's Miracle: A Bilingual Story (H)
The Secret Footprints
The Secret Olivia Told Me
The Upside Down Boy/ El nio de cabeza
Tito Puente, Mambo King (H)
Tutankhamens Gift
Waiting for the Biblioburro (H)
Wangaris Trees of Peace (H)
What Can You Do with a Paleta?
Where Fireflies Dance
Xochitl and the Flowers
Yum! MmMm! Qu Rico! Americas
Sproutings (H)
Francisco Jimnez
Joan Sweeney
Monica Brown
Barbara Cooney
Maya Christina Gonzalez
Amada Irma Prez
Monica Brown
Amada Irma Prez
Sonia Manzano
Duncan Tonatiuh
Arthur Dorros
Cindy Trumbore
Monica Brown
Ren Colato Lanez
Arthur Dorros
Jonah Winter
Rose Blue
Lesa Cline-Ransome
Duncan Tonatiuh
Sharon Dennis Wyeth
Jonah Winter
Valerie Flournoy
Rudolfo Anaya
Suzanne Slade
N. Joy
Juan Felipe Herrera
Monica Brown
Robert Sabuda
Monica Brown
Jeanette Winter
Carmen Tafolla
Lucha Corpi
Jorge Argueta
Pat Mora
viii
Books
Authors
Julia Alvarez
Lila Quintero Weaver
James Haskins
Gary Soto
Rita Williams-Garcia
Claudia Guadalupe Martnez
Riding Freedom
The Poet Slave of Cuba: A Biography of Juan
Franciso Manzano
The Revolution of Evelyn Serrano
The Skin Im In
We Were Here
Authors
Jef Czekaj
Cynthia Chin-Lee
Aaron Reynolds
Jeanie Franz Ransom
Walter Dean Myers
Jerdine Nolen
Jewell Parker Rhodes
Becky Ray McCain
Dr. Seuss
George Ancona
Rita Williams-Garcia
Peggy Mercer
Marie Bradby
Marilyn Nelson
Ernest Gaines
Kwame Alexander
Sandra Cisneros
Thelma Lynne Godin
Chinua Achebe
Debbie Levy
Resource List
Books
Authors
A Matter of Souls
Bullies Are a Pain in the Brain
Drumbeat in Our Feet (H)
Eyes on the Prize: Americas Civil Rights
Years, 1954-1965
How We Are Smart
Negro Leagues All Black Baseball
Denise L. Patrick
Trevor Romain
Patricia A. Keller
Juan Williams
W. Nikola-Lisa
Laura Driscoll
ix
Nikki Giovanni
Whitney Cohen
Deborah Ellis
Barbara Coloroso
Read-Aloud List
Books
Authors
Gerald McDermott
Doreen Rappaport
Spike Lee & Tonya Lee
Marian Wright Edelman
various authors
Eloise Greenfield
Dylan Pritchett
Eloise Greenfield
Marian Wright Edelman
Karen Ehrhardt
LEVEL I
LEVEL I
Book List
Books
Authors
Eric Velasquez
Donata Montanari
Monica Brown
Maya Christina Gonzalez
Sonia Manzano
Benjamin Alire Senz
Arthur Dorros
Arthur Dorros
Joan Sweeney
Suzanne Slade
Suzanne Slade
Pat Mora
Sharon Dennis Wyeth
Samuel Caraballo
Lesa Cline-Ransome
Monica Brown
Jorge Argueta
Monica Brown
Virgina Kroll
Pat Mora
L. King Perez
Barbara Cooney
Angela Johnson
N. Joy
Jeanette Winter
Lucha Corpi
Alberto Blanco
Rose Blue
H = hardcover title
2
LEVEL I
*Note that the following standards are addressed in every unit, with the exception of the genre.
n
n
RI.K.1. With prompting and support, ask and answer questions about key details in a text.
RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information
in a text.
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Reading Literature
n
n
n
n
RL.K.1. With prompting and support, ask and answer questions about key details in a text.
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.7. Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
SL.2.1. Participate in collaborative conversations with diverse partners about grade two topics
and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion).
Build on others talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under
discussion.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Writing
n
W.2.8. Recall information from experiences or gather information from provided sources to
answer a question.
LEVEL I
Week One
DAY: 1
BOOK: Grandmas
Gift
Week One:
Self
LEVEL I
Show students the map of El Barrio and briefly describe it as one of the settings in todays book.
Ask students to think about the different places the characters in the book visit.
chaperone. If funding is lacking offer directions and information for students to encourage their families
to take them to a museum. Alternatively, technology provided, plan a virtual museum field trip.
Ask students how many portraits of people who look like them they expect to see.
Write or illustrate a trip through your own neighborhood or town. Be descriptive. How are you getting
from place to place? Is anyone with you on your trip? Who might you meet along the route? Where will
your trip end?
Research the life of Juan de Pareja and/or Diego Velzquez. What were their lives like? What were some
of their individual contributions to the world? Ask students to work in groups to create posters with key
information and an illustration of the selected person.
CONFLICT RESOLUTION ACTIVITY: Eric and his grandmother have a very special relationship.
Sometimes, it can be difficult when someone you love faces challenges. Grandma is very comfortable in
her neighborhood, El Barrio. She knows many people there, she knows the Spanish many people speak
in stores and on the streets, and she feels at home. When Grandma takes Eric to the art museum, she is
very uncomfortable and emotionally unsafe because she does not recognize anyone nor understand
English.
How does Eric help Grandma feel better in her new setting? What does he do to help Grandma feel
safe? What was Grandmas response?
Imagine how it would feel to go somewhere new where people spoke another language. What are some
things you could do to feel more comfortable?
How would you support a student who is new to your neighborhood/school?
SOCIAL ACTION ACTIVITY: Unlike Eric Velasquez, some children may grow up never getting to see
someone who looks like them in visual or performing arts. Some communities lack art museums and
venues and some schools lack funding for field trips to art museums and performance spaces. Create a
social awareness campaign in your community to increase art exposure.
Divide students into two groups. Have one group develop a poster promoting community art access for
young people, while the other creates a song or chant about the need for children to go to museums
and see people of all races and ethnicities in the world around them. Think about how Erics life was
influenced by his trip to the museum and grandmas gift.
CLOSING ACTIVITY: Reflecting on the book (neighborhoods, relationships, and holiday foods), share
activities and events that help form and strengthen bonds between you and your family. Share
homemade recipes from El Barrio Holiday Cookbook.
Share the artwork from the mornings activities in a gallery walk around the room. Invite students to
comment on and appreciate peer illustrations and share what theyve learned. Have the students that
created the social action song/chant teach it to the rest of the group.
If accessible, cook or purchase a couple of the holiday foods from the cooperative group activity for
students to taste.
BOOK: Children
LEVEL I
DAY: 2
Around the World
Week One:
Self
BOOK:
LEVEL I
DAY: 3
Me Llamo Gabriela
Week One:
Self
10
SOCIAL ACTION ACTIVITY: What does Gabriela Mistral do as a child that show she might become a
teacher? Use examples from the text. Write a brief essay about your interests and what you think youll
become in the future. Survey the class and other Freedom School classrooms to discover top 5-10 career
interests. Organize and host a Career Fair; invite community members of different professions to share
information about their jobs with students.
11
Week One:
Self
CLOSING ACTIVITY: Invite a community member or staff person to act as Gabriela Mistral and host
an awards ceremony for her. Have students present their awards, monuments and poems. Encourage
students to share what theyve learned about Chile, complete the L-learned in the K-W-L chart and
share the money they designed.
LEVEL I
Me Llamo Gabriela is written as a biography. Ask students to write a biography about themselves.
Have them include important details about birth, early years, important family memories, experiences,
and events.
DAY: 4
BOOK:
Me Llamo Gabriela
12
What are Gabrielas thoughts about words and sounds and stories?
What does Gabriela suggest people should do as it relates to children?
How does Gabriela describe childrens feet?
Identify the poetic imagery in the poem using the five senses: sight, sound, taste, smell and
movement.
Week One:
Self
Choose at least two: Have students exchange poems and write a response to the poem on a separate
sheet of paper.
Choose at least two: Gabriela traveled to several countries, taking her writing and teaching with her.
What would you take with you on your trips? Where would you go? Identify a list of countries youd
like to visit. Write a brief response sharing your travel interests and plans.
Choose one country Gabriela traveled to and research key facts, history, government, culture and people
of the selected country. Imagine you are LONELY PLANET travel agency and you take tour groups to
your selected country (France, Italy, Mexico or the United States). Develop a brochure with country
highlights, facts, and main attractions. Ask students to include illustrations. Students can prepare
commercials to present their brochure.
Use washable paint for actual feet or foot/circle-shaped sponges to create a class footprint mural with
Gabrielas poem. Encourage students to be creative. Be sure to have trash bags for children to step on,
wet wipes to clean painted feet and access to a sink/paper towels. Alternative: Students can each make
their own footprint on a piece of 11 x 17 construction paper and attach the poem.
Los Pollitos Dicen The Little Chicks Say is a classical nursery rhyme in Chile. Think back to your
early years. What was your favorite nursery rhyme? Create your own nursery rhyme, song, or chat.
SOCIAL ACTION ACTIVITY: Gabriela Mistral writes about children and single mothers. Research and
identify agencies and organizations that support, advocate and/or empower children and single mothers
in your community. In pairs, have students create a poster sharing information on select
agencies/organizations. Place posters near site entrance/parent sign-in sheet and/or share at Freedom
School Family Meetings.
CLOSING ACTIVITY: Have students share travel interests, country brochures, nursery rhymes and
additional information they learned about Chile or other countries Gabriela Mistral visited.
LEVEL I
13
DAY: 5
BOOK:
My Colors, My World
14
Retell the story: fold a piece of paper in three equal parts. Label beginning, middle, and end.
Draw what happened in each part of the story.
Look at page 12 where Maya is sitting in the squishy brown mud. Think of your favorite place to be
(the beach, playground, room, grandparents home, etc.) and draw a colorful representation of that
place. Do not write anything about it. Once others are finished, you will share and let others guess the
place and why it means so much to you.
SOCIAL ACTION ACTIVITY: Maya shared her life by telling us about her favorite places and drawing
beautiful pictures. Ask the students what they could do as a group to make the Freedom School site
more beautiful. Help them create beauty around the school to share with others.
CLOSING ACTIVITY: Share your favorite part of the story and the accompanying illustration.
15
Week One:
Self
Choose at least two: What is your favorite color? Why is it your favorite? Draw and then paint a
picture of things that show your favorite color your painting should be as colorful as the ones in the
book. In a sentence or two tell something about that color (like Maya in the book, orange marigold
flowers etc.).
LEVEL I
Required: Think about your favorite part of the story and tell why it is your favorite part. Does this
make you think about anything in your life? Think of the colors that are in your world. Which are your
favorite colors, and what do you associate with them? After sharing, each child will make a collage of
the colors in their world. Give each child a piece of construction paper, scissors, glue, crayons, etc. They
will each make a collage of the colors in their world and will write a sentence or two following the same
writing style of the author.
LEVEL I
Week Two
DAY: 1
BOOK: No
Dogs Allowed
16
Required: Have students pretend they are going on a family trip to the beach, mountains, or
amusement park. What essential items would you take on your trip? Explain why these would be
essential to take along on a family trip. Have a group discussion then ask the students to draw the
essential item that they would take on their trip and write about the item and its importance.
Choose at least two: Working with a partner or small group: use classroom desks and chairs to build a
long, winding road and create a caravan of cars on the road. Create a destination at the end of the road.
Label road signs and signs for the destination.
Have students select adjectives that describe themselves and extend their names as the characters in
the book did. Illustrate their names and post them in the room and/or put them in a class book. i.e.,
Shorty, the Fortune teller, Mami the Busy, Papi the Clever, Carmen the Beautiful.
Plot points on graph paper to create a picture that has a connection to the book: i.e. dog, or an essential
item for the classroom.
Create a simple map of the classroom or neighborhood and have students write down directions to get
from one point to another.
SOCIAL ACTION ACTIVITY: Create a school map to help visitors to the Freedom School Site find
their way around the facility. Be sure to note exits, bathrooms, offices, and label classrooms. Make these
clear and easy to understand. When finished, place them all in the office area for use by visitors.
CLOSING ACTIVITY: Students will share one of the extension activities they made with the class.
17
LEVEL I
Week Two:
Family
DAY: 2
BOOK: A
18
Required: Little Diego had to learn to accept that his grandfather lived in a different country from him
and was not able to visit as often as he would like to. At the end of the book, Pap Diego traveled via
bus from la Ciudad de Chihuahua, Mexico, to El Paso, Texas. Show the students the map of how long
this journey would have been. Ask students to work in groups of two or three to create an illustrated
postcard (poster board size) that Pap Diego could have sent to Little Diego during his bus journey.
Research images of cities/historical and cultural sites along the route. Ask students to select a place to
learn about. Students will illustrate one side of the poster board with an image representing the chosen
place. On the opposite side of the poster board, students will write a letter from Pap Diego to Little
Diego, describing a few details of the site. Before the morning session ends, students can present their
postcards to the group and read their letters aloud.
Choose at least two: Have students work in small groups to rewrite the story from Gabrielas point of view.
Geronimo Garcia made the illustrations for the book using modeling clay. Provide students with
modeling clay and have them work in pairs to recreate one of the illustrations in the book. Remind
students of the importance of patience when using different mediums.
19
LEVEL I
Week Two:
Family
The notes from the book mention two historical figures (Benito Jurez and Abraham Lincoln). Research
facts about Jurez and Lincoln. Present facts to students in the form of a Venn diagram. Have students
work together to write short essays comparing and contrasting the two figures (See Appendix for Venn
diagram instructions).
Have students write and illustrate a trip they have been on to see a relative or friend that they miss.
Encourage students to be descriptive. Use the questions to guide the narrative about the trip: How did
you get there? Who did you go with? What did you like most/least about your experience? Any
memorable moments?
CONFLICT RESOLUTION ACTIVITY: Little Diego convinces himself that getting a Superman suit
for his birthday will give him the power to fly to Mexico and see his grandfather. When the suit does
not help him fly, he is very disappointed and throws the suit into the trash.
How does Little Diegos father help him resolve his inner conflict? What does he do to help
Little Diego feel loved? What was Little Diegos response?
Imagine how it would feel to live far away from a loved one. What are some things you could do
to stay in touch between visits?
How could Gabriela have been more supportive of her brothers situation?
SOCIAL ACTION ACTIVITY: Many families are divided by borders and the lack of immigration
reform in the United States. Have students create a fundraising and social awareness campaign for
schools in your community to increase public awareness of the issue.
What types of activities can raise awareness so schools can increase students exposure to the political
process? Are there existing community organizations already involved in immigration reform?
Have students develop posters illustrating the families and communities divided by boarders and the
need for immigration reform. Think about how much more often Little Diego would be able to visit
Pap Diego if crossing the border was easier.
CLOSING ACTIVITY: Reflecting on the book (comfort foods, birthdays, missing loved ones), have
students share activities and events that help form and strengthen bonds in their family, regardless of
distance. Share the postcards from Pap Diegos bus trip to El Paso.
If accessible, cook or purchase el champurrado for students to taste.
20
DAY: 3
LEVEL I
BOOK: Abuela
AUTHOR: Arthur Dorros
ILLUSTRATOR: Elisa Kleven
DAILY THEMES: different kinds by families; using your imagination
21
Week Two:
Family
Description
Feelings
Character
Behavior
22
Personality Traits
DAY: 4
LEVEL I
BOOK: Pap
and Me
23
Week Two:
Family
Describe an adventure youd like to take with someone in your family. What would you do and
where?
Look at the illustrations in the book. Who is the illustrator? What do the images make you feel?
What colors does the illustrator use and why?
24
DAY: 5
LEVEL I
BOOK: Me
25
Week Two:
Family
Choose at least two: Group students in pairs. Have each pair construct a Venn diagram to compare
and contrast the family in this story to one of their favorite television families. Have each pair share
their Venn diagram with the class (See Appendix for Venn diagram instructions).
Have each student begin work on a family tree showing the relationships of family members. Students
should get input from family members and continue work on their family trees throughout the week.
You can use the diagram in the back of the book as a guide to get them started.
Have each student paint a family portrait to represent his or her family. Then have students create a
decorative picture frame for their portraits.
Have students create an acrostic poem using words that represent family. For example, family, mother,
father, brother, sister, aunt, uncle, grandma, nana, grandpa, papa, etc
Using old magazines have students create a collage that represents their family. Encourage them to
include members of their family, activities they like to participate in as a family, meals they like to
have as a family, etc.
SOCIAL ACTION ACTIVITY OR CONFLICT RESOLUTION ACTIVITY: Create two groups and
provide each group with a scenario that they will act out for the class. Two scenarios have been provided
but feel free to create scenarios that are conducive to the students lives. Students will act out their
scenario as a group ensuring that they use proper conflict resolution to turn the scenario into a positive
situation.
Scenario 1: During the Thanksgiving holiday at your grandparents house, your cousins Jaden and
Jasmine tell you that they dont want to play with you. They said they dont have time to teach you how
to play the game. What do you do?
Scenario 2: Its 8:00 in the morning and you are running late to school because your brother Nico
decided to go back to bed after he had his breakfast. When your mom finds he is still in the bed she
tells Nico to get up and get dressed. You are already late but what do you do to help your brother
get ready?
CLOSING ACTIVITY: Have groups perform their family poems or raps for the class.
26
Week Three
DAY: 1
BOOK: Friends
27
Week Three:
Community
The overall goal for the week is to help students develop an appreciation and declare ownership of their
communities. The books empower and motivate students to help strengthen their communities.
Students will have opportunities for hands-on experiences and classroom visits by various community
members.
LEVEL I
LEVEL I
MAIN ACTIVITIY: Read and discuss the book, Friends for Freedom: The Story of Susan B. Anthony and
Frederick Douglass. As the book is read, have students identify ways that the friendship between the two
was tested over time and what they were able to accomplish together.
Recommendations for discussion:
What does friend mean to you?
What common cause were they working on together?
What visible differences were present between the two? Why was a friendship like theirs so rare?
What amendments were passed as a result of this unique friendship?
COOPERATIVE GROUP ACTIVITIES:
Required: Discuss with the students the term, Dynamic Duo. A dynamic duo is a powerful pair of
people or things that work together to get things done. Share a few examples of dynamic duos like: Barack
& Michelle Obama (politics), Shaq & Kobe (basketball), Batman & Robin (superheroes) or Will &
Jada Smith (film). Provide pictures of other people and see if they can match the dynamic duos. Have
each pair draw a picture to depict their favorite Dynamic Duo. Share with the group why they selected
specific people.
Choose at least two: Group students in pairs. Have each pair form a friendly alliance. They will agree
on a common cause to work together on. Causes can range according to their own thinking but it
should definitely be able to impact and help others. Have each duo write about their common cause.
Why it is important to them? Why should things change about _______? What can be done?
What benefits can it have for others? How can you convince others to help make changes?
Have students write a song or poem about your dynamic duos common cause.
Plan a mock debate around a certain topic. Have students vocalize their opinion about the topic, either
for or against. Suggested topics could include: (1) mandatory bedtime is 8 oclock for all school-aged
children and (2) year-round school for all.
Have a large group discussion about friends and enemies. Chart the differences.
SOCIAL ACTION ACTIVITY: Have students write letters or make a video to send to state
representatives about the services, programs and resources they want to be offered in the their schools
and communities.
CLOSING ACTIVITY: Have the students present the work they completed in their cooperative groups.
28
DAY: 2
LEVEL I
BOOK:
29
Week Three:
Community
FOCUS SKILL: understanding fables and folk tales from diverse cultures
30
BOOK:
LEVEL I
DAY: 3
Doa Flor: A Tall Tale About a Giant Woman with a Great Big Heart
31
Week Three:
Community
32
DAY: 4
LEVEL I
BOOK:
Abiyoyo
33
Week Three:
Community
Choose at least two: Make a mask. Let students go outside and collect different items from nature
twigs, rocks, pine straw, etc. while chanting the Abiyoyo chant. Have students cut out holes for
their eyes from a paper plate, then glue or paste the collected items on it to make a mask.
Plan a balanced meal for Abiyoyo. Write the menu and illustrate it. Tell how you would serve it.
Make up a rap, poem, rhyme, or song for Abiyoyo (For help, see Appendix).
Let students draw pictures of the events that might occur if Abiyoyo came to their community.
Write a sentence under each picture explaining what is happening. Combine the pictures into a big
book for the entire class.
SOCIAL ACTION ACTIVITY: Using a Venn diagram have students compare and contrast people in the
community, focusing first on the ways they are different and then on ways they are similar. This should
be followed by a discussion on how these differences and similarities strengthen and weaken the
community.
CLOSING ACTIVITY: Have students present their comic strips to the group.
34
DAY: 5
LEVEL I
BOOK: Something
Beautiful
35
Week Three:
Community
36
Week Four
DAY: 1
BOOK: Estrellita
writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure.
FOCUS PERFORMANCE OBJECTIVES: Students will be able to:
Design their own island using index cards and specific details.
Summarize the main idea of the story and identify supporting details.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/paint/Map of Caribbean islands/mango/guava/fruit/bowls/notebook paper/
yarn/hole puncher/staples/11 x 17 paper/popsicle sticks for flags/flag print-outs/globe or world map
OPENING ACTIVITY: Use a piece of chart paper with five columns to describe things associated with
the five senses (label each column one of the five senses: smell, taste, sight, hearing and touch). Ask
students to name things you smell, hear, etc. Ask students if they are familiar with a mango or a guava
fruit. If possible bring the fruits or pictures of the fruits to share with the class so they can describe
these Caribbean fruits. www.proscitech.com/au/trop/fruit.htm
LEVEL I Week Four
37
Week Four:
Country
The overall goal for this week is to help students examine the lives of people who have changed the
course of this countrys history. The books for this week will provide opportunities for students to
reflect on the lives of heroes, both female and male. This will promote appreciation for each students
heritage, and encourage the belief that they can make a difference in their country.
LEVEL I
LEVEL I
Share a map of the Caribbean islands, identifying their names and geography, and as a place where
guavas and mangos grow, which are discussed in the book.
MAIN ACTIVITY: Read and discuss the book Estrellita se Despide de su Isla/Estrellita Says Good-Bye to
Her Island.
Recommendations for discussion:
Estrellita goes on an airplane ride. Have you ever been on an airplane? Have you ever moved
before? Describe that experience.
Why does Estrellitas family leave the island? Where are they going? What island do you think
she is describing? Why?
What is your favorite fruit? Are you familiar with guavas or mangos? How often do you eat fruit
in your home?
Have you ever heard a rooster? Have you ever seen the ocean?
Have you ever seen a frog? Had one in your bed?
Think about your home. What sights, sounds, smells, tastes and feelings associated with your
home would you miss if you moved away?
If you could travel to any island, which one would you visit and why?
COOPERATIVE GROUP ACTIVITIES:
Required: Students create their own island. This island can include all of the students favorite things,
places and activities. Students are to design the shape of their island, make a map, and create city names
and a flag. Using three different index cards, students should describe the animals, foods and plants
native to the island.
Choose at least two: When Estrellita leaves her homeland she promises to remember the sights,
sounds, smells, tastes and feelings associated with her home. Make a poster or write a poem that
describe the sights, sounds, smells, tastes and feelings associated with your home.
Write a one-page journal entry about an airplane ride or recent trip you or someone you know has
taken. Be sure to describe the sights, smells, sounds, feelings and activities during the trip. Who did you
go with? What was the best part of the trip?
Research and learn about Caribbean islands. Have students work in pairs to become island experts.
Each pair should work on a different island (Haiti, Cuba, Dominican Republic, Puerto Rico, Jamaica).
Students are to color a map and flag of the island; discuss the various plants, animals and foods that are
native to the island. Each pair should illustrate and describe their findings on two pages for a class book
on Islands. www.caribbean.com
Students should make and eat a fruit salad including guavas, mangos, and other fruits such as bananas,
strawberries, passion fruit, pineapple, melon.
Students can learn about different types of frogs and their habitats. Each pair of students can illustrate a
mini-poster with their frog and write 5-7 facts about the frog.
Write a short story about a grandparent. Include what makes this person so special to you, describe
some of the things you do together and draw a picture of them.
38
Research and learn about recent natural disasters in the Caribbean. Which natural disasters have had the
worst impact on an island? Which island has the most hurricanes? Which island is in need of support
right now?
39
Week Four:
Country
CLOSING ACTIVITY: Have students share what theyve learned about the Caribbean islands. Students
can share their journal entries, stories, mini-posters, poems, or posters with the class. Ask for a volunteer
to present the class book on islands with every pairs pages.
LEVEL I
SOCIAL ACTION ACTIVITY: Caribbean islands are often afflicted by harsh winds and hurricanes from
June until November. As a class research the various agencies and organizations that support weather
emergencies in these islands. Develop plans to raise emergency funds, support the organizations and/or
increase awareness of natural disaster relief programs.
DAY: 2
BOOK: Satchel
Paige
40
Have each pair of students select a different type of poetry and write a poem about baseball. Then the
pairs should select another type and write a poem about a sport of their choice. Use a stapler or yarn to
compile poems and make a sports poetry book. Students should use construction paper to cut out a
variety of sports equipment to decorate the cover (See Appendix for poetry-writing forms and examples).
Have each group construct a Venn diagram to compare/contrast baseball to another sport
(See Appendix for Venn diagram instructions).
Students should use information from the vital statistics in the back of the book and other information
read about Satchel Paige and design a baseball card to represent him. Have them think about their own
hobbies and talents. Next, design a card that would describe and promote them. Students should share
their cards with the class.
CONFLICT RESOLUTION ACTIVITY: Have a discussion with students about what a challenge is and
what skills can be used to overcome challenges. Students can complete an experience chart of positive
affirmations about overcoming challenges. Example: If at first you dont succeed, try again!
CLOSING ACTIVITY: Read about other great players from the Negro Leagues in the resource book
Negro Leagues: All- Black Baseball.
41
Week Four:
Country
Choose at least two: Ask students what their dream job is. Group them in pairs according to
similarities. Have each pair research what they want to be when they grow up. Have students draw their
dream job on a large index card. Construct a success ladder using craft sticks and mount on their index
card. On each craft sticks, students should write one thing that will lead to their success.
LEVEL I
Required: Discuss what Satchel Paige experienced during his baseball career using a SWOT analysis
diagram. Explain what S-W-O-T stand for on the chart (strengths, weaknesses, opportunities and threats).
What strengths did Satchel Paige have as a person or baseball player?
What weaknesses were there on his journey to becoming a great baseball player?
What opportunities did Satchel Paige have as a young man?
What events could have threatened his dream of becoming a great baseball player?
DAY: 3
BOOK: Tito
Choose at least two: Break students into groups and have them create music using recycled materials
and items found within the classroom. Have students perform for one another.
Have students imagine that they just won the Stars of the Future contest. They are to create an
acceptance speech, in which they list their talent and contributors. As part of the award, students each
get a giant star to write his/her name and special talent and decorate it with colored markers and glitter.
Music can have a profound effect on mood. Play a variety of different types of music salsa, classical,
an opera aria, rock, country, mariachi, polka, hip hop, rap, etc. For each genre, have students write a list
of adjectives describing how the music makes them feel. Compare lists and discuss which type of music
feels the most upbeat, the most melancholy, the most energizing, etc.
SOCIAL ACTION ACTIVITY: Have students conduct research on popular artists mentioned in the
back of the book and create fact sheets to be shared with the group.
CLOSING ACTIVITY: Allow students to share work completed in cooperative groups.
43
Week Four:
Country
Have students create their own tambourines to play like in Titos band. In order to complete this task
students will need the following supplies: a Ziploc plastic bag, a handful of jingle bells, and two pieces
of cardboard cut close in size to the plastic bag. Begin by sliding one piece of cardboard inside the bag.
With the bag lying on its side, place the bells on top of the cardboard. Next, place the other piece of
cardboard on top of the bells. Push the air out of the bag and zip it closed. To add glitz and color to
your tambourine, add glitter, sequins, or confetti to the bag before closing. If Internet access is available,
play a song by Tito and have students tap their tambourines with him.
LEVEL I
Required: Revisit some of the music by Tito Puente previewed in the opening activity. As students list
the music have them draw shapes and colors to show the feelings they experience while listening to
Titos music. Share the musical drawings with the class. How are the drawings similar? How are they
different? What words could you use to describe the colors and shapes drawn in response to salsa music?
DAY: 4
BOOK: Xochitl
44
LEVEL I
Choose at least two: Xochitl spoke a lot about the similarities and differences between El Salvador and
where she now lives in the U.S. Take a piece of plain construction paper, fold it in half. Label one side
El Salvador and the other U.S. Illustrate the differences between both countries based on what
Xochitl talked about in the book.
Use the art supplies provided to create your own flowers these will be used to create a bulletin board
for the classroom and will be their own nursery like in the story.
What did Doa Candelaria say to Don Roberto to change his mind? What do you think they said in
their conversation? Imagine this scene and write the dialogue and illustrate the way you think this scene
would have looked in the story.
The book was full of murals. Use the paints, markers, crayons and other materials to create a mural
depicting your favorite neighborhood or community spot. Remember that murals are very colorful and
tell a story.
SOCIAL ACTION ACTIVITY: The Flores work together to make an ugly place into a beautiful one.
Have a discussion brainstorming different areas of the community the class recognizes as somewhere
that could use some attention cleaning up, flowers, etc. Students will plant a flower seed in a cup to
grow in the classroom. When ready, students will be able to plant their flower where they choose.
CLOSING ACTIVITY: Students will share their artwork with classmates.
45
Week Five:
World
Required: Each student will receive materials to plant seeds. Guide the students in planting their seeds
and ask them to pay careful attention to the directions as they will be working with a partner to write a
how to plant flowers booklet. Once the seeds are planted, discuss how to care for them and then place
them in a sunny place in the classroom. Working with a partner, write and illustrate a how to grow
flowers book. Give each pair of students one piece of lined paper. Each pair will write and number the
steps on how to grow flowers. Review their steps and edit where necessary. Once each group has
finished writing their steps, they will gather the necessary materials to create their book; paper, crayons,
markers, etc. Each pair will work on writing and illustrating their how-to book.
DAY: 5
BOOK:
46
The librarian and his burros, Alfa and Beto, have a unique way of bringing books to people who do not
live near a traditional library. Working with one partner, complete a Venn diagram comparing your
school library to the Biblioburro (see Appendix for Venn diagram instructions). What do the two
libraries have in common? What makes them different from one another?
There are Spanish words sprinkled throughout the text; using five sheets of white paper folded in half
and stapled, create a bilingual picture dictionary. On the front cover write Waiting for the Biblioburro:
Bilingual Dictionary. Write each of the following words on the top of each page: abecedario, biblioteca,
bibliotecario, burro, cuentos, domingo, haba una vez, iii-aah, jueves, libro. Under each word write the
English word and make a colorful illustration to explain the definition of the word. Share your picture
dictionary with your partner.
Choose your favorite illustration in the story. Find the ONE part of it that you love and recreate just
that one part. Make sure that your illustration is colorful and detailed.
SOCIAL ACTION ACTIVITY: Have students share ways that they could impact others in their
community, home, or school in a positive manner. For example: What could you do to help elderly
neighbors? How could you help people who do not understand English but speak another language that
you understand?
CLOSING ACTIVITY: Have students share their illustrations and retell their story to the group.
47
Week Five:
World
Choose at least two: The librarian tells Ana that she, too, could be an author. She excitedly grabs
paper, string, and colored pencils and creates her own book. The librarian decides to take Anas book
along with the other books carried by Alfa and Beto to share with readers in other villages. Working
with a partner, create a wordless picture book that is a retelling of one of your favorite stories.
LEVEL I
Required: In the story, Ana becomes a talented storyteller as she makes up stories to share with her
little brother at night to help him go to sleep. Create three detailed, colorful illustrations depicting what
happens in the beginning, middle, and end of the story. Write key words on the back of each picture to
help you remember what you need to include in the story as you tell it, such as characters names, the
setting, the problem, and the solution. Practice your storytelling skills with a partner using your pictures
and key words to guide you as you tell the tale. Listen to your partners story in return.
LEVEL I
Week Five
DAY: 1
BOOK: Dear
48
LEVEL I
MAIN ACTIVITY: Read and discuss the book Dear Primo: A Letter to My Cousin. Read the Authors
Note in the back of the book and ask: Did anyone predict the story would be about the U.S. and
Mexico? Ask the students to pay careful attention for the similarities and differences between the
cousins lives.
49
Week Five:
World
DAY: 2
BOOK: Yum!
50
Required: Locate the parts of the illustrations that are exaggerated and very fanciful (i.e. the bird on the
bluebird page). Ask the students why they think the artist did this. What do they think he wanted to
accomplish? Each student will write a Haiku about their favorite food and illustrate it in the style of the
artist.
A Haiku is an unrhymed three-line poem based on a traditional Japanese poetic form. The traditional
pattern in English is to write the first and last lines with five syllables each, and the middle line with
seven syllables. The pattern of syllables looks like this:
Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables
The last line of a Haiku usually makes an observation about the topic. Start writing!
Choose at least two: Discuss how foods get from the places where they grow to markets. Working in
small groups, have the students explore questions such as: Who harvests the plants? How are they
transported? What is the travel time? Do they need to be refrigerated? Are they prepared or processed in
some way before they are sold? Make illustrations in the style of the artist to present your findings.
Write a letter to the author explaining your favorite part of the book; be sure to use details as she did in
her poems.
Pretend that your favorite food can talk. Write a conversation you would have with it. What would you
tell your favorite food? What would it tell you?!
Draw your favorite part of the book.
SOCIAL ACTION ACTIVITY: Write a letter to your local grocery store and inquire about how they
select their suppliers. Are they buying their produce from locally owned farms or not? Ask them why or
why not.
CLOSING ACTIVITY: Students will share Haikus and illustrations.
51
Week Five:
World
LEVEL I
DAY: 3
BOOK: First
Day in Grapes
and texts with peers and adults in small and larger groups.
SL.2.2.
Recount or describe key ideas or details from a text read aloud or information presented
52
LEVEL I
What message does Chico feel his mother has given him when she puts her hands on him to
straighten him up?
Why do you think Chico chooses the picture of a white house for his writing assignment?
How do you think the house in the picture differs from the ones he usually lives in?
How does Chico use his mathematical ability to stand up to the bullies?
What do you think Chico learns about getting along with other people? What does he learn
about dealing with bullies?
Choose at least two: Chico and his family move quite often why do you think move from one place
to another? Have you ever moved? What was it like? Write a short paragraph telling about this.
Chico faced quite a few challenges; he was brand new to his school and he was bullied on his first day
of school. What is a bully? Why do people act that way? How would you react to being bullied? Draw a
picture demonstrating your response to a bully. Write a few sentences to describe your picture.
Retell the story through illustrations no words! Share your illustrations and retell the story to others.
Have students write a book review in which they discuss the best part of the story, what they learned,
would they recommend the book, how many stars would they give it, etc. Have students also include an
illustration of the book from their perspective.
CONFLICT RESOLUTION ACTIVITY: Chico was bullied by two boys on his first day of school. He
responded to them in a nonviolent manner. Think of other nonviolent ways to deal with bullies.
CLOSING ACTIVITY: Share one of your cooperative group activities with the class.
53
Week Five:
World
Required: In the story, Ms. Andrews asks the new students to introduce themselves to the class. Ask
students to pretend that they are new to your school and are going to tell the class about themselves.
Have the students write a few sentences about how they would introduce themselves. Go around the
room and let each student introduce themselves.
DAY: 4
BOOK: Miss
Rumphius
54
Using index cards, students will write/dictate a postcard to send to someone at home, from a place
theyve daydreamed about visiting.
Using gardening/seed catalogs or sales ads from a nursery, students should write story problems.
Exchange with a partner and solve.
CLOSING ACTIVITY: Students should share travel brochures and/or postcards. Then tell about their
favorite place of all the places Miss Rumphius visited.
55
Week Five:
World
SOCIAL ACTION ACTIVITY: Have students identify what they could do around their school or town
to make it more beautiful. Record responses on chart and encourage your students to choose a few
activities to act on now.
LEVEL I
Have students write a letter to Great Aunt Alice and share with her what you will do to make the world
better. Include an illustration.
DAY: 5
BOOK: All
56
Have students create then and now collages. Using old magazines for pictures and words to depict life
before and after the Emancipation Proclamation.
A Picture is worth a 1,000 words: Use picture prompts for students to discuss life before and after the
Emancipation Proclamation. Discuss differences, and the rights that people obtained from it. This
activity should highlight the significance of freedom and how we have many rights now that we didnt
have before. Online images can be used to gather pictures that depict the past and present.
Reflect on the reading, video and learning investigations, list things that you are most proud of in yourself,
family, community, country and world. Make a collage banner using words and pictures to display.
SOCIAL ACTION ACTIVITY: Have students plan their own Juneteenth Celebration. The celebration
could include a pride walk, picnic and program. Parents and staff should share in the celebration.
Students can share what they are proud of during the pride walk. NOTE: The collage banner (Activity
E) can be carried during the pride walk.
The pride walk can be a time to:
a. share what they know about Juneteenth
b. time to celebrate accomplishments
c. share things that they are most proud of
d. celebrate one another by dressing up, playing games and sharing food
CLOSING ACTIVITY: Have the students present the work that they completed in their cooperative groups.
57
Week Five:
World
Choose at least two: Discuss with the students the significance of the smell of honeysuckle in this
story. Honeysuckle wakes them up every day and appears to be a symbol of a new day/beginning.
Gather items ahead of time for the children to smell, like: apple pie, bacon, tea, mint, cinnamon, pine,
grass, dirt, etc. Make an experience chart to record their thoughts. The prompt could read: When I
smell _____________, I think of _____________ and I feel ____________. Each students favorite
scent and thoughts should be recorded.
LEVEL I
Required: Watch a video on YouTube about Juneteenth. Suggested video can be found at:
https://www.youtube.com/watch?v=2UqqkSWfZgc. The title is Juneteenth Celebration (Educational
Video for Children/Kids). This video can give the students some background information on
Juneteenth and its significance.
LEVEL I
Week Six
Weekly Theme:
With Hope, Education and Action
The overall goal for the week is to examine the lives of people who made a difference in their own lives
and the lives of others with hope, education, and action. The books for this week will motivate students
to do all they can to ensure that they get a high quality education, and empower them to take action to
make their hopes and dreams become reality.
DAY: 1
BOOK: The
AUTHOR: N. Joy
ILLUSTRATOR: Nancy Devard
DAILY THEME: friendship, trust, and promise
FOCUS SKILL: point of view
COMMON CORE STANDARDS:
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL. 2.3 Describe how characters in a story respond to major events and challenges.
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about,
state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and,
also) to connect opinion and reasons, and provide a concluding statement or section.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify, analyze, and evaluate plot, character development, setting, and point of view as they are
used together to create meaning in the story.
Analyze information in story in order to make inferences and generalizations about the narrators
point of view through a role-playing activity.
MATERIALS: crayons/pencils/paper/scissors/glue/index cards/markers/embellishment items
OPENING ACTIVITY: Play the telephone game. Sit in a large circle. Pull a secret from a box and
whisper it to a student. The student will whisper the secret to another student. The game will end when
all students have passed the secret. The last student will reveal the secret to see if it changed from the
original message.
58
LEVEL I
MAIN ACTIVITY: Read and discuss The Secret Olivia Told Me.
Recommendations for discussion (Refer to the questions in the back of the book):
What do you think the balloon throughout the book represents?
What do you think the secret was?
What lesson did the characters learn?
Why do you think the author decided to keep the secret a secret?
Are there secrets that can be harmful if kept?
Who are some people we can trust with our secrets, especially those secrets that make us
uncomfortable?
How
do we know the difference between a good secret and a bad secret? Can you give an
example of each?
COOPERATIVE GROUP ACTIVITIES:
Required: Have students write an alternate version of the story if the secret was kept a secret.
Choose at least two: Have students write an acrostic poem using the word SECRET on how to be
a good friend.
Students will draw pictures that illustrate the cause and effect of a secret. Have them write sentences
that explains the cause and effect.
Share an appropriate example of an advice column with students. Provide fictitious scenarios.
Have students give advice.
Have students imagine how the characters in the story look. Then have them draw how you think they
may look.
Have students create a personalized Top Secret journal based on safe secrets that they have as a class.
SOCIAL ACTION ACTIVITY: Form a debate team in which half of the class defends why its good to
keep a secret, and the other half defends why its good to tell a secret. Each team should provide
examples that support their position. Individual students can be selected to give the debate
introduction, argument and conclusion for their respective sides.
CLOSING ACTIVITY: Students will play the telephone game again. Discuss the importance of secrets
and how they may change if they are passed from person to person. Discuss when and if a secret should
be told.
59
DAY: 2
BOOK: Wangaris Trees
60
In small groups have students discuss different types of food that have seeds inside them. Record
responses on a sheet of paper. Have students create an illustration of a basket full of foods that have
seeds, and label the foods. Explain to students that fruits and vegetables start out as tiny seeds.
Have students make predictions about the growth of their plants. Ask: How long do you think it will
take your plant to grow? What will your plant look like when it sprouts? When is it fully grown? Then
students should illustrate how they think the plant will look during different stages of growth. Explain
that like Wangari, the trees that eventually helped to transform the community started out as seeds also.
Have students consider that before Wangaris dream became reality with trees filling the entire country,
all she had was a few seeds and one idea of how to change her community. Discuss with students that
their seeds are like dreams and before they can grow into a big flower, it will require dedication,
patience, water and sunlight. Ask students how does this relate to their real world experiences?
Have each group write and present a commercial to promote Wangaris plan.
Divide students into two groups. Work with each group to learn more about the Nobel Peace Prize,
qualifications of recipients, names of past recipients and why they won. Then each group should
prepare a brief oral report to share what they learned.
CONFLICT RESOLUTION ACTIVITY: Have a few students volunteer and role-play different events in
the book. One group will be Wangari and her friends planting trees, another group will be the
construction workers who want to create buildings, and the next group will be neighbors that laugh and
make fun of Wangari and her friends. Have students discuss what happened when Wangari faced
obstacles and received negative criticism from others as she tried to make a difference in her
community. Discuss ways students could respond appropriately when confronted with the same or a
similar situation.
CLOSING ACTIVITY: Have groups identify one thing that they would like to see changed in their
community. Have students identify what they can do to make a difference in the lives of others.
61
Choose at least two: Label plastic cups to indicate student names. Provide students with plastic spoons
and soil. Have students work in groups to plant the seeds in a plastic cup. Have them place their plants
in a sunny area of the classroom or outdoor play space. At the end of Week 6 have students take their
plants home.
LEVEL I
DAY: 3
BOOK: Where
Fireflies Dance
62
Choose at least two: Think about a time when music was important to your family. Draw a picture of
this memory and tell a little about your picture.
LEVEL I
Required: Have students work in pairs to create figurative language pertaining to their childhood.
Think about the title of the book and create a phrase that reminds you of something important in your
life. Use vivid words (adjectives) to describe the event.
Share a story that your family has shared with you. Write this story on paper.
Draw a detailed picture of your childhood. Write about the picture using many vivid words to describe
it in detail.
SOCIAL ACTION ACTIVITY: Write about dreams and their importance. How can you follow your
dreams? What does that mean? Does everyone have dreams to follow?
CLOSING ACTIVITY: Have students review figurative language/adjectives and share their social action
activities.
63
Share with a partner what you think your destiny is. How can you go about finding this destiny?
DAY: 4
BOOK: Angels
Kite
64
Create a picture about your town using scrap paper. Use Rodolfo Morales illustrations as your
inspiration.
Think about if you could have any kite in the world. What would it look like? Where would you fly it?
Use the supplies to create this kite.
LEVEL I
Choose at least two: Write about what you think happened to the bell. Use your imagination and be
creative (Think: Where did the bell travel? Who took it?).
Write about a time when you worked hard to get something that you wanted.
65
SOCIAL ACTION ACTIVITY: In Angels Kite a bell goes missing. This bell is of great significance to the
town and everyone is mixed up when it is gone. Think about time when something important to you
went missing. Write about this moment and how it made you feel. What was the item? Where did it
go? How did you feel? Did you end up finding it?
DAY: 5
BOOK: Rons
Big Mission
66
Choose at least two: Work with students to make an illustrated class book showing what profession
they want to pursue when they grow up. Remember to discuss what types of skills are needed for the
different professions.
Group students in pairs. Have each pair write a thank-you card to Ron for making a difference.
Pair students with a different partner. Have each pair design an airplane with special features. Students
will label each part and explain why each part is essential.
Have groups of students create a Word Cloud with words used to describe Ron. Students may need to
use the word wall to identify the different descriptive words.
SOCIAL ACTION ACTIVITY: Have students role play an interview between Ron and a news reporter
about his big mission. Then students should identify other incidents of people engaged in peaceful
resistance. Record responses and discuss the outcome of each incident.
CLOSING ACTIVITY: Together read the class book about future professions of the students.
67
Based on what students learned about Ron, have each group create a collage that is representative of
Ron. The collages should reflect the type of person he was, his hobbies, his goals, etc.
LEVEL I
Required: Have students work in pairs or trios. Give each pair or group a drawing or have each pair
draw an empty head. Inside the head students should write and draw any symbols, images, and words
that may have been in Rons mind as he thought about his big mission and what he wanted to be when
he grew up.
LEVEL II
LEVEL II
Book List
Books
Authors
Eric Velasquez
Amada Irma Prez
Eric Velasquez
Jonah Winter
Jonah Winter
Jeanette Winter
Benjamin Alire Senz
Amada Irma Prez
Ren Colato Lanez
Patricia McKissack
Francisco Jimenez
Alma Flor Ada
Carmen Tafolla
Amy Hest
Jonah Winter
Alan Schroeder
Monica Brown
Linda Jacobs Altman
Cindy Trumbore
Juan Felipe Herrera
Arthur Dorros
Duncan Tonatiuh
Rudolfo Anaya
Jonah Winter
Jorge Argueta
Monica Brown
Duncan Tonatiuh
H = hardcover title
70
LEVEL II
*Note that the following standards are addressed in every unit, with the exception of the genre.
Reading Literature
n
Writing
n
W.5.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
71
Week One:
Self
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.2. 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.
RL.5.3. 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).
LEVEL II
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the text
RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
LEVEL II
Week One
DAY: 1
BOOK: Grandmas
Gift
information.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify the traits of a character based on their actions.
Make connections to self, other texts and the world while reading the book.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and
pens/markers/index cards/poster boards/research on liberated slaves/paint/paintbrushes/Internet
access/recipe books/shoebox wrapped with several layers of newspaper and gift wrapping paper
OPENING ACTIVITY: Using a web chart with the word gift in the middle, identify times people give
others gifts as a group. Students might say gifts are given on holidays, birthdays, Mothers or Fathers Day.
Pass around the shoebox-wrapped class gift. Ensure that there are at least 10 layers of wrapping paper
on the box. Pass the box around and invite students to share a time they received a special gift. After
they share a special gift, students can unwrap one sheet of wrapping. Ask students to reflect on what
made the gift so special. Did it inspire you? Students can also think about a time they made a personally
meaningful gift for someone and what made that special. (Shoebox can be empty on inside or include a
note Grandmas gift.)
72
Read the Authors Note at the end of the book. Ask students to make predictions about what they think
Grandma gifted Eric with. What type of influence do you think the gift had on Eric?
MAIN ACTIVITY: Read and discuss Grandmas Gift.
Required: Eric and Grandma were excited to see someone who looked like a person from El Barrio in
the museum. They learned that Juan de Pareja was a slave in Puerto Rico who was liberated by famous
painter Diego Velazquez. Research images of former/liberated slaves. Ask students to select a person to
learn about. Students will illustrate a portrait of the individual and include a small index card with key
information about the individual. Encourage students to include portrait measurements, describe the
medium they use (colored pencils, markers, paint, etc.), and the title they have given the portrait. Hang
portraits around the room for a gallery walk later in morning. Individuals can include Nat Turner,
Harriet Tubman, Sojourner Truth, etc.
Choose at least two: Have students develop an illustrated Spanish-English dictionary with the words
presented in the book.
LEVEL II Week One
73
LEVEL II
Week One:
Self
Have students create a recipe book. Go back to the pages where Grandma describes how to make pasteles
and write the step-by-step recipe. Be sure to include where to purchase the ingredients, and why. Next,
research and write one of your favorite recipes. Collect all individual recipes to make a class cookbook.
Plan a trip to an art museum as a site for afternoon activities. Invite families to participate and
chaperone. If funding is lacking offer directions and information for children to encourage their families
to take them to a museum. Alternatively, technology provided, plan a virtual museum field trip. Ask
students how many portraits of people who look like them do they expect to see.
Write and illustrate a journey or field trip you have taken. Be descriptive. How did you get there? Who
did you go with? What did you like most/least about your experience? Any memorable moments?
Locate Puerto Rico on a map. Puerto Rican ancestry is Spanish, African and Taino (Indigenous).
Research the history of slavery in Puerto Rico. Where were slaves taken? What was their role on the
island? How and when was slavery abolished? (Look up El Castillo and El Morro).
Research the life of Juan de Pareja and/or Diego Velazquez. What were their lives like? What were some
of their individual contributions to the world? Create an 8 x 11 poster with key information and an
illustration of the selected person.
CONFLICT RESOLUTION ACTIVITY: Grandma is uncomfortable leaving El Barrio, a 20-block
radius that is familiar, where she knows all the residents and speaks the dominant language: Spanish.
When Grandma takes Eric to the art museum she is very uncomfortable and emotionally unsafe
because she does not recognize anyone nor understand English.
How does Eric help Grandma resolve her inner conflict? What does he do to help Grandma feel safe?
What was Grandmas response?
Imagine how it would feel to go somewhere new where people spoke another language. What are some
things you could do to feel more comfortable?
How would you support a student who is new to your neighborhood/school?
SOCIAL ACTION ACTIVITY: Some schools lack funding for art classes, specialized art programs and
field trips to art museums. Have students create a fundraising and social awareness campaign for schools
in your community to increase art exposure. What types of activities can raise funds so schools can
increase scholars exposure to art? Are there city or private grants to support arts programming?
Develop posters discussing the significance of exposure to the arts for young people. Think about how
Erics life was influenced by his trip to the museum and Grandmas gift.
CLOSING ACTIVITY: Reflecting on the book (pasteles, posadas, and Christmastime in El Barrio), have
students share activities and events that help form and strengthen bonds in your family and in your
community. Have students share their homemade recipes from the class recipe book. Play traditional
Puerto Rican music as students engage in a gallery walk around the room. Invite students to comment
on and appreciate peer illustrations and share what they have learned. If accessible, cook or purchase
Puerto Rican pasteles, plantains or arroz con gandules for students to taste.
74
DAY: 2
BOOK: My Very
Own Room
75
LEVEL II
Week One:
Self
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon
a topic; summarize the text.
W.5.8 Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
76
Interview a character from a book. Prepare questions to give another student. The reader assumes the
role of the character in the book and answers the questions as that character.
Create a diorama that represents your favorite part of the story. Write a summary to accompany it.
SOCIAL ACTION ACTIVITY: In the interview the author talked about her family and their move to
the United States from Mexico. In the authors note Prez talked about her and her brothers jobs and
career choices and said, We are all committed to improving the lives of those who are struggling with the
realities of poverty or adjusting to a new and different life. What do you think she meant by that? Do you
know people who may be going through a similar struggle? What can you do to help others? What
ideas do you have? Are there things we could all do to help those struggling with poverty and/or
adjusting to a new life in a foreign place?
LEVEL II
CLOSING ACTIVITY: Students will share their quilt squares and tell why they chose to illustrate that
particular part of the story.
Week One:
Self
77
DAY: 3
BOOK:
Grandmas Records
78
Where did Grandma and her nephew Sammy, the musician, come from? Is it part of the United
States? What languages are spoken there? Where does she now live? Why did she move to El
Barrio?
Technology has changed since Grandmas time of listening to music on a record player. Eric
listened to cassette players, 8 track tapes and CDs. How do you listen to music?
What are traditions? Why are traditions important?
Think of a tradition you like to observe with your family. What is it and why?
Think about a time you have spent with a grandparent or a loved one that could be turned into a story.
Write a story about one of those personal experiences. Dont forget to illustrate.
LEVEL II
Required: Eric recalls music-filled summers with Grandma in El Barrio playing records, dancing,
sharing stories of her home in Puerto Rico, and having fun together. Students will take this time to
make connections to the text. Families are diverse. Stress that a connection can be made through a
relationship with any responsible adult. Grandmas name can be substituted for anyone that a student
holds as a respected and loved individual.
Week One:
Self
Choose at least two: Have students decorate a record cover to display on the bulletin board.
Have students create a song, rap, or poem. Dedicate the song to an adult.
Have students draw a picture of a special moment when you received a gift or gave a gift. Write what
made it special.
Have students make a record and label out of construction paper. Use construction paper and paper
fasteners to make a record player. Use the record label to write the main idea/central message.
Have each student draw a picture or outline of his/her state. Label the name and location of the city.
Student will draw themselves on the state and then write in a complete sentence the city and state that
they live in. Have them write about their memories.
Have students think about the similarities and differences between Erics family and their family.
Students will create a Venn diagram with Erics family and their own.
SOCIAL ACTION ACTIVITY: Form debate teams in which students decide whether listening to music
on the radio, CDs or a concert is better. Which would you choose?
CLOSING ACTIVITY: Play Puerto Rican bomba y plena Ismeel Riveras El Bombon de Elena on
YouTube. Students can clap to the beat and learn the dance.
79
DAY: 4
BOOK:
Frida
information.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Create a self-portrait with watercolors, tempera or acrylic paint.
Learn about and discuss Mexican folk art that influenced Frida Kahlo.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/paint/paintbrushes/Internet access/poster board/tissue paper/glue/magazines
OPENING ACTIVITY: Use a web chart to name all the visual artists students know. Circle any that are
women. Share with students that they will learn about the famous Mexican artist Frida Kahlo.
Have a map of Mexico available and show the region where Frida is from. Ask students to make
predictions about the book based on the front and back cover. Ask students what or who they think
inspired Frida to become an artist.
MAIN ACTIVITY: Read and discuss the book Frida.
Recommendations for discussion:
Look at the first page. Why does the Sun have eyebrows that are characteristic of Frida?
What do you know about Mexico? Where is Cayoacn?
What does it mean that Frida thought the world was Mexico?
How did Frida learn to paint?
Why do you think Frida feels lonely even though she has several siblings? What does Frida enjoy
doing?
What is polio? Can you imagine spending nine months in bed at age 7?
80
Choose at least two: Imagine you were Frida after the bus accident. Draw on your body cast. Make an
outline of a body cast to decorate with art work. www.pearmama.com/2014/07/frida-kahlo-body-castprintable/ What would life be like?
Use magazine clippings, colored tissue, different colored construction paper and paint to make a Frida
Kahlo portrait collage.
Oaxaca is one of the largest and poorest states in Mexico, with some of the richest traditions and
folk art. Oaxacan Figuras de Madera or figures of wood are internationally known and sold. Show
students images of Mexican folktales and art. Look at images of the Oaxacan Alebrijes. Encourage
students to draw their own examples of animals with detailed designs from Oaxaca.
www.nmai.si.edu/exhibitions/gm/enter.html
Research and learn about other female artists. Make a mini-poster on the artist, country of origin,
influences, style and post around the room.
Frida was an inspiration to many artists including aspiring women artists. Name and identify someone
who inspires you. Write a thank you letter to the person who inspires you.
SOCIAL ACTION ACTIVITY: Frida was a strong voice for women in a time when women lacked the
rights they currently have today. She spoke out against unjust matters and advocated for indigenous
rights. Identify issues that affect women in your community. Think of a campaign or fundraising event
you can do to contribute funds to a local agency or organization that supports women.
CLOSING ACTIVITY: Have students present self-portraits and other artwork. Display around the room.
Read the authors note and the illustrators note at the end of the story and discuss. Have students share
what they learned about Frida and Mexican folk art.
LEVEL II Week One
81
Week One:
Self
Required: Frida became extremely well known for her self-portraits, in particular her unibrow. Have
students bring mirrors to create a self-portrait with watercolors, tempera or acrylic paint. Encourage
students to spend time looking at themselves and identifying their favorite features about themselves.
LEVEL II
DAY: 5
BOOK:
Diego
information.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Work as a team to create a mural centered around a theme from the book.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/paint/paintbrushes/Internet/printed art work from several artists (Diego
Rivera murals and pieces, Frida Kahlo, Olga Costa, Carlos Mrida, Jos Clemente Orozco)
OPENING ACTIVITY: Introduce students to the word mural. Post the definition on the board and
discuss. Have students complete the K-what they know, and the W-want to know about murals and
Diego Rivera on a K-W-L chart.
MAIN ACTIVITY: Read and discuss the book Diego.
Recommendations for discussion:
Where is Diego born and raised? What other Mexican artists are you familiar with?
What interest does Diego show from a very young age?
How do Diegos parents respond to his interest? What would you have done if you were Diegos
parents?
What do you enjoy about drawing/painting? Have you ever made something you or someone
you know were really proud of? Describe the process and time dedicated to making it. How does
it compare to Diego and his work?
Describe the illustrations in the book. Are particular cultural elements visible? Be specific.
What special events take place in Diegos life? Describe their impact.
Share special events that have impacted you in your life.
82
Can you see Frida in Diegos book? Where is she? What was her relationship to Diego?
What is unique about Diego Riveras style? How would you describe his art? What influenced
his paintings?
Have students research and learn about additional Mexican artists: Frida Kahlo, Carlos Mrida, Jos
Clemente Orozco, Olga Costa. Choose one and write a brief biography of the artist. Be sure to include
a visual.
CONFLICT RESOLUTION ACTIVITY:
Conflict: As a child Diego liked to color and draw on any surface including his bedroom walls.
Resolution: Diegos parents painted a wall black with special paint so Diego could color on that wall.
Write about a conflict you have had in the past with your family, and the steps you took to resolve it.
Title the paper, My conflict and resolution.
SOCIAL ACTION ACTIVITY: Increase awareness of Mexican artists and their contributions. Students
will plan and host a community event highlighting Mexican artists Frida Kahlo and Diego Rivera.
Students will prepare an art gallery exhibit with student art and artist art with descriptions of each
piece. Invite student families and community members. Assign student roles for the event including:
leader, presenter, time-keeper, encourager, errand-runner, usher (s) & greeter.
CLOSING ACTIVITY: Have students share art and define roles for community art day. Complete the
L column in the K-W-L chart with things learned after reading the book. Encourage students to share
their favorite Diego Rivera piece.
83
Week Two:
Family
Research and learn about the Mexican celebration Day of the Dead or Dia de los Muertos. What
unique images are depicted on this day and why? Students should make Papel Picado. Offer various
color tissue papers and ask students to select one. Follow directions at
http://pbskids.org/zoom/activities/do/papelpicado.html. Students can choose to make and decorate
Day of the Dead skulls or masks. http://www.coloringcastle.com/diadelosmuertos_coloring_
pages.html
LEVEL II
Choose at least two: Print and post several Diego Rivera mural pictures and pieces around the
classroom. Hang a blank sheet of paper by each image to allow for student responses. Students should
go on a gallery walk around the room responding to each image. Ask students to answer: What do you
see? What does it remind you of? What does it make you feel? Students can also respond to other
students. Have post-its available in case space on paper runs out.
LEVEL II
Week Two
DAY: 1
BOOK: Follow
84
MAIN ACTIVITY: Read and discuss the book Follow the Drinking Gourd.
Choose at least two: Peg Leg Joe left his left footprint as a sign to mark the trail for Molly and James.
Divide students into groups. Have each group think about the available resources during that time and
create secret signs that could be used to mark a trail. Then choose an area inside/outside the building
where the students can identify a route and mark it using the secret signs. Each group should take turns
marking their trail and have students from the other group find their way along the trail, using the signs,
until they reach their destination.
Have students locate the Tombigbee, Tennessee, and Ohio Rivers on a U.S. map. Then using the legend
on the map, have them calculate the distance from one of the southern slave states to Canada, crossing
the three rivers. Each group could calculate the distance starting from a different state. Discuss with
students how long this journey might take, given the resources and realities of the time period.
Have each group write a letter from the family to Peg Leg Joe, thanking him for helping them escape to
freedom. Review the components of a friendly letter prior to students writing their letters.
Have students work together to make a quilt of the different signs throughout the song, Follow the
Drinking Gourd. To make the quilt, students should draw the pictures on small squares ofconstruction
paper. Then mount the squares on fabric, large chart paper, or pieces of poster board. Draw short lines to
connect the pictures representing the stitches on a real quilt.
SOCIAL ACTION ACTIVITY: For many families, spirituals similar to Follow the Drinking Gourd
provided hope and strength during difficult times. Brainstorm people in students lives that could benefit
from hope and strength. Divide students into groups and have them write a song or poem intended to
inspire hope and strength.
CLOSING ACTIVITY: Listen to a recording of the song, Follow the Drinking Gourd. Have students
journal a response to this song. What is the tone? How does it make them feel? What clues do they hear
in the song?
85
Week Two:
Family
Required: The actions of Molly, James, and Peg Leg Joe tell us a lot about their characters. Divide
students into pairs and have each pair create an open mind portrait for one of these characters. Students
should draw an outline of their characters head. On the inside of the outline, students should add words,
symbols, and images to describe the thoughts and personalities of these characters. Have each pair present
their open mind portrait and explain how they chose what to include.
LEVEL II
DAY: 2
BOOK: A
86
LEVEL II
Imagine you are Little Diego. How do you think it would feel if your grandfather lived in
another country and you seldom saw him?
Little Diego uses comic books to help with his reading, just as his father did. What is something
that your parents did as children that you now do?
Little Diegos family has specific foods, songs, and customs for birthdays. Does your family have
any of the same customs as his does? What are some of the special ways your family celebrates
birthdays?
Little Diego is named after his grandfather. Are you or any of your family members named after
someone special?
Gabriela seems to have little patience for her brothers imagination. Do you have siblings who do
not seem to understand you?
Little Diego keeps special things hidden in a box under his bed. Do you have a secret place for
your treasures? What items are in your special place?
Imagine you were Pap Diego. How would it feel to risk crossing the border every time you
wanted to see your son and grandchildren?
After the story ends, the notes on the book and the authors provide some extra details. What did
you discover about the author that may explain why he decided to write this book?
Look at the illustrations in the book. Who is the illustrator? How is his story similar to the book?
Choose at least two: Have students work in small groups to rewrite the story from Gabrielas point of view.
Geronimo Garcia made the illustrations for the book using modeling clay. Provide students with
modeling clay and have them work in pairs to recreate one of the illustrations in the book. Remind
students of the importance of patience when using different mediums.
The notes from the book mention two historical figures (Benito Jurez and Abraham Lincoln). Research
facts about Jurez and Lincoln. Present facts to students in the form of a Venn diagram. Have students
work together to write short essays comparing and contrasting the two figures (See Appendix for Venn
diagram instructions).
Have students write and illustrate a trip they have been on to see a relative or friend that they miss.
Encourage students to be descriptive. Use the questions to guide the narrative about the trip: How did
you get there? Who did you go with? What did you like most/least about your experience? Any
memorable moments?
87
Week Two:
Family
Required: Little Diego had to learn to accept that his grandfather lived in a different country from him
and was not able to visit as often as he would like to. At the end of the book, Pap Diego traveled via
bus from la Ciudad de Chihuahua, Mexico, to El Paso, Texas. Show the students the map of how long
this journey would have been. Ask students to work in groups of two or three to create an illustrated
postcard (poster board size) that Pap Diego could have sent to Little Diego during his bus journey.
Research images of cities/historical and cultural sites along the route. Ask students to select a place to
learn about. Students will illustrate one side of the poster board with an image representing the chosen
place. On the opposite side of the poster board, students will write a letter from Pap Diego to Little
Diego, describing a few details of the site. Before the morning session ends, students can present their
postcards to the group and read their letters aloud.
CONFLICT RESOLUTION ACTIVITY: Little Diego convinces himself that getting a Superman suit
for his birthday will give him the power to fly to Mexico and see his grandfather. When the suit does
not help him fly, he is very disappointed and throws the suit into the trash.
How does Little Diegos father help him resolve his inner conflict? What does he do to help
Little Diego feel loved? What was Little Diegos response?
Imagine how it would feel to live far away from a loved one. What are some things you could do
to stay in touch between visits?
How could Gabriela have been more supportive of her brothers situation?
SOCIAL ACTION ACTIVITY: Many families are divided by borders and the lack of immigration
reform in the United States. Have students create a fundraising and social awareness campaign for
schools in your community to increase public awareness of the issue.
What types of activities can raise awareness so schools can increase students exposure to the political
process? Are there existing community organizations already involved in immigration reform?
Have students develop posters illustrating the families and communities divided by boarders and the
need for immigration reform. Think about how much more often Little Diego would be able to visit
Pap Diego if crossing the border was easier.
CLOSING ACTIVITY: Reflecting on the book (comfort foods, birthdays, missing loved ones), have
students share activities and events that help form and strengthen bonds in their family, regardless of
distance. Share the postcards from Pap Diegos bus trip to El Paso.
If accessible, cook or purchase el champurrado for students to taste.
88
DAY: 3
BOOK: My
89
LEVEL II
Week Two:
Family
90
Beginning
Middle
End
LEVEL II
Textual evidence/page #
Textual evidence/page #
Textual evidence/page #
Textual evidence/page #
Textual evidence/page #
Week Two:
Family
Textual evidence/page #
91
92
DAY: 4
BOOK: Playing
Lotera
93
LEVEL II
Week Two:
Family
94
DAY: 5
BOOK: The
Honest-to-Goodness Truth
95
LEVEL II
Week Two:
Family
How did Virginia Washingtons comments about Ol Boss help Libby understand the confusion
that her telling the truth caused?
What is the difference between telling the truth and tattling?
Effect
Have each student choose a card and find his or her partner with the matching card. Pairs should
present their cards and explain why they match. As each pair presents, have them add their cards to
a T-chart labeled Cause/Effect.
Choose at least two: In The Honest-to-Goodness Truth, Libby learns that there is a balance between telling
the truth and being hurtful. Create a collage poem about telling the truth. Collage poems include words
and phrases from the text, as well as images. Prepare for this activity by writing down excerpts from the
book, such as, She whispered back, and All I did was tell it like it is. So there! Provide students with these
excerpts, magazines, markers, and other items for collage making. Students can use text passages in their
entirety, or cut out specific phrases/words.
Create a T-chart labeled Tell the Truth!/Keep it to Yourself! Brainstorm and list situations when telling
the truth is appropriate and when it is not. In pairs, create an extended ending to the story where Libby
faces one of these situations. Describe and illustrate how she reacts.
Libby corrects her mistakes by apologizing to the people she hurt. Have students think of someone they
may have hurt by either lying or telling too much truth. Have students create apology cards to these
individuals explaining their feelings.
96
Check out from a library the book Americans Who Tell the Truth by Robert Shetterly or visit the website
http://www.americanswhotellthetruth.org/. Group students into pairs and then have each pair select a
person from the book and create an informative poster about how that person telling the truth changed
this country or the world.
CONFLICT RESOLUTION ACTIVITY: Divide students into groups. Give each group a scenario
describing a situation in which telling the whole truth might be a questionable decision.
(For example: You know that your friends family is experiencing financial troubles. Their electricity has
recently been cut off. Should you tell someone? If so, who? How should you tell them?) Have each group role
play the appropriate way to respond to the scenario (i.e. should they tell the truth? If so, how should it
be told and to whom?)
LEVEL II
CLOSING ACTIVITY: Share the extended endings written during Cooperative Group time. Discuss the
effects of Libbys responses to these various situations.
Week Two:
Family
97
LEVEL II
Week Three
DAY: 1
BOOK: La
Mariposa
98
Week Three:
Community
LEVEL II
99
What is the part of the story that causes you the most tension? Why? Write about it. Illustrate it.
Reflect on the story: as you are thinking about Francisco and the Jimnez family, what words come to
mind? Do a quick write-up and make a list of all the words/phrases that come to mind. Use those
words to create a poem.
SOCIAL ACTION ACTIVITY: Conduct research on migrant farmworkers in the year 2014 and
compare what you find to the conditions for Francisco and his family. Do you think they will be
better now?
CLOSING ACTIVITY: Share bio-poems with each other. Invite other classes to your dramatization.
Story Prediction
Prediction/page #
100
Actual/page #
Was I close
Y or N
DAY: 2
BOOK: I
101
LEVEL II
Week Three:
Community
Do you think the little girl likes going to both grandparents houses the same? Why or why not?
Where do you think she learned to speak Spanish? Where did she learn to speak English?
How did the grandparents know what to get her for her birthday?
Why does the girl in the book call Saturday and Sunday her special days?
Compare the breakfast she has on Saturday and Sunday.
How do her grandmother and abuelita both show an interest in birds?
Describe how both sets of grandparents dealt with the circus.
Think of the activities the little girl likes doing with each set of grandparents; how are the
activities similar and different?
What does each grandparent like to tell stories about? How are their stories similar and different?
What is each person proud of?
What are the cultural backgrounds of the grandparents and abuelitos?
What two songs were sung on her birthday? Did you recognize either?
Why do you think the author write stories?
102
DAY: 3
BOOK: What
103
Week Three:
Community
LEVEL II
Choose at least two: Write a letter to the author or illustrator and tell them what you thought about
the book. Do you have any questions for them? While authors may not have time to respond to each
letter they receive, they do enjoy letters from their readers especially those that discuss the books in
the readers own terms. Send letters to the book publishers if you cannot locate the authors address in
Whos Who, Current Biography, or another publishers site online.
Make a new book jacket. It should include an attractive picture or cover design, an original summary of
the book, information on the author and illustrator, and information about other books by the author.
Make a comic strip of the book.
Write a story about one aspect of your community. Is there a special place that you love to visit?
Is there a special or interesting person in your community? Tell their story.
Create your own paleta flavor: tell what flavor, color, and how you made it. What does it look like?
Use descriptive language as the author did in the book.
SOCIAL ACTION ACTIVITY: The community in the book was very well taken care of. Have a
discussion with the class on what they can do to assure that their Freedom School community is well
taken care of. What can each of you do to keep our community safe, clean and a place where everyone
can look forward to coming to each day?
CLOSING ACTIVITY: Each student will share their map with the class and talk about their favorite
part of their community.
104
DAY: 4
BOOK: Jamaica
Louise James
105
LEVEL II
Week Three:
Community
state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and,
also) to connect opinion and reasons, and provide a concluding statement or section.
W2.8 Recall information from experiences or gather information from provided sources to
answer a question.
Choose at least two: Have students create a plaque for someone who helps to make the community
better. If possible, have students present their plaque to the person.
Have students make a scrapbook book about Jamaica Louise James. Include the following headings for
each page: 5 Things I Know About Jamaica Louise James, 5 Words that Describe Jamaica Louise,
Accomplishments of Jamaica Louise, and Challenges She Faces.
Assign students different characters from the story. Have students create paper plate puppets and story
lines based on the following scenes: Jamaica talking to her grandmother about job; her grandmothers
reaction to the painting in the subway; two people in the subway station talking about the pictures; and
Jamaica talking to her grandmother about the birthday idea.
Everything Jamaica sees she draws. Have students draw a picture of something they see daily that tells
a story. Mount the picture on construction paper and write a short story about the picture.
Have each group make a plaque or certificate to recognize Jamaica for her big idea.
SOCIAL ACTION ACTIVITY: Have students share their big ideas about what they could do to make a
positive difference in their community. From students responses, make a Top 10 List of Big Ideas to
Make a Difference in My Community.
CLOSING ACTIVITY: Have an awards ceremony in honor of Jamaica. Someone could pretend to be
Jamaica and sit in a special chair as groups present their plaques, certificates, the skit and etc.
106
DAY: 5
BOOK: Roberto
107
LEVEL II
Week Three:
Community
information.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and
expressing their own clearly.
SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
CAUSES
What happened?
Why?
What happened?
Why?
What happened?
Why?
What happened?
Why?
Choose at least two: Create a Baseball Card. We will make a modified version on a large index card (5x7).
Front:
1. Picture and name of the person
Background information: home town, age, role
Back:
2. Major events in persons life
a. Name event
b. Name event
3. Memorable interactions (what did they do that most impressed you?)
4. Memorable quote
5. Your personal impression (why do you like them?)
Some would say that Roberto Clemente was a hero. Write a two-paragraph essay supporting or refuting
that claim. What is a hero? What are some of the qualities? Be sure to include details you learned from
the book.
Make a portrait of Roberto Clemente. Make a list of all the qualities you most admire: he was a great
baseball player, he gave his time to those in need, he was a philanthropist, etc. The portrait should
include a background that depicts his qualities: a baseball field, helping children, etc. Begin the portrait
in pencil so that you are able to edit as needed. Conduct additional research on the Internet if necessary
and if you are interested.
108
Create a timeline of Roberto Clementes life. Write dates for each event in chronological order from left
to right. Add details along the line. Include an illustration depicting what you consider the most
interesting moment in his life.
Clemente
San Juan, P.R.
SOCIAL ACTION ACTIVITY: Reread the Authors Note in the back of the book. Here you learn about
the various charity work Roberto is known for. Research further to uncover details left out in the short
note. As a class, research different charity organizations and choose one to support. Brainstorm how you
can support a cause that you feel strongly about.
Week Three:
Community
LEVEL II
1934 1972
Clemente is born in
dies near Carolina, P.R.
109
LEVEL II
Week Four
DAY: 1
BOOK: In
110
Choose at least two: At the end of the story, Augusta has a letter to write. Decide whom she is writing
to, then have the students write the letter as if they were Augusta.
Have students use poster board create a vision board with their short-term and long-term goals. The
vision board should include brief descriptions of their goals, along with pictures.
Have students think of something they value in life or something thats important to them. Use clay or
play dough and have students create sculptures of what they value. Write a description of what their
sculpture is and what it represents.
Augusta Savage decided to enter her sculptures into the County Fair and won. Create a newspaper
article highlighting Augustas success in the County Fair. Use the materials in the creation station to
create the award for Augusta.
CONFLICT RESOLUTION ACTIVITY: Discuss how children can handle situations when their parents
or guardians dont approve of an activity they are passionate about. Role-play how students can converse
with their parents about the situation while still being respectful.
CLOSING ACTIVITY: Prepare the sculptures in a gallery format and invite other classes to come see them.
111
Week Four:
Country
Augusta had a dream of becoming a sculptor. She worked hard until she reached her dreams. Discuss
what dreams the students want to reach. As a symbol of the students reaching for their dreams, have
students trace their hand and arm on large construction paper. After cutting it out, they should write
and/or draw what their dreams are on it.
LEVEL II
Required: Research other Harlem Renaissance artists. Discuss the impact of the Harlem Renaissance on
American culture. Use a Venn diagram to compare and contrast the other artists to Augusta Savage
(See Appendix for Venn diagram instructions).
DAY: 2
BOOK: Pel,
King of Soccer
112
ball. Include details such as how the fans sound and what they are saying and cheering. Re-read aloud
the italicized sections of the book that represent soccer game commentary to get a feel for this style of
writing and speaking. Draw a picture to go along with your paragraph.
Choose at least two: Create a glossary of soccer terms. Arrange the following words in alphabetical
order and write a definition for each: goal, defender, midfield, forward, dribble, pass, substitute, corner
kick, hand ball, throw in.
Many sports use similar vocabulary to describe the game. Complete a Venn diagram comparing soccer
to basketball or soccer to baseball or soccer to football. List terms that the two sports have in common
in the overlapping portion of the circles and vocabulary that differs between soccer and basketball in the
outside portions of the two circles.
Soccer teams around the world have colorful and unique jerseys (shirts) that are inspired by the flag of
their country. Ask students to choose a country and then research its flag in books or on a website such
as http://flags.nationmaster.com. Have students design and color their own jersey based on the country
theyd like to represent. They need to create NEW jerseys, they MAY NOT copy an existing one.
The goal isnt to be first, but to successfully pass the ball without dropping it or falling (For variety, ask
them to pass side to side the first person swivels to her right to hand it behind her, and the next
swivels to her left, etc.). This exercise will teach students to respect and value each member of the team
regardless of their ability. When you return inside, ask the students if they know why they did this
exercise and discuss. Then ask them what they can do to always demonstrate respect for everyones
contributions.
CLOSING ACTIVITY: Each pair will read their script and show their accompanying illustration.
113
Week Four:
Country
SOCIAL ACTION ACTIVITY: Pel was a star on the soccer team, but he also knew the value of
respecting and valuing each member of the team. On the playground, divide students into equal groups
of no more than 10 on each team. Give each team a ball and ask them to line up in a single line.
Starting at the front, have them practice handing the soccer ball to the person behind them in this
pattern: overhead, between the legs, overhead, between the legs, so that each student must work with
the person behind them. The last student who gets the ball runs to the front and starts again.
LEVEL II
Create an acrostic poem for the word SOCCER. Write words and phrases that describe the sport of
soccer. Then create an acrostic poem for Pel that includes details from his life story.
DAY: 3
BOOK: Amelias
Road
writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Summarize the main idea of the story and identify three supporting details.
Clarify and extend comprehension of story by asking different kinds of questions.
MATERIALS: writing and drawing paper/pencils/crayons/colored pencils/markers/chart paper/
envelopes/stamps/index cards
OPENING ACTIVITY: Have students look over the book cover. Discuss who travels Amelias Road
and where it might lead. Have students explain why a trip on Amelias Road is important.
MAIN ACTIVITY: Read and discuss the book Amelias Road. As you read, allow students to add new
and unfamiliar words to their picture dictionary started on Day 1. At the end of the book, have
students share the words they learned from the week.
Recommendations for discussion:
Do you have a special place at home? What do you do there?
Amelias family moves from place to place. Describe how you think Amelia and her family feel.
Share how you would feel if you had to move from place to place.
What are some of the difficulties Amelias family encountered while moving around?
What would be some modern day difficulties Amelias family might encounter?
Describe a special place that you like to go with your family. Explain why this place is special.
114
LEVEL II
Have each group write a poem about a special place that they share with a family member.
CLOSING ACTIVITY: Have students present work completed in cooperative group activities.
Week Four:
Country
115
DAY: 4
BOOK: Parrots
teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
W3.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Write a news report including interview questions for guests.
Increase environmental awareness and familiarity with Puerto Rico by using textual evidence,
paying attention to detail and sequencing events.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/paint
OPENING ACTIVITY: Have students make a list of all the different types of birds they know. Use a
graphic organizer with the word birds in the middle. Ask students to describe the unique traits of
parrots, and make predictions about the book Parrots Over Puerto Rico.
MAIN ACTIVITY: Read and discuss the book Parrots Over Puerto Rico.
Recommendations for discussion:
What do you think the title means?
What might the book be about?
What do you know about Puerto Rico? Where is it located? What is the climate and
environment like?
What do you think of the cover? Colors? Layers?
What do you think birds symbolize?
What is a commonwealth? Why is Puerto Rico considered a commonwealth and not a state?
What is a scientist? Why are scientists important? Name a favorite science lesson.
116
Explore the impact natural disasters have on animal habitats. What role did Hurricane Hugo of 1989
have on the parrot population of Puerto Rico? What have recent floods, hurricanes, tornadoes,
tsunamis, earthquakes or wildfires done to communities across the country? Write a news report on the
impact natural disasters can have on animal habitats.
Create a map of Puerto Rico identifying the main cities on the island, the Yunque Rain Forest and any
other major attractions. What major land and water areas surround Puerto Rico? What type of weather
is characteristic of Puerto Rico?
Define a commonwealth. Create a timeline on the history of Puerto Rico dating back to 1898. What
is the relationship between the United States and Puerto Rico? Use the information from the back of the book.
Observe the materials the illustrator uses to make collages. Encourage students to make their own
collages using construction paper, magazines, newspapers, tissue paper, recycled materials.
Have students create interview questions for family members, elders and community members about
servant leadership and giving back to the community.
SOCIAL ACTION ACTIVITY: Identify a list of endangered animals and organizations that work to
protect them. How can you and members of your Freedom School community get involved to support
endangered animals? Start a petition in your community to collect signatures in support of animal
protection acts, legislation and other initiatives to protect endangered animals.
CLOSING ACTIVITY: Share bird stories/poems, timelines, news reports and post maps around the
room. Share three things you learned about parrots and Puerto Rico. Share two questions or
connections you made after reading the story. Think of one key thing youll remember about the story.
117
Week Four:
Country
Choose at least two: Provide students with information on parrots from around the world. Have
students provide fact sheets on the parrots including habitat, conditions and status. Students can write
poems about the parrots. Students can choose to write stories about life through a parrots eyes starting
with, I am the parrot that
LEVEL II
Who was the first group of people to arrive to the island? What was the relationship between the
Tainos and the other early groups of people with parrots?
How does a Puerto Rican parrot find a mate?
How have humans affected parrot habitats?
Why do you think Puerto Rican parrots have green feathers? What type of adaptation is this?
What does this adaptation help them do?
What interests do Spain and the United States share?
How did Hurricane Hugo affect parrots on the island?
How do scientists influence the parrot population? What do scientists do? What is an aviary?
What is the main idea of the book?
What does this book teach about sustainability and minimizing the impact humans have on
their environment? What can we do to protect the environment?
DAY: 5
BOOK: The
118
Week Four:
Country
Riddle One:
I am a green ball that doesnt bounce
After Ive been popped from my green house
Im good to eat, but not with a fork;
Id help teach the alphabet if I could talk
What am I? [A pea]
Riddle Two:
I have streets but no pavement,
I have cities but no buildings,
I have forests but no trees,
I have rivers yet no water.
What am I? [A map]
Riddle Three:
You may enter, but you may not come in,
I have space, but no room,
I have keys, but open no lock.
What am I? [A computer key board]
After the teams have created their riddle poems, illustrate them in the style of the book.
Choose at least two: Create a comic strip that tells about one aspect of Juanitos story (i.e. moving
away from the country, moving to the city, learning a new language, being the new kid at school).
Create a collage that shows how Juanito felt as the new kid in school. Remember that a collage can also
include words. Be prepared to discuss your collage and your connections to the text.
Write a narrative: What would it be like to spend a whole day being upside down? Include clear
descriptions so that the reader knows how you felt that day. Draw a picture to go with your narrative.
SOCIAL ACTION ACTIVITY: Make a list of things you might do to make new children feel welcome
in school.
CLOSING ACTIVITY: Have pairs share their riddles with classmates.
LEVEL II Week Four
LEVEL II
The Rules:
1. Start with the end in mind; it is an object from the story. Think: What is the answer to your
riddle?
2. Brainstorm descriptions and uses of that object; be creative with your word choice (use a
thesaurus). Look at the illustrations.
3. Dont give away the answer by using the exact word in your riddle.
4. Try not to use more than five or six lines, because a riddle should be easy to remember.
5. It doesnt have to rhyme, but it can if you like.
6. Finish with the line What am I?
119
LEVEL II
Week Five
DAY: 1
BOOK: My
Name is Gabito
120
Garca Mrquez worked on newspapers in Colombia and served as foreign correspondent for Bogots
daily El Espectador in Rome and Paris. From 1959 to 1961 he worked for the Cuban news agency
Prensa Latina in Bogot, Havana, and New York City. Later he moved to Mexico City, where he wrote
One Hundred Years of Solitude. From 1967 to 1975, he lived in Spain. Subsequently, he kept a house
in Mexico City and an apartment in Paris, but he also spent much time in Cuba and Colombia.
Among Garca Mrquezs numerous works of nonfiction were News of a Kidnapping (1996), a
journalistic chronicle of drug-related kidnappings in Colombia, and the memoir Living to Tell the Tale
(2002). The latter work, written after he was diagnosed with cancer in 1999, focuses on Garca
Mrquezs first 30 years. He died on April 17, 2014, in Mexico City, Mexico.
From: http://kids.britannica.com/comptons/article-9274496/Gabriel-Garcia-Marquez
MAIN ACTIVITY: Read and discuss the book My Name is Gabito/Me llamo Gabito.
Recommendations for discussion:
Where was Gabito born?
What was his childhood like?
With whom did he live?
What were some of the things he liked to do?
Who did he love to spend time with when he was growing up?
What were some of the things he imagined?
Where did the inspiration from his writing come from?
121
Week Five:
World
Garca Mrquez began writing fiction in the late 1940s. In his first novel, The Leaf Storm (1955), he
created Macondo, the setting of many later works, and originated his style of magic realism. He next
published the novella No One Writes to the Colonel (1961), the novel In Evil Hour (1962), and his
first short-story collection, Big Mamas Funeral (1962). Later works include the novels The Autumn of
the Patriarch (1975), Chronicle of a Death Foretold (1981), Love in the Time of Cholera (1985), The
General in His Labyrinth (1989), and Memories of My Melancholy Whores (2004).
LEVEL II
On December 6, in the Cienaga train station, about 3,000 striking banana workers were shot and killed
by troops from Antioquia. The incident was officially forgotten, and it is omitted from Colombian
history textbooks. Although Marquez was still a baby, this event was to have a profound effect on his
writing.
!
122
DAY: 2
BOOK: Separate
is Never Equal: Sylvia Mendez & Her Familys Fight for Desegregation
123
LEVEL II
Week Five:
World
Survey the room. Ask how many students are familiar with the Brown v. Board of Education 1954 case.
Next ask students if they are familiar with the Mendez v. Westminster case and its relation to the Brown
v. Board of Education case. Keep a tally and reassess during closing.
Define and discuss the following words prior to reading story. Point out words as they appear in the
story. Refer to Page 38 in the book.
Degrading
Inferior
Lawsuit
Petition
Superintendent
Injustice
Segregated
Injustice
Superior
Create a timeline of the historical events leading up to the 1954 Brown v. Board of Education decision.
Be sure to include WWII start and end, the year Sylvia and her brothers moved from Santa Ana, the
year of the lawsuit, the year of the final decision, and the year of Brown v. Board of Education.
Discuss petitions, their power and purpose. Remind students of the petition Mr. Mendez made. Invite
students to discuss possible petitions they would create and why.
MAIN ACTIVITY: Read discuss Separate is Never Equal: Sylvia Mendez & Her Familys Fight for
Desegregation
During the discussion, the facilitator should intentionally discriminate against student with X
characteristic and only call upon students with Y characteristic. For example, only students with dark
shoes can respond to question and/or are recognized for their contributions with a good job. Students
with light shoes will soon realize that they are being overlooked. Be mindful of the duration of this
experiential activity as to not upset students but allow an opportunity for a lesson in empathy and
genuine understanding of segregation. Allow for a short debrief. Ask students what it felt like and how
it relates to theme of the book.
Recommendations for discussion:
Have you ever been new to a school? What was your first day of school like? How did your
experience differ from Sylvias experience?
Imagine
you were Sylvia. What would it feel like to be told, you dont belong here. What
124
Required: Have students research and learn more about Linda Brown, the Black third-grader whose
father sued the Topeka, Kansas school system leading up to Brown v. Board of Education. Then have
students create a Venn diagram with illustrations comparing and contrasting Linda and Sylvias family,
their challenges, efforts and gains (See Appendix for Venn diagram instructions).
125
LEVEL II
Week Five:
World
What did Sylvia infer about the reasons for her and her brothers not being able to enroll at
Westminster school?
Sylvia wonders why she has to go to the Mexican school if she considers herself American. What
does it mean to have Mexican or Puerto Rican heritage and be born in the United States?
Have you ever felt discriminated against for the color of your skin, hair or due to your last name?
The secretary of Westminster states that rules are rules. Are some rules ok to break if they are
unjust, segregate and/or discriminate against others?
Mr. Mendez asked several school officials and administrators why his children had to go to the
Mexican school. Why do you think no one would give him a satisfactory answer?
Compare and contrast the outside and inside of the Westminster and Mexican school. How do
these schools compare to your school? How would it feel to go to a school without a
playground?
Westminster and the Mexican school were separate, but were they equal?
How did Mr. Mendez organize support for his cause? What challenges did he face?
Imagine you were Mr. Mendez. What would it feel like to see a sign reading, No Dogs or
Mexicans Allowed at the public pool?
Why did Mr. Mendez hire a lawyer to help him? What is a lawsuit? Would you file a lawsuit as a
response to such signs and issues of separate but not equal?
How did Mr. Mendezs organizing work impact the rest of the Mendez family?
Mr. Estrada fought in WWII. How would you feel if you were Mr. Estrada? What would you
have done?
What happened at the trial? Who was asked to speak?
What do you think about Mr. Kent, the superintendent of the school district? What were his
thoughts about Mexican people? What do you think his attitude towards segregation was?
When asked if the children are provided with an English test, the superintendent says they do so
by talking to them. What does he mean? What do you think of this?
What issue of segregation was addressed by the Brown v. Board of Education case?
What sort of things can a community do to create safe spaces where all people are welcome?
What was the outcome of the trial? What does the outcome mean for Sylvia, her brothers and
other Mexican children? What things will stay the same or change?
How did people in the community work together to make a difference in the schools?
Prior to reading this book, had you heard about the Mendez case?
Why do you think it is not more well-known/discussed?
What is the purpose of the NAACP, LULAC, American Jewish Congress? Why do you think
they offered support to the Mendez family?
What was your favorite part of the book?
Were there any parts of the book that you didnt like?
How does Sylvia feel at the end of the book? How did Sylvia change her experience at
Westminster school?
Choose at least two: Have students develop an illustrated Spanish-English dictionary with the
words/phrases presented in the book.
As a large group locate Orange County on a map of California. Discuss the following: What is the
proximity to Mexico? How many students currently attend public schools in the area? Divide students
into smaller groups, have groups write a one page paper about the Orange County. Include population
size, government, school districts, and history of Mexican Schools.
Duncan Tonatiuh wrote and illustrated the book. Have students look at the illustrations in the book on
Pages 8-9. Discuss: What message is the illustrator trying to convey? Why were the children treated
differently? Then have students create their own illustrations on segregation.
On Page 39, the author shares that dialogue in the book is inspired by conversations he had with
Sylvia Mendez. Have students imagine they were interviewing Sylvia about this time in her life. Then
have students develop a list of at least 5-7 questions they would ask her.
In pairs have students read the Authors Note on page 36. Ask students why they think so few people
know about the Mendez v. Westminster case and how it set the groundwork for the Brown v. Board of
Education 1954 ruling. Students should create a T-chart identifying key components of Brown v. Board
of Education and Mendez v. Westminster. Highlight any key components that are in both columns.
Watch the PBS 8-minute video Mendez v. Westminster. http://www.pbslearningmedia.org/resource/
osi04.soc.ush.civil.mendez/mendez-v-westminster-desegregating-californias-schools/
Have students identify an issue for which you would like to start a petition. Have them outline how
they would persuade others to sign their petition.
Have students write and illustrate additional pages to the book. Read the last page of the book again
and ask students to predict what happens next. What might happen next for Sylvia and her brothers?
Encourage students to imagine what would happen if the book continued for a few more pages.
Students should write and illustrate 2-4 extra pages.
Have students write a poem about the Mendez Family. Include key information about their fight for
social justice.
Have students make a poster comparing and contrasting the Brown v. the Board of Education and
Mendez v. Westminster.
Have students in groups research the following organizations: National Association for the
Advancement of Colored People (NAACP), League of United Latin American Citizens (LULAC), the
Japanese American Citizens League and the American Jewish Congress and list each organizations
mission and purpose.
Sylvia Mendez receives the Medal of Freedom. Have students develop an award or monument for the
Mendez family and their contributions to California, the United States and the world.
Have students develop a list of questions about segregation. Develop a class list of questions to serve as
a questionnaire for people in your community. Then have students interview parents, teachers,
neighbors, family, and community members.
126
CONFLICT RESOLUTION ACTIVITY: Mr. Mendez wants his children to receive a quality education
at the Westminster school, however, the school district will not allow him enroll his students due to
their family heritage. Outline the steps that Mr. Mendez took to address the issue of school segregation
and inequality. List all the people he talked to and the actions he took to resolve the conflict.
Identify an issue in your school or school district. Thinking of Mr. Mendez actions, what steps would
you take to resolve the conflict? Write a list of all the necessary steps.
LEVEL II
SOCIAL ACTION ACTIVITY: Write a persuasive letter about school fairness and equality. Help
students brainstorm a list of things they believe are unfair or unequal in their school. Students should
prioritize the most important issues and use them to write a persuasive letter to the school principal,
superintendent or town mayor. Students should include their position on the issue, why they think it is
unequal or unfair using supporting details, and share what they would like to change.
Week Five:
World
127
DAY: 3
BOOK: Separate
is Never Equal: Sylvia Mendez & Her Familys Fight for Desegregation
128
What was the final decision of the lawsuit filed? Was justice served?
What were some of the emotions Sylvia and her family went through? Would you have been so
bold and strong?
Write about or discuss how the story would differ if the characters were something other than they are,
of a different race, gender, religion, age or social class.
Have students write a letter to the author, in which they share their reactions to the book. If possible,
mails letters to the author.
Create a collage around the themes, metaphors, imagery, symbols, or characters in the book, and on the
back, explain your visual images in a one-page interpretation.
CLOSING ACTIVITY: Have students share their comics with the class.
129
Week Five:
World
Write a one page pitch to a producer explaining why the story would or would not make a great
movie. If the pitch is to make the movie, what scenes could be cut (and why) to bring the novel to a
manageable time limit? Who would you cast in the main roles and where would it be set?
LEVEL II
Have groups design sings to help protest the injustices experienced in the story.
DAY: 4
BOOK: Giant
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Determine the theme of a story using details from the text.
Explore, discuss, and write about a similar topic or theme in the story.
MATERIALS: paper bags/cardboard/writing and drawing paper/construction paper/chart paper/
pencils/markers/scissors/glue or tape
OPENING ACTIVITY: Read quotes from the inside cover of the book and have students comment on
them. They should share what they know about each person quoted. Be prepared to inform students
about any of the people they are not familiar with.
MAIN ACTIVITY: Read and discuss the book Giant Steps to Change the World. As you read, have the
students identify the person the author mentions on each page.
Recommendations for discussion:
What dreams do you have for yourself?
Express your views about stepping out and taking a stand about something even if you are the
only one. What do you think would give someone the courage to do this?
Why do you think people fail to ask for help when they need it?
Identify some of your fears and explain how you overcome them.
What obstacles might people face when they are the only ones standing up for something?
130
available items. Next, have students trace and cut out their feet. On the feet, students should identify
steps they can take to change the world positively. Attach the feet to the staircase.
Have each group create an award for an ordinary person who has made extraordinary accomplishments.
The award should be representative of their accomplishments.
Divide students into two groups. Have each group create a new product that could help change the
world in a positive manner. Students should create a drawing or a model of the new product, name it
and present a commercial to advertise it.
Divide students into groups. Have each group research a person mentioned in the book. They should
use their research to create a poster about their life and how they changed the world.
SOCIAL ACTION ACTIVITY: Have students identify things they would like to see changed in the
world and record responses on chart paper. Then talk about progress they see being made or lack
thereof, regarding each issue identified.
CLOSING ACTIVITIES: Play positive music relating to the world. Then have students reflect on the
lyrics through journaling. Have students present work completed in cooperative groups.
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Week Five:
World
Have each student write a response to one of the quotes from the inside cover. They should think about
how the quote makes them feel and how it motivates them to do what they can to change the world.
Compile to make a class booklet.
LEVEL II
Have students work together to construct a model of a staircase. They can use cardboard or other
DAY: 5
BOOK: Tutankhamens
Gift
132
After the fathers death explain why the older brother became the new Pharaoh?
What happens when the older brother becomes the Pharaoh?
How do the people of Egypt feel about the older brother as the Pharaoh? Why?
When Tutankhamen becomes Pharaoh, how does he bring joy back to the people of Egypt?
What can we tell about the religion of ancient Egypt from the text?
But
(Conflict)
LEVEL II
Somebody
(Character)
So
(Resolution)
Students will share their timeline with a partner, comparing the events they felt were important and in
what order they appeared. If the students have different events on timeline, have them justify to their
partner why they felt that event warranted being there.
Have students paint a mural representing what they already knew about Egypt and any new
information they learned from this book.
Tutankhamens gift to the gods was to lead his people as the ruler of Egypt. Have students:
Tell what gift they feel they have that they could share with others.
Write about their special gift and how they could use it to help others.
Egyptian hieroglyphics are pictorial symbols used to represent words. Have each student write a
message in Egyptian hieroglyphics, then exchange with another student and figure out each
others message.
Note: If you cant find out which letters of the alphabet correspond with which Egyptian symbols,
have the class make up its own set of symbols. List them on a large chart, so everyone can see
them, then have students write messages using the symbols they have identified.
The ancient Egyptians drew people with the head, arms, and legs as they look from the side, but with
the torso and eyes facing the viewer. On a large sheet of butcher paper, have students draw and color or
paint self-portraits, Egyptian-style.
SOCIAL ACTION ACTIVITY: Have students create a museum display that depicts Egyptian art
displayed in the book Tutankhamens Gift utilizing the library to complete research on the topic.
CLOSING ACTIVITY: Have students present what they wrote about their special gifts.
LEVEL II Week Five
133
Week Five:
World
Choose at least two: Have the students make a timeline of Tutankhamens life according to the book.
They will choose the events they feel are most important and worthy of putting on a timeline, for
example his birth and becoming pharaoh. What happens first, second, and so on? Students write in
words the events that occurred but may draw pictures to go along with their words if they want to.
The pictures should add to the text and depict the event it is representing.
LEVEL II
Week Six
Weekly Theme:
With Hope, Education and Action
The overall goal for the week is to examine the lives of people who made a difference in their own lives
and the lives of others with hope, education, and action. The books for this week will motivate students
to do all they can to ensure that they get a high quality education, and empower them to take action to
make their hopes and dreams become reality.
DAY: 1
BOOK: Radio
Man
134
Write the word radioon chart paper. Discuss with the class the term radio (What does it mean?
Have you ever seen a radio? What do you do with a radio?). Make a chart describing this term.
MAIN ACTIVITY: Read and discuss the book Radio Man. Ask students to turn and talk to a partner
about the predictions they made for the story. After reading, were their predictions correct? Discuss with
the partner your predictions and how you know it was right or wrong.
Add more information about radios to the chart paper (How were they used in the story? What did the
story tell us about radios that we didnt already know?).
Required: Get students to work in pairs to create a KWL chart about their families. This chart should
include information that they already Know about each others families, what they Want to find out,
and what the students Learned from talking to each other. Get students to make predictions about each
others families by using information that they already know about each other.
Choose at least two: Point out that the kind of work people do often determines where they live and
how long they live in a certain place. Ask students to list some jobs in which people might have to
move in order to find work. Allow time for students to compare lists.
Invite students to think about the diversity of family life in the United States. Have students brainstorm
different types of families by thinking about their own families and those in the media. Extend the
discussion to focus on goals and values important to all families. Have students create a list of different
families in the United States.
Think about writing in a journal. Get students to write letters to a family member from the point of
view of Diego. Imagine you just moved away from your family how would it feel? Write a journal
entry describing how this would make you feel.
Create an illustration of work that someone in your family might do.
CLOSING ACTIVITY: Get students to share their KWL charts with the class. They can say one or two
new pieces of information they learned about their partner, and how this matched up with their
predictions.
LEVEL II Week Six
135
LEVEL II
DAY: 2
BOOK: Pancho
136
Choose at least two: Write a one-page essay. Imagine you wrote your own story using animals.
What animal would represent you and why? What does that animal mean to you?
Research ancient civilizations of Mesoamerica including the Aztecs, Toltecs and/or Maya. Create a timeline
of the ancient civilization identifying key periods, accomplishments and contributions to civilization.
What is the Statue of Liberty? What is its relationship to immigrants? What time period was this statue
gifted to the United States?
Create a concrete poem. Select Pancho Rabbit or the Coyote and make a list of words that describe the
character. Find the shape of a rabbits head or coyotes head to trace on the paper. Write a poem using
words you listed inside the animal head shape.
Write a short fable that teaches a lesson using animals. Why did you select the characters you did?
What inspired you?
SOCIAL ACTION ACTIVITY: Immigration is a topic of much continued debate. Develop 3-5
questions to ask people about immigration. Survey people in your school community and neighborhood.
How do people feel about immigration? What do people think of the use of the words alien and
illegal versus undocumented and immigrant?
Identify services that help immigrants in your community and develop brochures to support those in need.
Research some of the challenges of immigration. Also learn about the challenges immigrants face
especially those who live undocumented. Prepare a news report, skit or commercial with information
researched.
CLOSING ACTIVITY: Present character posters, essays, timelines, poems, and lessons learned to the
group. Complete the L-learned in the KWL chart.
LEVEL II Week Six
137
Required: Create a character poster. Choose one of the characters in the book, list key characteristics,
interests, and goals. Draw a picture with the character analysis.
LEVEL II
What do you imagine it is like to cross a desert? Would things be different in the day and night?
What happens when the coyote discovers that Pancho Rabbit no longer has food for him?
Who saves Pancho Rabbit?
Think about Papa Rabbit and Pancho Rabbits trips al Norte. What type of journey did they
have? What is the return trip life? What are some of the challenges of these trips?
Describe a recent trip youve been on. Did you encounter any challenges?
In what ways do the animals in the story act like people?
What is the main problem in the story?
All fables have a moral or lesson to be learned. What do you think is the moral of Pancho
Rabbit and the Coyote?
How is the Coyote displayed? What type of animal is a Coyote? How does this relate to the story?
Discuss some ways immigrants are presented in the news media, television, and movies.
What is Mesoamerica? What ancient civilizations lived in this area?
Have you ever been new to a place or country? What do you think it would be like to be new in
another country?
Have you ever experienced a situation you thought was hopeless? What turned the situation around?
DAY: 3
BOOK: The
138
LEVEL II
SOCIAL ACTION ACTIVITY: The students at La Union Elementary School in the Gadsden
Independent School District in New Mexico were concerned that children were not reading as much as
they should. They conducted a community literacy initiative entitled The Love 4 Reading and as a result,
The Santeros Miracle was selected as the New Mexico third grade read. The childrens social action
activity is a model for others to follow. Place the students in groups and have small group discussions
about what could be done in the community to make it better. After a few minutes, bring all groups
together and share out. Write student ideas on chart paper.
CLOSING ACTIVITY: Share your story and creation with classmates.
139
DAY: 4
BOOK: Sonia
Sotomayor
Required: Have each group identify the steps it took for Sonia to start from a young girl to being a
Supreme Court Justice. They should include her education background and work experience. Then
students should create a visual display to show these steps. They should display events in sequential order.
Choose at least two: Have students work in pairs to make moon flowers to display around the
classroom. After making flowers students should discuss with their partner what makes them blossom.
To make the flowers, students should follow the steps outlined below:
1. Fold 8-10 squares of white tissue paper in an accordion fold, about one inch width for each fold.
2. Wind a pipe cleaner around the center.
3. Trim the ends to be curved like a petal.
4. Pick apart petals and make into a ball-like shape.
Have each group of students create a poster depicting justice without using words.
Divide students into groups. Have students create interview questions that a journalist might ask Sonia
Sotomayor. They should write the answers they think Sonia Sotomayor would give. Role-play the interviews.
Have each group research to learn more about the United States Supreme Court. They should find out
information about the justices such as the length of their term, the number of justices, how they are selected,
and how the Supreme Court is different from other courts in the United States. The students findings
should not be limited to these questions. Then each group should prepare a creative presentation to
share their findings. Allow time tomorrow for students to complete work on this activity.
141
LEVEL II
What are some other themes that are evident in this book other than hard work and
determination?
Describe a time when you felt out of place as Sonia did when she first went to Princeton.
What did Sonia do to overcome that feeling? What did you do to overcome what you were feeling?
How did Sonia growing up in the South Bronx help her to become a special judge?
Identify some reasons why you think President Obama selected Sonia as the first Latin American
nominee to the Supreme Court. Why do you think the author stated that she was the perfect choice?
Comment on Sonia speaking about her mother during her announcement ceremony.
Explain why you think the author compares Sonia Sotomayor to a blossoming flower
throughout this book. What does it mean for a person to blossom? What does the moon flower
symbolize?
What is meant by the term projects? Do people that live in the projects feel like they have
many opportunities? Why or why not?
Tell about someone who encourages you.
Comment on Sonias mother and the sacrifices she made for her children. Do you think Sonia
would have accomplished what she has without her mothers support? Explain.
What are some customs and traditions in your family?
What kind of books do you like to read? What are the benefits of reading? How did reading
help Sonia?
Discuss what a judge is and their responsibilities. What are your career goals?
How was Sonia different from her classmates at Princeton? How did that make her feel?
Why do you think the author chose to write this book in both English and Spanish? Tell about
someone you know who is bilingual.
Explain what helped Sonia to cope with the obstacles she faced as a young girl.
Divide students into groups or pairs and have them create a Cereal Box Biography for Sonia Sotomayor.
Students will decorate a cereal box with facts about Sonia Sotomayors life. They will need to put
information on all sides of the cereal box. The box should include the name of the cereal, facts about
Sonia, character traits, her greatest accomplishments, and challenges she overcame.
Getting together with family members and enjoying food and music were an important part of Sonias
childhood. Have each group discuss traditions they share with their family members. Then change
group members and have them discuss. Next, have groups role-play scenes in which they are engaged in
some of their family traditions.
Play merengue music for students and allow them to express themselves through movement based on
the way the music makes them feel.
CONFLICT RESOLUTION ACTIVITY: Have students role-play a scene representing Sonias high
school days with her studying all the time and the other students goofing off. They should include
what the other students may have said to Sonia and how she responded. Discuss how to handle
situations where youre made fun of for doing whats right.
SOCIAL ACTION ACTIVITY: Have a health professional come in to talk with the students about
diabetes: what it is, how it effects children, and how to cope with it should be included in the
presentation along with any other information deemed necessary by the health professional. Students
should be prepared to share what they learn with friends and family. The presenter should be sensitive
in case there are students in the class who have diabetes.
CLOSING ACTIVITIES: Have students present work completed in their cooperative groups. Complete
KWLS chart about Sonia Sotomayor. Have students present work completed in their cooperative
groups. The S is for what they still want to know.
Note: Extend the lesson into the afternoon activities time block by having guests come in to teach
students how to play Lotere, a Latin American bingo game. Also, have these same guests or other
guests knowledgeable about Puerto Rican culture share various aspects of Puerto Rican culture,
including but not limited to food, dance, and music.
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DAY: 5
BOOK: A
Movie in My Pillow
143
LEVEL II
144
LEVEL III
LEVEL III
Book List
Books
Authors
Sharon G. Flake
Rita Williams-Garcia
Margarita Engle
Julia Alvarez
Gary Soto
H = hardcover title
146
LEVEL III
*Note that the following standards are addressed in every unit, with the exception of the genre.
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.6.3. Describe how a particular storys or dramas plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
Reading Literature
n
Writing
n
W.8.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
147
Week One:
Self
LEVEL III
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
RI.8.2. Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of the text.
LEVEL III
Week One
DAY: 1
**Include chess into the afternoon activities rotation this week. Once students understand the
basics of how to play, organize a chess tournament.
BOOK:
The Skin Im In
148
Required: Have students work in groups to complete the character analysis chart using details from the text.
Physical
Attributes
Mannerisms/
Behaviors
Relationships with
other people
Personality
Description
Maleeka
Charlese
Miss Saunders
John-John
Choose at least two: Have each student complete the assignment Miss Saunders did with her class.
Provide research for students about the 17th century. If possible, allow students to use computers to
conduct their own research. Students should pretend they are teenagers living in the 17th century and
write a diary chronicling their experiences. Then read diary entries to other group members.
149
Week One:
Self
LEVEL III
Maleeka was ashamed of her homemade clothes. Have each group use pictures from magazines and
drawings to produce a collage of current fads and fashions.
NOTE: This activity will last for the duration of the week. Miss Saunders previous job developed a
partnership with McClenton. Discuss other programs that have developed partnerships with schools
and other agencies. Then have each group begin developing a plan to partner a local agency with a local
school. What would the partnership entail? How could each group benefit from the partnership? Allow
students time throughout the week to continue work on their plans.
Have each group write a diary entry stating what they think Maleeka may write next from Akeelmas
perspective.
CONFLICT RESOLUTION ACTIVITY: Discuss the fight between Maleeka and Daphne. Identify the
first incident in this conflict. Then identify each action that caused this conflict to escalate. What could
have prevented this conflict from escalating? How could others around have helped to resolve this
conflict peacefully? What is conflict resolution and how can we apply it to our classroom?
CLOSING ACTIVITY: Have groups share their journal entries from Akeelma.
150
DAY: 2
BOOK:
The Skin Im In
OPENING ACTIVITY: Talk about the chores that Maleeka had to do. Identify chores a teen living in a
rural community might have to do that a teen in an urban setting may not.
OR
Find the book: The Riches of Oseola McCarty and read aloud Chapter 1, Pages 712.
Contrast the chores Oseola had to do growing up in a rural community to the chores Maleeka did in an
urban setting.
MAIN ACTIVITY: Read and discuss the book, The Skin Im In, Chapters 712, Pages 3366.
Group students for paired reading. Have each pair read and summarize a chapter from Chapters 712.
Pairs should be different from the previous day.
Recommendations for discussion:
Punishments should fit the crime. Based on your experience what punishment should Maleeka
receive? Analyze the given punishment from Maleekas perspective.
LEVEL III Week One
151
Week One:
Self
LEVEL III
or narrators in a text.
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Tell about jobs youve held for which you werent paid. What was your incentive for doing the job?
What advice would you give Maleeka at this point in her life?
Miss Saunders believes that Maleeka is wasting her potential. Using details from the text, explain
why she might have this perspective. How could she help Maleeka understand her point of view?
How do the other characters feel about Miss Saunders?
If you were Maleeka, how would you handle the problem concerning her mother and the
homemade clothes?
Why do you think Charlese acts the way she does? Tell about someone you know who is similar
to her. What details could best be used to describe Charlese?
Comment on Maleeka doing homework for Charlese and the twins. What would you do if you
were in a similar situation? How would you handle it differently than Maleeka?
152
DAY: 3
BOOK:
The Skin Im In
OPENING ACTIVITY: Have students make predictions about what might happen next with Maleeka.
MAIN ACTIVITY: Read and discuss the book, The Skin Im In, Chapters 1318, Pages 67103.
Divide students into three groups. Have each group read and summarize two chapters from Chapters
1318.
Recommendations for discussion:
Respond to the question Miss Saunders asked the class about Romeo and Juliet. What would
you do if you loved someone you couldnt have? Do you believe strongly enough in someone or
something to die for them/it? What or who is it?
Discuss ways people cope with the death of a loved one.
What does Maleekas response to not being able to function without a loved one tell you about
her character?
Based on Maleekas response during class discussion, what conclusion can you draw about
Maleekas relationship with her mother?
Why is Charlese disappointed with Maleekas behavior lately? How does this affect both
characters?
LEVEL III Week One
153
Week One:
Self
LEVEL III
structure of a text and contributes to the development of the theme, setting, or plot.
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-on, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Sometimes in life people feel helpless. Is Maleeka helpless in this situation? Why or why not?
Provide details about Charleses home life. Do you think this justifies her behavior? Why/why not?
How does Charlese handle her lifestyle? Is her perspective genuine?
Why is Tai different from the other teachers? Is this beneficial for students? Why or why not?
How does Maleekas perspective of Char change?
What makes a good teacher?
Comment on Maleekas encounter with the two boys on the deserted street.
Miss Saunders told Maleeka that she needed to choose her friends better. What characteristics do
you look for in a friend?
What makes a good writer? Analyze Maleekas writing as a 17th century slave girl and describe
what her writing evokes in the reader.
During Miss Saunders and Maleekas conversation, Maleeka states that Miss Saunders is not a
real teacher. What does she mean? How do you feel about Miss Saunders? Is there a teacher that
you find similar?
Have you ever associated with someone who caused you to get into trouble? If so, tell about
your experiences.
Maleeka is confronted by boys on the deserted street. What is another solution to that situation?
How do you think Maleeka feels after that incident? Provide details to support your answer.
What kind of friend is Sweets?
What kind of relationship does Maleeka have with her mother? Why isnt she forthcoming with
information?
Why is Charlese threatened by Miss Saunders?
Literal Meaning
Choose at least two: Have students complete their self-portraits. Portraits should be displayed and
presented for the closing activity.
154
Have groups identify general characteristics (stated and implied) of the main characters. Then have
them make character webs, leaving off the name of the character. Webs should include enough
information about the characters so others can guess which character each web represents (See Appendix
for webbing instructions).
Have each group identify an incident that was challenging for Maleeka. Then have group members
compose and perform a dialogue that would communicate Maleekas thoughts at a given point in this story.
Group students in pairs. Have each person make a personalized award for their partner, celebrating his
or her talent described on Day 2. Then have students present the awards to each other (If available,
students can create the awards using a computer).
**Discuss the program partnerships and their stated purposes. Based on feedback from peers, students
should compose a letter to the designated company or agency about their plan and proposed pros of the
partnership.
CONFLICT RESOLUTION ACTIVITY: Discuss how teasing and name-calling can have a long-term,
negative effect on people. Is this a problem at your school? What could be done to remedy this? Identify
incidents where conflicts were started due to teasing and name-calling. What can be done to keep
conflicts from escalating? Tell about incidents that involved teasing and name-calling and did not end in
a fight. How were these incidents resolved?
LEVEL III
CLOSING ACTIVITY: Have students present their self-portraits. As students present their portraits,
they may play a song that best describes an aspect of their personality.
Week One:
Self
155
DAY: 4
BOOK:
The Skin Im In
research.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Use organization and structure of the text and the writers techniques to aid in comprehension
of the story.
Work collaboratively to identify similarities and differences in the storys contexts.
MATERIALS: writing and drawing paper/colored pens/pencils/markers/poster board/construction paper
OPENING ACTIVITY: Have students share experiences when they have given in to peer pressure
though they knew what they were doing was wrong. Talk about the consequences and lessons learned
from the decision.
MAIN ACTIVITY: Read and discuss the book, The Skin Im In, Chapters 1925, Pages 104143.
Divide students into three groups. The Servant Leader Intern should read and summarize Chapter 19
and have each group read and summarize two chapters from Chapters 2025.
Recommendations for discussion:
What is your opinion of Caleb?
Discuss whether or not you would forgive Caleb and why, if you were Maleeka.
Describe a typical day when you have a substitute teacher in one of your classes.
What kind of assistance is available at your school to help improve students test taking skills?
Explain the difference between Tais and Miss Saunders perspectives about student performance.
Have you been in a situation similar to Miss Saunders when youve tried to be better than
everyone else, in order to make up for something else about yourself? If you feel comfortable
sharing, tell about your experience.
156
Comment on Miss Saunders and Maleekas relationship. Is there a teacher you are close to the
way Maleeka is to Miss Saunders? If so, tell about the teacher.
Would you have gone along with Charleses plan to vandalize Miss Saunders classroom?
Pretend you are having a conversation with Maleeka. Convince her not to cooperate with
Charlese.
Give reactions to the incident in Miss Saunders classroom.
What effect does Maleekas dads poem have on her? How does her perspective change and why?
Have students make posters to advertise their talents. They should include illustrations that correspond
to their talents.
Have students design logos to represent themselves. They should tell how each part of the logo
represents them.
CLOSING ACTIVITY: Have students demonstrate or give examples of their talent. Then have them
teach others how to do it.
157
Week One:
Self
SOCIAL ACTION ACTIVITY: Have groups develop an ad campaign in favor of a cause such as school
improvement, stopping violence in schools, etc. Students should create a public service announcement
which can include, but should not be limited to, designing posters, bumper stickers, buttons, radio ads,
music, sound effects, etc. The viewpoint of the group should be clear and powerful, and persuasive
words and pictures should be included in the advertising.
LEVEL III
Maleeka has several acquaintances that she associates with. Have groups compile a list of qualities in a
good friend and discuss the difference between a friend and anacquaintance. Students should create a
dialogue or question set for themselves to determine the qualifications of deciding if someone is worthy
of friendship. Alternatively, students should assess whether they would consider themselves a good
friend to others.
DAY: 5
BOOK:
The Skin Im In
158
SOCIAL ACTION ACTIVITY: Take the brainstormed partnerships from Day 1 and 2 and have student
groups draft a letter to the proposed agency stating what kind of partnership is being sought and the
outcomes of such a partnership.
CLOSING ACTIVITY: Have students tell whether or not they would recommend this book to someone
else, and why.
LEVEL III
Tape the name of a character on each students back. Then students should try and guess which
character they are based on the questions they ask other students. Questions should be phrased so the
responses are yes or no. Each student should only ask one question from each person. The object is
to try and guess the character by asking the fewest number of questions. (Examples: Am I a female? Am
I a student? Do I have a twin sister?)
Week One:
Self
159
LEVEL III
Week Two
DAY: 1
BOOK: P.S.
Be Eleven
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze text in order to comprehend various themes present throughout the story.
Identify characters in the book and list their attributes.
Work collaboratively to create a presentation about themes in the book
MATERIALS: pens/composition notebook/writing and drawing paper/construction paper/chart
paper/pencils and pens/markers/jump ropes
OPENING ACTIVITY: Read aloud Pages 1-16 to the whole group and have a discussion about power,
oppression, and deferring to White people. Ask students to talk about what their familys expectations
are for their behavior. Why do those expectations exist? Why did Big Ma feel the need to keep
apologizing to the man at the airport?
160
MAIN ACTIVITY: Read and discuss the book, P.S. Be Eleven, Pages 1753.
Divide students into four groups. Ask each group to discuss the chapters with a focus on the title,
important events, and questions they have about the characters. As they read, have each group record
their thoughts in their notebook and use those notes to create a summary presentation. The summary
can be a dance, skit, rap, song, collage, etc. Have each group share their presentation with the group
and discuss the reoccurring ideas across the presentations.
Recommendations for discussion:
What kind of person is Delphine? How do you know?
What are the character traits of the family?
Delphines mother signs her letters to her, P.S. Be Eleven. Discuss what Cecile means.
Why is the phrase used as the title?
Do
you ever feel pressure to behave older than you are? Can you point to shows, books, video
games etc. where children dress and act older than their age?
In the 1960s cell phones and emails did not exist, so Delphine and her sisters mail the letters to
their mother. What are some of the advantages and disadvantages in communicating via snail mail?
COOPERATIVE GROUP ACTIVITIES:
Choose at least two: The cover shows the sisters jumping rope. In groups have students create rope
rhymes for each of the sisters to showcase their personalities. Have each group perform their rhyme as
they jump rope.
Have students create a graphic organizer to compare and contrast the sisters in the book.
The girls just left summer camp with the Black Panthers in California. The girls are caught between
how they were empowered to behave in California and their grandmothers expectations of not being a
grand Negro spectacle in the White world. Discuss these issues with the students. How is Big Mas
perspective of the world shaped by her experiences in the South? Create a Venn diagram to compare
and contrast Big Mas outlook with those of the Black Panthers (See Appendix for Venn diagram
instructions).
SOCIAL ACTION ACTIVITY: Throughout the book there are examples of racial injustice and gender
inequity. Have students create a T-chart that lists examples. For each example have students brainstorm
possible solutions.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.
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Divide students into groups. Have each group create a graphic organizer that lists questions they have
about the story and answers they find as they read the story. Give them time to add 3-4 questions and
3-4 responses. Allow students to revisit the chart as they read the book this week.
LEVEL III
Required: The first chapter is titled A Grand Negro Spectacle, a phrase Big Ma uses throughout the
book. Discuss with students: What does it mean? Why does Big Ma worry about how the girls act in
public? What examples of racial prejudice can you find in the chapters you read? After discussing these
questions divide students in small groups. Ask the students to brainstorm questions to ask Big Ma.
Over the next three days they will work on creating questions, designing a set, conducting and filming
an interview with Big Ma. Each group will need to assign roles: a reporter, Big Ma, teleprompter, film
crew and editors.
DAY: 2
BOOK: P.S.
Be Eleven
162
SOCIAL ACTION ACTIVITY: Delphine is disappointed that she has a new male teacher. Discuss with
students: Why do you think most elementary school teachers are female? What do you think our society
can do to encourage more males to become teachers in grades K-6? Research this topic with students,
and have them write down their results and make recommendations to your local school board on
whether or not your school community may need more male teachers.
Week Two:
Family
LEVEL III
Delphine uses a lot of figurative language in her narration. Have students work with a partner to find
an example of a simile or metaphor. Then have them discuss the meaning and how these examples
enhance what Delphine is saying. For example, she uses the metaphor of spinning straw into gold
(Pages 8081). What does that mean and why do you think she used it?
163
DAY: 3
BOOK: P.S.
Be Eleven
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone
RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the theme, setting, or plot.
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
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LEVEL III
Darnell had a lot trouble readjusting to life back home. His family did not know what to expect or how
to support him. Over the next two days students will create a picture book or comic strip that gives
advice to young children in this situation. In pairs, have them brainstorm ideas they want to include in
the book; then work on the first draft and share with a partner for feedback; then have them work on
the illustrations or collage.
Week Two:
Family
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DAY: 4
BOOK: P.S.
Be Eleven
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone
RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the theme, setting, or plot.
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Develop critical reading skills by analyzing characterization and conflict in the text.
Draw conclusions about how a writers use of characterization influences the message of the story.
MATERIALS: poster board/markers/writing paper/pencils and pens/notecards/chart paper
OPENING ACTIVITY: Read aloud Pages 166-172. Ask students to discuss why women faced
opposition to holding political office in the 1960s. Compare those reasons to obstacles that exist today.
MAIN ACTIVITY: Read and discuss the book, P.S. Be Eleven, Pages 173219.
Divide students into four groups. Have one group read two chapters and summarize what they read.
Next, have each group create a summary and present to the whole group.
Recommendations for discussion:
Why do you think Big Ma was upset about the school teaching about female presidents?
Big Ma and Pa had very different ideas about what the country needed and who should be its
leader. Big Ma stated that if Dr. Martin Luther King, Jr. could not fix life for colored folks, no
one could. Do you agree or disagree? Explain why.
Whose job is it to fix things for marginalized groups in our country?
What role should the government have in addressing social issues that impact its citizens?
Can you provide an example of a problem and how you think the government should respond?
How do you think Pas new wife is going to adjust to living in a home with traditional gender roles?
166
Darnell had a lot trouble readjusting to life back home. His family did not know what to expect or how
to support him. Continue to work on your picture book or comic strip that gives advice to young
children in this situation.
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Week Two:
Family
SOCIAL ACTION ACTIVITY: Have students discuss why women do not hold more offices and what
steps could be taken to improve the numbers. Then have students write a proclamation for why more
women should become elected officials..
LEVEL III
Delphine and her classmates have a debate in class. Each side has two minutes per speaker to present
their case. Ask students to brainstorm topics with two strong perspectives to consider. Give them time
to conduct research on the topic, select a side, and prepare for a debate.
DAY: 5
BOOK: P.S.
Be Eleven
168
Choose at least two: When life gets difficult, music can help ease our troubles and calm our spirit.
Have students create a video playlist for Delphine, Uncle Darnell, Big Ma, and Fern.
Sometimes families have a difficult time supporting each other through adverse situations. On Page 188
Pa issues Big Ma an ultimatum about Darnell. Have students brainstorm other options Pa could have
offered and discuss. What would you do if you were in his situation?
Darnell had a lot trouble readjusting to life back home. His family did not know what to expect or how
to support him. Have students finish your book and share with three other students.
CLOSING ACTIVITY: Have students share their bumper stickers with the group.
LEVEL III
Week Two:
Family
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LEVEL III
Week Three
DAY: 1
BOOK: The
170
OPENING ACTIVITY: Students should brainstorm, focusing on the word slavery. Use a concept
map to describe what it means to be a slave. Have students explore the following questions: What is
slavery? What conditions were slaves forced to live in? How could a slave gain their freedom? Who
started the slave trade? What were some of the economic gains of slavery? What is the TransAtlantic Slave trade? What countries had slaves? Was the United States the only country to have
slaves? What percentage of slaves went to the Caribbean, Central and South America?
Share a map of the Trans-Atlantic Slave Trade with students. Inform them that the Portuguese,
Dutch, and Spanish originated the Slave Trade. Look at the quantity/percentage of slaves who went
to North America, the Caribbean, and South America. Where were the majority of slaves taken?
Share that only 5 of every 100 slaves came to North America, and the remaining slaves went to the
Caribbean and South America. www.slavevoyages.org/tast/assessment/intro-maps/09.jpg
Have students make predictions about the book based on their discussion of slavery and the title of
the book.
MAIN ACTIVITY: Read and discuss the book The Poet Slave of Cuba, Pages 339.
Required: Have students pretend to be investigative journalists and photographers for a National
Geographic special on Cuba. As a group, use appropriate resources to research the geography,
history, culture, customs, food and music of the island. Students should choose to be journalists or
photographers. Journalists can write short essays, articles and poetry highlighting the history,
customs and culture. Photographers and photojournalists can create a poster/brochure/postcard
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LEVEL III
Divide students into three groups and have each group read and summarize one section from Pages
1-39. Group 1 should read Pages 3-14, group 2 Pages 15-26 and group 3 Pages 27-39. Encourage
groups to be creative with their summary presentations using skits, illustrations, commercials,
reports, raps, etc.
with key information on food, music and geography, illustrations with captions, and picture stories
on Cuba. Students present essays and posters during lesson closure, and join products together by
creating a special front and back cover for the National Geographic class special.
Choose at least two: Complete a detailed map of Cuba, identifying major cities, tourist areas and
bodies of water. Provide an example map for the class to study and individual blank Cuba map
print-outs. Be certain to color areas of the map accordingly, create a title, and draw the cardinal
directions. Estimate distance from Cuba to the United States. Which U.S. state is the closest to
Cuba? Why is this relevant? What have you heard about Cuba-U.S. migrations and relations?
Poets often write about a beloved city or country in the form of an ode. An ode is a type of poem
dedicated to praise a person, animal, place or thing. Write an ode to your community and create a
poster sharing the poem along with an illustration.
Who was Juan Francisco Manzano? Have students research who he was, his characteristics and
contributions to the island. Students should present the information they find as a rap, song, jingle
or chant.
It is rumored that Juan Francisco Manzano secretly wrote poetry and practiced his handwriting on
fallen leaves. Imagine you are Juan Francisco Manzano. Using fallen tree leaves or cut-out leaves,
write a poem about Cuba.
SOCIAL ACTION ACTIVITY: Founded by the descendants of Fredrick Douglass and Booker T.
Washington, the Fredrick Douglass Family Initiative works to advance freedom through knowledge
and strategic action. FDMI increases awareness and calls for an end to what they call modern day
slavery, known as human trafficking. Research the organization, the stories of human trafficking
and suggested actions/contributions. www.fdfi.org
Add your findings to the class newsletter and create a poster to increase awareness in your
community. In groups, devise plans to increase awareness outside of the local area, and develop
sustainable actions that will lead to change.
CLOSING ACTIVITY: Have students present research on Cuba and Juan Franciso Manzano. Make
predictions about the remainder of the book.
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DAY: 2
BOOK: The
Review with students the characters introduced in the book the previous day.
MAIN ACTIVITY: Read and discuss the book The Poet Slave of Cuba, Pages 4075.
Divide students into three groups and have each group read and summarize one section from Pages
40-75. Group 1 should read Pages 40-51, group 2 Pages 52-63 and group 3 Pages 64-75.
Recommendations for discussion:
What sort of skills and talents did Juan Francisco Manzano possess? How did he gain them?
What skills and talents do you have? Have you ever used these gifts to your advantage?
LEVEL III Week Three
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LEVEL III
Describe the relationships among the characters in the story. If helpful, create and post a
Required: Have students create a biography for Juan Francisco. Students should research various
parts of his life, such as: the historical context of the time in which he lived, slavery in Cuba, the
persecution and execution of poets in Cuba during the 1840s, poets who influenced Juan Francisco,
such as: San Juan de la Cruz, Fray Luis de Len, Pedro Soto de Rojas, Garcilaso de la Vega, and
Andrs Fernandez de Andrade, etc.
Choose at least two: Develop a bio-poem about yourself. A bio-poem includes your inner
thoughts, feelings, strength, character, your interests and dreams. Title it, My bio-poem. The
poem should begin and end with an I am statement. Follow the suggested format.
Have students create a timeline of meaningful events throughout the progression of slavery.
The most popular music of Cuba is salsa and rumba. Play salsa music for students and other
musical genres such as Cuban folk, hip-hop and rumba to compare and contrast salsa to other types
of music.
Develop a newsletter or public service announcement regarding events taking place in Cuba and
the Caribbean countries. Be descriptive, using facts and/or characters from the story, and highlight
important information. For example, the summer months can be high tourist seasons yet they are
also known for hurricane season.
SOCIAL ACTION ACTIVITY: Continue research on Fredrick Douglass Family Initiative stories of
human trafficking and suggested actions/contributions. www.fdfi.org
Add your findings to the class newsletter and create a poster to increase awareness in your
community. In groups, devise plans to increase awareness outside of the community, and develop
sustainable actions that will lead to change.
CLOSING ACTIVITY: Have students share their biographies and other completed work. Make
predictions about the rest of the book.
174
DAY: 3
BOOK: The
MAIN ACTIVITY: Read and discuss the book The Poet Slave of Cuba, Pages 76109.
Divide students into three groups and have each group read and summarize one section from Pages
76-109. Group 1 should read Pages 76-86, group 2 Pages 87-97 and group 3 Pages 9-109.
Recommendations for discussion:
What type of relationship do Juan Francisco and Don Nicols have? What sort of support
could Nicols possibly offer? How?
What role do the illustrations play in the story? Do they enhance the words? How do they
impact the biography?
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Week Three:
Community
OPENING ACTIVITY: Students should engage in a poetic interview with a classmate. Share with
students that poetic interviews are a great way to activate the imagination and engage students in
the act of writing poetry. Have students write 10 interview questions for their partner. The partner
should answer the question in the form of a poem. Include both general background questions and
creative in-depth questions. Encourage Students to develop meaningful questions that will provide
profound answers for poem development.
LEVEL III
their lives?
What sorts of things have happened in your country recently? What were these events in
response to? How did the people react? How was it resolved?
What repercussions could Juans childhood have on his adult life?
COOPERATIVE GROUP ACTIVITIES:
Required: Create a cartoon or comic strip about a scene from the book that impacted you or a
character that was part of a turning point in the story. Be detailed and offer headings where
appropriate.
Choose at least two: Cuba is an island of several internationally known poets and writers. Choose
one of the following individuals and create a mini-biography about the individual: Sor Juana Ins
de la Cruz, Jose Mart, Nicols Guilln, Cintio Vitier, Guillermo Rodrguez Rivera, Lydia Cabrera,
Juan Gutirrez. Be sure to include a heading, picture/illustration, background, family, interests,
accomplishments and most notable works. Students can present their mini-biography as a poster,
an essay, or short book.
The characters in the book use poetic prose to share their thoughts, feelings, past, present and
future reality. Choose one of the characters in the book and write a poem from the characters
perspective. Respond in a one-page letter to one of the poems in the book. Be sure to identify the
page number and character you are responding to or from whose perspective you are writing.
Write a newspaper article about Juan Francisco Manzano, the Cuban Slave Trade, or another related
topic of your choice.
CONFLICT RESOLUTION ACTIVITY: Imagine that Don Nicols intervened on behalf of Juan.
Create a dialogue or two poems where Don Nicols stands up to La Marquesa and intervenes on
behalf of Juan. What would he say to resolve the conflict and Juans mistreatment?
How can poetry be linked to social action? Research poets who used poetry to share historical
context, challenges, truths and hidden facts in their poetic verses. Locate poems that address social
justice issues. What impact have their writings had on the country? Make a list of poets/writers,
their writings and the impact they had and when.
CLOSING ACTIVITY: Have students present writing, findings and mini-biographies.
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DAY: 4
BOOK: The
Divide students into three groups and have each group read and summarize one section from Pages
110-143. Group 1 should read Pages 110-121, group 2 Pages 122-133 and group 3 Pages 134-143.
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Week Three:
Community
LEVEL III
Required: The story utilizes various literary devices including foreshadowing, symbolism, similes
and metaphors. Look throughout the book for examples of foreshadowing. Identify the meaning
and what event, if any, is being foreshadowed. With a partner or individually, make a list of 7-10
similes or metaphors from the story. Identify your favorite one, describe and explain why.
Choose at least two: Develop an alternate ending to the story. Imagine Juan had been unable to
escape. What would his life have been like? Students can write the story continuation as a poem or
in prose.
Students should complete a character analysis. They should decide on their favorite character from
the book. How does this character change or develop throughout the story? Then students should
create a paper Twitter page for their selected character, including basic profile details, posts, tweets
and a conversation with another character on their wall. Encourage students to make poetic tweets.
A few examples of Juan Francisco Manzanos poetry are on Pages 180-183. Select one of the poems
for analysis and write a brief constructed response. What is the theme/main idea? What type of
mood does it evoke in the reader? Who is the audience? What lines show evidence of the mood?
Describe it. How did it make you feel? What did it remind you of? Restate your theme/main idea.
CONFLICT RESOLUTION ACTIVITY: The United States and Cuba have had historical conflicts
since the 1950s. Describe possible reasons for the conflict, events or actions that challenged the
relationship further, and suggested solutions for resolving the conflict and ending the economic
embargo on Cuba. Discuss the recent easing of restrictions on Cuba and the potential for a lifting
of the embargo.
CLOSING ACTIVITY: Have students provide each other with feedback and commentary. Students
should share a moment that impacted them from the story, and how their understanding has
changed throughout the week. Share writings and creations completed in cooperative groups.
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DAY: 5
BOOK: The
OPENING ACTIVITY: Read the Authors Historical Note on Page 177 as a class. Assign roles
during the reading: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Take note of the main
ideas, key events and defining moments in Juans life and Cubas history.
Using a pre-cut or drawn male face silhouette, have students develop a Character Chart,
making a comprehensive picture of Juan Francisco Manzano, writing details on the face.
Ask students to react to Juans life. What would it feel like to be falsely accused and arrested?
How can feelings toward your community/country change?
Take a moment to acknowledge the Escalera Conspiracy, a painful period in Cubas slave
period. If possible, print and share pictures with students. What is censorship? Have
students ever experienced their voices/writing being censored?
Have students share a time they have overcome a painful moment in their life. What steps
did they take? How did they redirect their emotions?
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Community
LEVEL III
MAIN ACTIVITY: Read and discuss the book The Poet Slave of Cuba, Pages 144172.
Divide students into three groups and have each group read and summarize one section from Pages
144-172. Group 1 should read Pages 144-153, group 2 Pages 154-163 and group 3 Pages 164-172.
Recommendations for discussion:
What was the most compelling moment or event in the story? Be descriptive.
How did the slave experience of Juan Francisco Manzano compare to that of slaves in the
United States?
What role did sugarcane growth and consumption have on the rise of slavery in Cuba?
How did Juan change over time?
How long did it take for Juans plan to succeed?
What role did poetry play in Juans ability to overcome obstacles? What interest or hobby do
you have that helps you get over difficulties or challenging moments?
What would it be like to escape for your freedom? Imagine what Juans life was like after this
moment.
How did your understanding of slavery, Cuba, or poetry change after reading this story?
COOPERATIVE GROUP ACTIVITIES:
Required: Create a monument for the known and unknown slaves of Cuba, the Caribbean, and
the Americas. Will this monument be located in La Havana? Why or why not? How does Juan
describe La Havana on Page 160? Develop detailed construction plans, descriptive statements,
illustrations and a mini-model of the monument. Be sure to include a dedication and details about
the opening ceremony.
Choose at least two: Poets, performers, writers and entertainers memorize their best pieces for
presentation. Students will choose to memorize one of the poems in the book sharing why it was
selected, OR memorize one of the poems they wrote during the week. Students should work with a
partner to help them memorize the poem. Focus on delivery, tone, pitch and body language.
Have students create a visual, pictorial timeline of the storys events.
Students should research and learn more about Cubas Ao de Cuero (Year of the Lash) or la
Escalera Conspiracy. Write a poem or monologue from Juans perspective about one of the two
topics. Include key information about the events within the written piece.
CONFLICT RESOLUTION ACTIVITY: Create a skit between Juan and La Marquesa de Prado
Ameno. Imagine they encountered each other on the island and Juan was able to ask questions,
gain an understanding on her position, discuss her challenges and ask how they overcame some of
their challenges. Imagine you encountered La Marquesa after freeing yourself. Develop a series of
questions to interview La Marquesa and resolve past conflict.
CLOSING ACTIVITY: Have students share their monument ideas and rationales with the class.
Afternoon Activity: Host an Open-Mic Poetry event and/or include poetry in weekly
Parent/Family Workshop.
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LEVEL III
Week Four
DAY: 1
BOOK:
Riding Freedom
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Week Four:
Country
LEVEL III
MAIN ACTIVITY: Read and discuss the book Riding Freedom, Chapters 1-2, Pages 1-31.
Divide students into two groups and have each group read and summarize one chapter from
Chapters 1-2. Encourage groups to be creative with their summary presentations using skits,
illustrations, commercials, reports, raps, etc.
Recommendations for discussion:
What makes Charlotte so special? What abilities and traits does she possess that allow her to
adapt to an environment full of boys?
What do you think it feels like to be an orphan? Why is it so difficult to be adopted as a girl?
How did Mrs. Boyle stop Charlotte from being adopted? Explain how you feel about her actions.
Have you ever lost a pet before? What was it like? How did you get over it?
What is the cause of Williams extreme competiveness with Charlotte? Do you think he had
something to do with Freedoms death?
Do you think it was right for Mr. Millshark to ban Charlotte from racing? What do you
think his real reason was?
What effect does not being able to race have on Charlotte? What does she plan to do about
it? What would you do if you were in her shoes?
What type of person is Vern? What makes you think this?
COOPERATIVE GROUP ACTIVITIES:
Required: Freedom was the closest thing Charlotte had to family outside of the boys at the
orphanage. She really admired and loved Freedom. Have students write a diary entry from
Charlottes perspective on what it was like to lose Freedom. How does she feel? How should she react?
Choose at least two: Have students create a missing person report for Charlotte. Use the details
in the story to describe her physical attributes. Included in the report should also be an image of
her, along with details of her absence.
Have students think about two things that Charlotte was good at and how they can help her in the
future. Next, have students think about two things they are good at and write them down. Students
should then explain how these things will help them in building their future and being successful in life.
Have each student write a letter to someone close to them whom they have lost. Allow students
who feel comfortable doing so read their letters to the class.
Have students write an alternative ending for the chapter they read. What would have happened to
Charlotte had her plan not worked?
Have students research information about horses in order to create a booklet. The booklet should
include what horses eat, how to raise a horse properly, how much a horse costs, etc.
SOCIAL ACTION ACTIVITY: Explain to students that there are over 120,000 orphans in America,
while another 400,000 children live without permanent families. It is common for children in foster
care to age out, leaving them with little financial or emotional support. Have students research
organizations in their state that serve as homes and resources for these children. If a child was an
orphan, how could they get involved with one of the organizations? What are the requirements?
CLOSING ACTIVITY: Have students share their diary entries with the group.
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DAY: 2
BOOK:
Riding Freedom
OPENING ACTIVITY: Discuss with students the courage needed to stand up against something.
Have students share stories of those who demonstrated courage in difficult times. How did those
people make a difference?
MAIN ACTIVITY: Read and discuss the book Riding Freedom, Chapters 3-4, Pages 32-53.
Divide students into two groups and have each group read and summarize one chapter from
Chapters 3-4.
Recommendations for discussion:
What is something your parents have given you that you value? Is it similar to Charlottes
leather bracelet? Why do you think she chose to share her bracelet with Hayward?
What effects might Hayward leaving have on Charlotte?
How is Charlotte treated in respect to the boys in the story? Why is she not allowed to move
around alone like the boys? What does this reveal about the historical time in which the
book is set?
LEVEL III Week Four
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Week Four:
Country
LEVEL III
Why do you think Vern choose to help Charlotte? What did he risk by helping her?
Based on Charlottes actions, she is pretty determined and brave. Do you consider yourself
Required: Have students analyze two of the characters in the story. Identify details that express
how their present actions, thoughts and feelings have been impacted by their past experiences. This
could be in both a positive and negative way. Students should record their responses in a chart as
outlined below.
Character
Details about
the past
Vern
Charlotte
Hayward
Choose at least two: Charlotte is in a new place in which she does not know anyone. Have
students write about what it must feel like to be in an unfamiliar place and how they would cope.
Have students work in pairs to create a Venn diagram with three overlapping circles. They should
identify the shared features among Charlotte, Vern and Ebenezer. If hula hoops are available, have
students complete a life-size Venn diagram, in which index cards are used to write the details in the
circles.
Divide students into groups. Have groups create a list with at least 10 items that Charlotte needs in
order to survive.
184
Have students compose a poem of their choice. The central theme of each poem should be coping
with emotional pain (See Appendix for poetry-writing forms and examples). Group students in
pairs to share their poems with each other.
CONFLICT RESOLUTION ACTIVITY: Many of the characters expressed their feelings in the story.
Have each student choose any form of writing to express an internal conflict that they are
struggling with. Then group students in pairs. Have each partner share their internal conflicts and
discuss ways to address the conflicts.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.
LEVEL III
Week Four:
Country
185
DAY: 3
BOOK:
Riding Freedom
Divide students into two groups and have each group read and summarize one chapter from
Chapters 5-6.
Recommendations for discussion:
By Charlotte working with the horses, she is making a conscious decision not to go to
school. At your age, would you rather work or go to school? Why?
Mr. Millshark is out to find Charlotte, and confronts Ebenezer. At one point, it appears that
Ebenezer knows that Charlotte is the girl missing. What makes us believe this?
How does Ebenezer handle Mr. Millsharks and Charlottes dilemmas?
What new things has Charlotte learned thus far?
186
Hayward and Charlotte never lost touch with one another how did they manage to stay
in touch without getting caught? In todays society, what other forms of communication
could they have used?
What was Charlottes initial feeling about Mr. Millshark? How did she get over her fear and
get her revenge at the same time?
Was Charlotte wrong for stealing Mr. Millsharks boots? Why?
COOPERATIVE GROUP ACTIVITIES:
Required: Charlotte and Hayward often send letters back and forth to one another. Students
should pretend that they are one of the characters and write a letter informing the other character
about what is going on in their life. Allow those who feel comfortable doing so to share their
letters. Review the parts of a letter prior to students writing their letters.
Choose at least two: Divide students into groups. Have groups create a super heroine character of
Charlotte. The character should have a special costume, an exciting name, and special abilities and
talents.
Charlotte did a lot to maintain her disguise. Have students draw an image that captures what
Charlotte/Charley did to stay under the radar and keep her identity protected from others. Use
textual evidence to support your illustration.
Have students discuss with group members a moment they would like to continue forever. Then
have each student create a postcard representing that moment. On one side they should write a
note to someone they would like to share the moment with, and on the other side draw an
illustration for that moment.
CLOSING ACTIVITY: Have students switch letters and respond as the opposite character to the
letter. Have each pair write a response. Then have groups role-play a conversation between
Hayward and Charlotte.
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Week Four:
Country
Have each student draw a picture of a dream they have had. Then exchange papers with a partner
and each person should share their own interpretation of the partners picture dream with their
partner.
LEVEL III
Have students work in pairs to select a scene from one of the two chapters read that stood out.
They should capture the scene using a three-scene comic board.
DAY: 4
BOOK:
Riding Freedom
Divide students into two groups and have each group read and summarize one chapter from
Chapters 7-8.
Recommendations for discussion:
What were some of the pros and cons of Charlotte moving to California? What did
Ebenezer try to warn her about?
Before Charlotte leaves for California, Ebenezer asks her for her real name. Would you have
trusted telling the truth to Ebenezer and shared your name? Do you think Charlotte did the
right thing? Explain.
What did Charlotte learn about Ebenezer that might have caused him to initially allow her
to stay?
188
When was the last time you helped someone out? Describe the experience.
What was different about the West Coast? What did Charlotte have to adapt to?
How did Charlotte cope with her new conditions? What happened as a result of her messing
Required: Based on the details in the story, make an argument for where Charlotte belongs.
Throughout the entire novel she is looking for a place to call home. Has she found it in Rhode
Island or California? Is there a new location she should try? Based on her personality and work
ethic, where would she best fit? Students may consider a modern day story and place her in the 21st
century, as long as they provide an explanation.
Have students write a letter to President Garfield from the mindset of a woman in the 1880s,
persuading him why women should be able to vote and have the same rights as men.
Have students complete a T-chart in which they compare and contrast Rhode Island and
California, using textual evidence. Afterward, lead a discussion with students in which you discuss
what Charlotte was able to accomplish in Rhode Island that she could not in California. Which
area was more oppressive? Which location required more survival skills? Which state should she
have chosen to stay in?
SOCIAL ACTION ACTIVITY: Have students conduct research on the courageous women who
fought for equal rights during the 1880s. Students can be creative in their presentations of the
information they find. They can create a skit, PowerPoint, article, newsletter, poster, etc.
CLOSING ACTIVITY: Have students share their arguments with the class, along with other tasks
completed in cooperative groups.
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Week Four:
Country
Have students write an article about Charley and his one-eye adventures. Be sure to include the
incident that took place, along with how she overcame the notions that she would never ride again.
Encourage students to use a catchy headline to tell the story.
LEVEL III
Choose at least two: During the 1880s women were still fighting for the right to vote. In the story,
Charlotte is able to vote only because she is disguised as a boy. Have students create banners and
signs stating why women should have the right to vote.
DAY: 5
BOOK:
Riding Freedom
Divide students into two groups and have each group read and summarize one chapter from
Chapters 9-10.
Recommendations for discussion:
Why did Charlotte choose to purchase Margarets land also? Was this a smart financial
move?
What pleasant surprise did Charlotte come home to?
Do you believe that Hayward will ever return and live with Charlotte? Why couldnt he just
stay with her? What do you think their future holds?
How do you think Charlotte must have felt owning her own home? If you could have your
own dream house, what would it look like? Where would it be?
Why did Charlotte feel so strongly about voting?
190
What is something you wish you could do, but are not allowed to?
How do you feel about not having an option or say in doing certain things?
How was Charlotte defying the odds and standing up for womens rights?
What is symbolic about the names Charlotte chose for the foals?
Required: Imagine this book has a soundtrack to express the point of view of the author, through
lyrics and songs. Group students into pairs and assign the different aspects of the storys plot. Allow
students to use computers to research lyrics and songs that best show what the authors point of
view was for various elements of the plot. Choose a song that represents each of the following:
1.
2.
3.
4.
5.
6.
LEVEL III
Choose at least two: Have each group develop a rsum for Charley. Include a statement
expressing feelings about the importance of hard work. The Servant Leader Intern should have
available sample rsums for students to use as a resource for this activity.
Have students create a CD cover for their soundtracks.
Have groups write a farewell letter from Hayward.
Engage students in a discussion about things they would like to see changed in the world. Then
have each group make a list of things they would change if they could change the world. Next,
students should create collages representing the changes. Display the collages.
Have students explain the title of the book. Comment on the references to riding and freedom.
Then have students illustrate the title based on this story. Next, have them compare and contrast
their illustrations.
SOCIAL ACTION ACTIVITY: Have students use scenes from the book to create an advertisement
campaign that captures their thoughts and feelings about adults listening to children and youth.
CLOSING ACTIVITY: Have students share their soundtracks with the class.
191
Week Four:
Country
Have students write an alternative ending for the story. What will Charlottes future hold?
LEVEL III
Week Five
DAY: 1
BOOK: Before We Were
Free
192
Define and discuss the following words prior to reading Chapter 1. Point words out as they appear in
the story.
compound
custody
embargo
SIM (secret police)
consul
The Butterflies
Cotorrita
Mercado (market)
familia
Ambassador
El Jefe
Amnesty
canasta
immunity
dictator
MAIN ACTIVITY: Read and discuss Chapters 1-4 of Before We Were Free. As a class, read aloud Chapter 1,
Pages 1-12 and briefly discuss. Divide class in three groups.
Group 1 reads, summarizes and presents key events/characters/conflicts of Chapter 2 Pages 13-25
Group 2 reads, summarizes and presents key events/characters/conflicts of Chapter 3, Pages 26-41
Group 3 reads, summarizes and presents key events/characters/conflicts of Chapter 4, Pages 42-53
Be sure to assign roles in each group: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Refer to
Role Cards and Product Cards at the end of this guide for creative summary presentations. Students
should choose between a commercial, news report, song, poem or skit to present their chapters key
events/characters/conflicts.
193
LEVEL III
Week Five:
World
How are birthdays celebrated in your home? Do you have any special traditions?
Describe El Jefes dictatorship. Imagine what life would be like under this regime.
What does No flies fly into a closed mouth mean?
What can be inferred by Mamis comment to Mrs. Washburn, Doris, put the lid on the sugar
bowl, por favor. There are many flies?
On Page 52, Mother says at first our father didn t want to endanger his family...But sometimes, life
without freedom is no life at all? Do you agree or disagree? What does freedom mean to you?
194
DAY: 2
BOOK: Before We Were
Free
FOCUS PERFORMANCE OBJECTIVES: Students should be able to gain knowledge of the history,
art and literature of the Dominican Republic, explore life in the Dominican Republic during the
Trujillo regime, and relate literature to important social issues.
OPENING ACTIVITY: Post a map of the Dominican Republic and Haiti. Read and discuss the poem
titled Parsley by Rita Dove. What event between the Dominican Republic and Haiti is the poem referring
to? Who is the General the poem refers to? (Source: www.poetryfoundation.org/poem/172128)
Background: On October 2, 1937 General Trujillo, known as El Jefe ordered 20,000 Haitian Blacks
killed because they could not pronounce the letter r in perejil, the Spanish word for parsley.
MAIN
ACTIVITY: Read Chapters 5-7 and discuss Before We Were Free. Divide class in three groups.
Group 1 reads, summarizes and presents key events/characters/conflicts of Chapter 5, Pages 54-64
Group 2 reads, summarizes and presents key events/characters/conflicts of Chapter 6, Pages 65-76
Group 3 reads, summarizes and presents key events/characters/conflicts of Chapter 7, Pages 77-89
Be sure to assign roles in each group: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Refer to
Product Cards at the end of this guide for creative summary presentations. Students can create a
commercial, news report, song, poem or skit to highlight key events/characters/conflicts.
195
Week Five:
World
LEVEL III
196
Have students discuss: What are some causes in your community or country that youd be willing to
make tremendous sacrifices for? Make a T-chart with one column labeled Causes and the other
Proposed Actions..
CLOSING ACTIVITY: Have students use props and present their radio shows, poems and journal
entries. Make predictions about the rest of the book.
LEVEL III
Week Five:
World
197
DAY: 3
BOOK: Before We Were
Free
Choose at least two: Have students add on to the Spanish-English dictionary with the words/phrases
presented in the book. Anita uses her diary to share her thoughts and feelings. Have students write one
page of Anitas diary from her perspective OR write a one-page response to one of Anitas diary entries
of your choice.
Anita de la Torre refers to Joan of Arc several times throughout the story. Research and learn about Joan
of Arc. Who was she? What was she like? Why is Anita intrigued by Joan of Arc? Do they share any
similarities? How are they different? Write a short essay on Joan of Arc and how she is similar or
different from Anita. What do you think of Joan of Arc?
SOCIAL ACTION ACTIVITY: Have students research dictatorships around the world, specifically in Latin
America (Chile, Brazil, Argentina). Outline any international outreach and social action steps taken to oust
the dictator and reinstate democracy. Students should think of the story, the characters journey, and what
a democracy looks like. Then have students create a timeline of all the dictatorships researched. What
impact do you think the creation of the Universal Declaration of Human Rights had on these regions?
What role do Human Rights Watch groups play? What role does the School of the Americas play?
CLOSING ACTIVITY: Students present diary entries, cartoons/comics, findings on Joan of Arc, and
essays. If time is available, students can exchange games and play.
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Week Five:
World
Have students create a cartoon or comic about a scene in the book that impacted you and/or a character in
the book who was part of a turning point in the story. Be detailed and offer headings where appropriate.
LEVEL III
Required: Have students develop a game board OR Democracy v. Dictatorship cards to compare and
contrast country leaders, governments, and the peoples experiences within each social system. Students
should use the Dominican Republic or another country to research and exhibit facts, actions and
consequences on the board. Include present and past information in your game, specify the rules of the
game and declare the object of the game. For example, the purpose of the game is to become free.
DAY: 4
BOOK: Before We Were
Free
Be sure to assign roles in each group: Presenter, Leader, Time-Keeper/Errand Runner, and Note-Taker.
Refer to Product Cards at the end of this guide for creative summary presentations. Students can create
a commercial, news report, song, poem or skit to highlight key events/characters/conflicts.
Recommendations for discussion:
What do you think of Anitas school experiences? How do her experiences differ in the United
States and the Dominican Republic?
How would you feel about school if you were Anita?
How does Anita feel prior to discovering the news of her father? Describe her feelings. Review
Page 150.
What information does Mr. Washburn deliver to the Garcia family?
What is Anitas mothers reaction to the news?
What role does the United States play in the story?
Family is extremely important in Anitas life. Describe how her family has changed throughout
the story. How would you feel if you were Anita?
Describe
the fate of El Jefe and the Dominican Republic.
Choose at least two: Have students add to the Spanish-English dictionary with the words/phrases
presented in the book.
Have students develop an alternate ending to the story. Imagine Anitas family had not been able to join
the rest of her family in New York. Write 2-3 pages to extend the story.
201
Week Five:
World
The story utilizes various literary devices including foreshadowing, symbolism, similes and metaphors.
Look throughout the book for examples of foreshadowing, identify the meaning and what event, if any,
is being foreshadowed. Examples include: You will see them before they come back but only after you
are free. (p. 11)
LEVEL III
Required: Have students complete a character analysis and decide who their favorite character of the
book is. Students should discuss how they change or develop throughout the story. Develop a Facebook
page on the selected character. Have students be sure to include basic profile details, character traits and
a conversation with another character/themselves on their wall.
Anitas father and uncle to overturn the Trujillo dictatorship? What would you have done if you had
been in a similar situation? How would your family have resolved the conflict of living within a
dictatorship?
SOCIAL ACTION ACTIVITY: Have students continue researching dictatorships around the world,
specifically in Latin America.
CLOSING ACTIVITY: Present research on dictatorships from around the world. Students can also share
an alternative ending to the story. Have students provide each other with feedback and commentary.
Ask students to share a moment that impacted them from the story. How has their understanding of a
dictatorship changed throughout the week?
202
DAY: 5
BOOK: Before We Were
Free
FOCUS PERFORMANCE OBJECTIVES: Students should be able to gain knowledge of the history,
art and literature of the Dominican Republic, explore life in the Dominican Republic during the
Trujillo regime, and relate literature to important social issues.
OPENING ACTIVITY: Ask students to define the word courage. Develop an acrostic poem as a class
utilizing the letters in courage. Ask students to describe the Butterflies/Las Mariposas. Who are the
Mirabal sisters? Would you call them courageous? Why or why not?
Watch a short clip on YouTube about the Mirabal sisters, their courage, conviction and actions.
(Source: https://m.youtube.com/watch?v=LYDBjz-DZrw)
MAIN ACTIVITY: Watch the film In the Time of the Butterflies, which takes place during the
Trujillo dictatorship in the Dominican Republic. The film highlights the story of the Mirabal sisters,
known as the mariposas or butterflies, who were murdered for their resistance toward Trujillos regime.
Re-read and discuss Chapters 10-11 and the Authors Note in Before We Were Free, and watch the film.
Recommendations for discussion:
What characters from the book are highlighted in the film In the Time of the Butterflies?
How is the Trujillo regime portrayed in the film? What is El Jefe like?
What similarities do you find between the film and the Julia Alvarez story?
What did the Mirabal sisters do?
LEVEL III Week Five
203
Week Five:
World
LEVEL III
What would you have portrayed similarly or differently in the movie based on the book?
Which do you like more, the book or the film?
Did you identify with any of the characters in the film?
204
LEVEL III
Week Six
Weekly Theme:
With Hope, Education and Action
The overall goal for the week is to examine the lives of people who made a difference in their own lives
and the lives of others with hope, education, and action. The books for this week will motivate students
to do all they can to ensure that they get a high quality education, and empower them to take action to
make their hopes and dreams become reality.
DAY: 1
BOOK:
Novio Boy
205
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LEVEL III
Ask if any of the students have ever been on a date. Ask them who paid. Ask who they think should pay
for a date. Explain that todays reading is about a young man who asks an older girl on a date and needs
help from his family and friends to be successful, because he has no idea what to do.
Ask the students what kind of advice they would give a friend who was going on their first date. Record
the answers on chart paper so that they can compare their advice to the advice Rudy receives in the play.
MAIN ACTIVITY: Part 1: Have students read Scene 1 to themselves silently. When they finish, ask
them to write down on a sheet of paper what they noticed about how the story was written on the page.
Why are some things in parentheses? Why are some words written in italics? Why are the names at the
beginnings of lines and why are those names in bold letters?
Make sure that students understand exactly how a play is written; that the character names in bold
shouldnt be read aloud, parentheses are always directions for the actors do something physical for the
audience to notice, and that words the actors are supposed to speak will be written in italic letters if
they are in a different language (in this case, Spanish). Show students the glossary in the back of the
book for Spanish terms.
Next, the instructor and one of the students should perform the first three pages of the play for the
rest of the students. The instructor should read the dialogue in a boring, unanimated, monotone voice.
After reading, ask the students what was wrong with the performance. The performance should have
been bad enough for the students to point out how boring it was. Then finish Scene 1 using an
animated and exciting delivery. Tell the students that they will all be performing during the week and
they should try to be as exciting as possible for their mini performances.
Part 2: Divide the students into multiple groups of at least nine students if possible (there are nine roles
in the final scene). Determine a way to assign roles for the play. Some students may have to play
multiple roles. Look at the last scene in the play to see which roles students cant do twice.
Have the students break into groups and start practicing Scenes 1-3. Make sure that students read
Scenes 2 and 3 completely, before beginning to work on their roles in the play. For the first day, they
should take turn with the roles so that everybody has a chance to read the play. Tell them that at the
end of the week they will read the whole play at once as a performance (they wont have time to
memorize the play so let them know that they will still be using the books all week).
COOPERATIVE GROUP ACTIVITIES: (Instructor note: since students will be working on creating
scenes, practicing their lines and stage directions, as well as working out the mechanics of how they will
present the play on Friday during the week, the cooperative and group activities will be provided as a
growing list of options. If you feel the students are so engaged with the play, then you may skip any of
these extra activities. If you feel the students need a break from their production these activities are
available. The list will grow on a daily basis.)
Activity 1: Ask students to think of something funny that happened at school. Tell them to write down
as much about the event as they can remember. Next, have them rewrite their story as a dialogue with
stage directions instead of a narrative. Have them choose other students to help them present their
play to other groups or the whole class.
CLOSING ACTIVITY: Ask students to share any new Spanish words they learned from the story.
206
DAY: 2
BOOK: Novio
Boy
MAIN ACTIVITY: Break the students into the same groups as the day before and have them read
Scenes 4-6. Then have them break into smaller groups and work on their own parts.
COOPERATIVE GROUP ACTIVITIES: (Instructor note: since students will be working on creating
scenes, practicing their lines and stage directions, as well as working out the mechanics of how they will
present the play on Friday during the week, the cooperative and group activities will be provided as a
growing list of options. If you feel the students are so engaged with the play, then you may skip any of
these extra activities. If you feel the students need a break from their production these activities are
available. The list will grow on a daily basis.)
Activity 1: Ask students to think of something funny that happened at school. Tell them to write down
as much about the event as they can remember. Next, have them rewrite their story as a dialogue with
stage directions instead of a narrative. Have them choose other students to help them present their
play to other groups or the whole class.
207
OPENING ACTIVITY: Ask students if they listen to the radio with their parents. Do their parents
listen to the DJs talk? Tell students that one of the characters introduced today will be a DJ named El
Gato. Ask students for three volunteers to do their best DJ voice. Next, ask if any other students want
to share their DJ voice. Finally, ask two students to have a DJ contest and read El Gatos first set of lines
on Page 27.
LEVEL III
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Activity 2: Put students into pairs and give each pair a sheet of paper. Tell the students that they should
pretend that one of them needs advice about asking somebody on a date. Have them start the activity
by asking for advice on the top of the page and then passing the note to their partner. The partner
should do the same thing. After one minute, have the students switch papers and give their partner
advice. Give the students 3-4 minutes to respond. Have them pass papers back and then write another
question that starts with, But what should I do if . . .? Continue passing papers back and forth until
students seem to run out of ideas and then have them share their favorite parts with the whole group.
CLOSING ACTIVITY: Hold a group discussion. Ask students the following:
How does Novio Boy reflect a community?
Who are the people you think of when you think of your community? Do you see any of these
same types of people in your community even if they may not speak quite the same way?
What are the things that people in your community share? Do they listen to the same radio
station? Go to the same schools or parks? Have the same problems?
208
DAY: 3
BOOK: Novio
Boy
LEVEL III
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
COOPERATIVE GROUP ACTIVITIES: (Instructor note: since students will be working on creating
scenes, practicing their lines and stage directions, as well as working out the mechanics of how they will
present the play on Friday during the week, the cooperative and group activities will be provided as a
growing list of options. If you feel the students are so engaged with the play, then you may skip any of
these extra activities. If you feel the students need a break from their production these activities are
available. The list will grow on a daily basis.)
Activity 1: Ask students to think of something funny that happened at school. Tell them to write down
as much about the event as they can remember. Next, have them rewrite their story as a dialogue with
stage directions instead of a narrative. Have them choose other students to help them present their
play to other groups or the whole class.
209
MAIN ACTIVITY: Break the students into the same groups as the day before and have them read Scene
7. They should practice Scene 7 three or four times. Try to go around and listen to each student as they
dramatically read their parts for the play. When they have finished with Scene 7, have them go back
and start practicing the play from the beginning.
Activity 2: Passing notes. Put students into pairs and give each pair a sheet of paper. Tell the students
that they should pretend that one of them needs advice about asking somebody on a date. Have them
start the activity by asking for advice on the top of the page and then passing the note to their partner.
The partner should do the same thing. After one minute, have the students switch papers and give their
partner advice. Give the students 3-4 minutes to respond. Have them pass papers back and then write
another question that starts with, But what should I do if . . .? Continue passing papers back and
forth until students seem to run out of ideas and then have them share their favorite parts with the
whole group.
Activity 3: Ask the students if they have ever heard of the Oscars, Golden Globes, or Grammy awards.
Tell them that you need awards for your performances of Novio Boy. In groups of 3-4 have them come
up with a list of 10 different awards that might be given out after the performance on Friday. Remind
them that the awards can be silly or serious, but that they need to be respectful.
Then, have each student create an award that they would like to give to somebody in their own
community who makes their community a better place to live.
CLOSING ACTIVITY: If students did Activity 3, have them share the awards they wanted to give to a
community member. If students havent done activity 3, do it as the closing activity.
210
DAY: 4
BOOK: Novio
Boy
MAIN ACTIVITY: Part 1: Students have read the entire book by now and should be reading their parts
with fluency and emotion. Have them practice their parts again, but this time make sure that students
focus on the stage directions as they go through the performance. Today should be something very close
to a full dress rehearsal.
Part 2: Have the students design a simple set with the materials and furniture available. The students
may also create simple backdrops using pictures and chart paper. Tell students that very often plays are
performed on nearly empty stages and the audience is asked to imagine the setting. The props they
create only have to be enough to help the audience visualize a full set.
LEVEL III Week Six
211
OPENING ACTIVITY: Ask one of the students to come up and shake your hand to start the day. Have
them look you in the eye and give you a firm business-style handshake. Then, ask them if that is how
they would shake their friends hand if they saw them in the neighborhood. Ask them to show you how
they would shake hands with their friend or have them bring a friend up to the front to show you.
If they do a very elaborate hand shake, stop and tell them that was exactly what you were talking about.
If they dont do an elaborate handshake, either show a clip from YouTube or show them an elaborate
handshake that you know. Then open Novio Boy to the last page and notice the stage direction that asks
them to do an elaborate handshake. Give the students 5-10 minutes to make up and practice a
handshake that they think should be in the end of the play. Allow students to demonstrate their
handshakes and then use the stage direction of the handshake to link to todays main idea.
LEVEL III
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas
and expressing their own clearly
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Brainstorm as a group possible sets for each scene. The instructor may want to break the whole group
into seven different groups and assign each group a scene.
COOPERATIVE GROUP ACTIVITIES: (Instructor note: since students will be working on creating
scenes, practicing their lines and stage directions, as well as working out the mechanics of how they will
present the play on Friday during the week, the cooperative and group activities will be provided as a
growing list of options. If you feel the students are so engaged with the play, then you may skip any of
these extra activities. If you feel the students need a break from their production these activities are
available. The list will grow on a daily basis)
Activity 1: Ask students to think of something funny that happened at school. Tell them to write down
as much about the event as they can remember. Next, have them rewrite their story as a dialogue with
stage directions instead of a narrative. Have them choose other students to help them present their
play to other groups or the whole class.
Activity 2: Passing notes. Put students into pairs and give each pair a sheet of paper. Tell the students
that they should pretend that one of them needs advice about asking somebody on a date. Have them
start the activity by asking for advice on the top of the page and then passing the note to their partner.
The partner should do the same thing. After one minute, have the students switch papers and give their
partner advice. Give the students 3-4 minutes to respond. Have them pass papers back and then write
another question that starts with, But what should I do if . . .? Continue passing papers back and
forth until students seem to run out of ideas and then have them share their favorite parts with the
whole group.
Activity 3: Ask the students if they have ever heard of the Oscars, Golden Globes, or Grammy awards.
Tell them that you need awards for your performances of Novio Boy. In groups of 3-4 have them come
up with a list of 10 different awards that might be given out after the performance on Friday. Remind
them that the awards can be silly or serious, but that they need to be respectful. Then, have each
student create an award that they would like to give to somebody in their own community who makes
their community a better place to live.
Activity 4: Have students pretend that they are Rudy. Ask them to write a letter to their friend Alex
thanking him for all of his help before, during, and after his date with Patricia. You should include
specific ways that Alex helped Rudy. The letter should be almost a full page because Alex was a great
friend and did a lot of things to help Rudy.
CLOSING ACTIVITY: Create an agenda for which groups will go in which order to perform the play.
Make sure that the agenda allows everybody to perform. You should try to let every group do Scene 7
for a whole audience. Remind students that they will still be able to use the books for the performance
if they need to.
(If possible, try to invite some community members, the camp director, or other classes for the final
performance on Friday. The students will usually give a better effort if there is a new audience for their
performance.)
212
DAY: 5
BOOK: Novio
Boy
213
OPENING ACTIVITY: Give students a pep talk and then go over the daily agenda of performances and
set up props and sets as needed.
LEVEL III
The partner should do the same thing. After one minute, have the students switch papers and give their
partner advice. Give the students 3-4 minutes to respond. Have them pass papers back and then write
another question that starts with, But what should I do if . . .? Continue passing papers back and
forth until students seem to run out of ideas and then have them share their favorite parts with the
whole group.
Activity 3: Ask the students if they have ever heard of the Oscars, Golden Globes, or Grammy awards.
Tell them that you need awards for your performances of Novio Boy. In groups of 3-4 have them come
up with a list of 10 different awards that might be given out after the performance on Friday. Remind
them that the awards can be silly or serious, but that they need to be respectful. Record the awards on
chart paper. The instructor should plan on giving out these awards on Friday after the performances as
the closing activity of the week. Then, have each student create an award that they would like to give to
somebody in their own community who makes their community a better place to live.
Activity 4: Have students pretend that they are Rudy. Ask them to write a letter to their friend Alex
thanking him for all of his help before, during, and after his date with Patricia. You should include
specific ways that Alex helped Rudy. The letter should be almost a full page because Alex was a great
friend and did a lot of things to help Rudy.
Activity 5: Vote on awards for the week, either using the awards created by the students on Wednesday
or with awards that the instructor creates.
Activity 6: Prepare a short thank-you speech that can be used when the students come up to receive an
award for their performance. The instructor should provide a very brief example.
CLOSING ACTIVITY: Hand out the awards. If there is time and enough certificates, try to give as
many awards as possible.
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LEVEL IV
LEVEL IV
Book List
Books
Authors
Matt de la Pea
Sonia Manzano
James Haskins
Kekla Magoon
H = hardcover title
216
LEVEL IV
*Note that the following standards are addressed in every unit, with the exception of the genre.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the text
RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
Reading Literature
n
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.2. 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.
RL.5.3. 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).
Week One:
Self
Writing
n
W.5.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
LEVEL IV
217
LEVEL IV
Week One
DAY: 1
BOOK:
We Were Here
Share with students that the protagonist of the novel, Miguel, goes through all of these experiences at
the beginning of the book.
Complete a KWL chart for the novel We Were Here. Ask students to ground their knowledge and
questions by viewing the front and back cover of the book.
Share with students that the novel is written as a journal and has journal entry dates rather than
chapters. Students will make their own journal to respond to entries throughout the week.
MAIN ACTIVITY: Read and discuss the book, We Were Here, Pages 153. As a class read the first
journal entry, Pages 5-6. Make predictions about what Miguel did to get him into a juvenile
facility/group home. Read Pages 5-77, dated May 13th to July 17th in small groups of 3-4 students each.
Have students break up into groups and summarize key events, characters and conflicts. Group 1 will
read Pages 6-32 (stop at June 7th), group 2 will read Pages 32-57 (stop at July 8th), and group 3 will
read Pages 57-77 (stop at July 17th).
Be sure to assign roles in each group: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Refer to
Product Cards at the end of this guide for creative summary presentations. Students are to summarize
the key points in their reading to share with other groups. Students share summaries as a radio talk
show, news report or commercial. Be sure to specify presentation expectations and include summary.
219
LEVEL IV
Week One:
Self
220
DAY: 2
BOOK:
We Were Here
Briefly review the reading from the previous day by using Text Message Timeline. Discuss any
picture/file attachments to texts.
LEVEL IV
OPENING ACTIVITY: Using a ball or something to toss around the room, invite students to share an
experience in which they have run away from a problem/situation OR a trip they have experienced with
friends or family. Students have one minute to share and answer questions before having to run away
from the questions and toss the ball to a classmate.
MAIN ACTIVITY: Read and discuss the book, We Were Here, Pages 77142.
Be sure to assign roles in each group: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Refer to
Product Cards at the end of this guide for creative summary presentations. Students are to summarize
the key points in your reading to share with other groups. Students share summaries as a radio talk
show, news report or commercial. Be sure to specify presentation expectations and include summary.
221
Week One:
Self
Have students break into groups and summarize key events, characters and conflicts. Group 1 will read
Pages 77-107 (stop at Us Looking for a Bus Station), group 2 will read Pages 107-127 (stop at July
19th), and group 3 will read Pages 127-142 (stop at July 21st).
Have you ever been in a relationship? What sorts of thoughts or feelings is one likely to
experience?
What does Miguel say about Diegos experience with girls?
Why does Mong encourage Miguel and Rondell to leave Mei-Li at the restaurant? How did
Mong know she had changed the plan?
We all take on different roles in unique settings. Describe the roles Mong, Miguel and Rondell
take during their trip? Who is the leader? Who runs errands?
Have you ever been on a trip with friends before? Describe the experience. Who was the
organizer? Who was the motivator?
On Page 108, Miguel says that no one complains during the long walk to the bus station,
perhaps because they believed they deserved to suffer. Have you ever felt this way? Have you
ever justified a painful experience/situation because you felt you deserved it? Do people deserve
to suffer? Can suffering be avoided?
Miguel talks about Diego and him a lot in the story. What family member do you share a lot of
memories with?
What did people say about Diegos grades, behavior and choice of friends? What did they think
would become of Diego and Miguel? Have you ever had people suggest future outcomes for
your life that you did or did not agree with? Why or why not?
Miguel reads Mongs and Rondells files from the group home. What does he learn about each of
them that causes Miguel to look at them differently? What is Miguels response upon reading his
own file? What do you think this suggests about Miguels reason for being in the group home?
What do you think happened?
Why does Miguel write in his journal?
Based on Miguels memories, what type of relationship did he have with Diego? What sort of
things would they do together?
Describe a time you did something that had a negative consequence. What happened? How did
you make it better?
Can you imagine what it would be like to sleep outside, in a cave/on the beach/on a bench?
What would it be like to live in different locations from day to day like Miguel, Mong and
Rondell?
What did Miguel mean by we were totally free on Page 131?
What does Miguel think about Mong?
What does Mong think about Miguel and Rondell?
COOPERATIVE GROUP ACTIVITIES:
Required: Write a journal response to Miguel about escaping the group home. What would you
recommend Miguel and the guys do? Persuade Miguel to return to the group home. Optional select
a topic Miguel writes about in the novel and respond to his journal entry in your journal.
222
Choose at least two: Using a blank Facebook profile template make a Facebook page for each character
in the story. Be sure to describe key character traits, interests, affiliations, and write posts on their
Facebook wall. Make a profile picture and identify key relationships. Assign students different characters
by writing character names on index cards or popsicle sticks and having them select at random (Jaden,
Miguel, Mong, Rondell, Lester, Diego, Mom, Mei-Li, Principal). Post Facebook profile pages around
the room.
Complete additional text messages for the class Text Message Timeline for additional dates July 17th
July 21st. Add to class timeline.
Write your own short story about True Love. Be sure to include a minimum of two characters, how/
where they meet, how they fall in love and the outcome of the story.
In the novel we learn about the interests of each character. Mong enjoys staring at the ocean, Miguel
enjoys reading and writing, and Rondell enjoys basketball and the Bible. Write a one-page journal entry
about things you like to do in your free time and why.
CONFLICT RESOLUTION ACTIVITY: Miguel takes three resident files from the group home
including his own. These files are confidential. Miguel reads them without sharing with Mong or
Rondell that he has read and learned personal and private information about them. How would you feel
if you were Mong or Rondell? Would you ask to read Miguels file in return? How does reading the files
impact Miguels thoughts about Mong and Rondell?
Create a resolution where Miguel apologizes in a letter to Mong and/or Rondell for reading their files.
In your letter accept responsibility for your actions/decisions, offer suggestions to make amends, define
next steps, and comment on what the person means to you.
SOCIAL ACTION ACTIVITY: This week is about making a difference in yourself. Miguel realized that
writing key events and thoughts in his journal could possibly make a difference in his life. Make a list of
activities and things you do to improve a skill, talent, or area in need of work in your life.
CLOSING ACTIVITY: Students will share their writing and Facebook profile pages with the group and
predict what will happen next in the book. Students can add to the KWL chart.
LEVEL IV
In small groups, identify areas in your community that help teens gain positive self-regard, self-esteem
and self-worth. Make a brochure listing these organizations, identifying their mission, purpose and
contact information. Depending on available resources students can conduct a phone book search and
call, complete online research, or interview key members in the community/who visit your Freedom
School site.
Week One:
Self
223
DAY: 3
BOOK:
We Were Here
224
Required: Begin a class newsletter. Identify three key topics and have groups write articles about them.
Each group writes about a major event from the story and one of the research-based topics. For
example: youth group homes, juvenile detention facilities, family services, counseling services, suicide
rates, youth homelessness, etc.
Write a journal entry as if you were one of the characters in the book. Write from Miguel, Mong or
Rondells perspective. What is going on in your mind and heart? What thoughts, fears or ideas are you
experiencing? What are your next steps?
Have you ever thought about writing a book? Write one paragraph about a book you would write.
Describe the protagonist, key events, theme or audience of the book.
225
Week One:
Self
Choose at least two: Write on a classmates mock Facebook profile page/wall. Respond to other
postings from a characters perspective.
LEVEL IV
Have you ever disappointed someone you care about? Write a short story about the situation, what
happened, who was involved, and what you would do if you could do things differently.
Research and learn about Latinos in the United States. What is the current Latino population of the
United States? What countries are most represented? How large is the Mexican-American population?
Are there specific regions of country where the population size is smaller or larger? Why do you think
this is so? How would this relate to available work?
SOCIAL ACTION ACTIVITY: What organizations or agencies support youth who have experienced
suicidal thoughts, lost a friend to suicide, or who are experiencing grief? Make a mini-poster of one of
the research organizations, their activities, contact information and overall mission. Identify a day to
share this information at a fair or community event.
CLOSING ACTIVITY: Students will share their writing and findings with the group and predict what
will happen next in the book. Add to the KWL.
226
DAY: 4
BOOK:
We Were Here
MAIN ACTIVITY: Read and discuss the book, We Were Here, Pages 212287. Review timeline dates
from previous day.
227
Week One:
Self
Open and honest conversations are best. Ask for Site Coordinator support and/or invite additional
support staff for the following discussion if needed. Ask students to share if they know anyone who has
committed or attempted suicide. What are some of the warning signs? What sort of support is available?
What situations or events can tempt someone to have such thoughts? What would you have done if you
were Miguel or Rondell?
LEVEL IV
OPENING ACTIVITY: Spend some time discussing Mong, his character, and his relationship to others.
Use a graphic organizer web chart with Mong written in the middle to identify characteristics and
thoughts about him. Remind students of the cooperation contract and the agreement to keep everyone
emotionally safe. Discuss Mongs decision and the impact on Miguel and Rondell, and the plans to
travel to Mexico. What did we learn about Mong that was unique? What sort of relationship did he
have with his parents? How do his parents relate to Mei-Lis love story? What did Mongs file say about
him? How was he sick?
Have students break up into groups and summarize key events, characters and conflicts. Group 1 will
read Pages 212-233 (stop at end of page), group 2 will read Pages 234-259 (stop at August 1st), and
group 3 will read Pages 259-287 (stop at August 6th).
Be sure to assign roles in each group: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Refer to
Product Cards at the end of this guide for creative summary presentations. Students are to summarize
the key points in their reading to share with other groups. Students share summaries as a skits or news
reports.
Recommendations for discussion:
Miguel believes that his mother would be happy to see him die, would rather not talk to him or
care what happens to him. Where do these thoughts come from? What does Miguel base his
beliefs on?
Why do you think Miguel calls Jaden at the group home?
What happens when Miguel and Rondell reach the U.S./Mexico border?
Why did Miguels father place a map of Mexico in his room when he was born?
Read Page 218. How does Miguel complicate his sense of identity? What does he think about
the boy on the other side of the Mexico border? What does he conclude determines a persons
future? What does he think about his parents?
Why does Miguel say he cant go to Mexico?
What happened to Miguels father? How did it impact the family?
How did Miguel and Flaca meet? What sort of relationship did they have?
What happens to Rondell at the party? Why must Miguel and Rondo leave in such a hurry?
What do the girls do while Miguel talks to Flaca?
How long does it take Miguel and Rondell to realize the petty cash is gone? Why are they so
upset? What had Miguel promised Jaden? How does this make their journey more challenging?
Imagine you were Miguel or Rondell with no money and far from home. What would you do to
get money and find a home for the evening?
Read Page 275. Miguel mentions being ashamed of his father and attributing some of his
weaknesses to being of Mexican origin. How do you think these thoughts impact Miguels
identity and his connection to Mexico?
What
would you do if you were Miguel reading Jules note on Page 280?
228
Make a collage about yourself that describes your interests and things that are meaningful to you. Be creative.
Use magazines, newspapers, construction paper, markers, words, and images to create your collage.
SOCIAL ACTION ACTIVITY: Young people have very different experiences in group homes. On Page
14, Miguel poses a serious question to group home counselors: You really think a punk-ass place like
this could make a kid better?
Research your local juvenile detention facility. What sort of outcomes does the facility currently have?
What do youth in the community think about the facility? Create a survey for youth and adults in the
community about their awareness of youth services, support programs, rehabilitation services, and
related themes.
What steps do you think group homes would need to take to improve outcomes for youth? What
alternatives would you propose to offer community-based rehabilitation and group home living/juvenile
detention?
Write a letter to your mayor or city councilmember advocating for specific changes and adjustments to
the group home policies or juvenile detention policies based upon your research/collected data.
CLOSING ACTIVITY: Students will share writing, letters, and collages with the group and predict what
will happen next in the book.
LEVEL IV
Week One:
Self
229
DAY: 5
BOOK:
We Were Here
230
Have students break up into groups and summarize key events, characters and conflicts. Group 1 will
read Pages 288-311 (stop at the bottom of the page), group 2 will read Pages 311-334 (stop at
September 11th), and group 3 will read Pages 334-356.
Be sure to assign roles in each group: Presenter, Time-Keeper/Errand Runner, and Note-Taker. Refer to
Product Cards at the end of this guide for creative summary presentations. Students are to summarize
the key points in their reading to share with other groups. Students share summaries as a posters or
animations.
LEVEL IV
231
Week One:
Self
Required: Write a one-page journal response to Miguel discovering the words Mong was here, him
adding Miguel was here and Rondell adding his name. What is the relationship between these words
and the title of the book? Why would they leave behind a reminder of where they have been? Have you
ever written this somewhere?
Choose at least two: Pretend the book is being made into a movie. Create a movie poster for the
premiere of the movie. Who would you feature on the cover? What scene or symbols would you use?
Write about how a personal experience you have had is similar to one of the characters experiences in
the novel. Write a one-page response.
Think of one of your closest friends. Write a letter thanking them for their friendship or reminiscing on
a favorite memory with them.
Complete class newsletter, print copies or post somewhere all can see and experience.
Write another chapter to the book. Imagine both Miguel and Rondell have completed their sentences
and group home stay. What happens to the characters? Choose one or both and write a 3-5 page book
extension.
SOCIAL ACTION ACTIVITY: Research the juvenile detention facilities in the state/country. What are
some of the challenges they face? What are the recidivism rates? What recommendations and policy
suggestions would you offer local facilities? What programming or services would better support youth
in facilities? How can youth voices within facilities be heard?
If possible, identify a group home or juvenile detention facility and have the class write letters to the
residents. Ask students to introduce themselves, share an interest and a favorite event/day of the year.
Ensure that students do not ask questions about what crimes were committed or how long the youth is
serving.
CLOSING ACTIVITY: Students will share their writing with the group, share newsletters and reflections
on each others work and thoughts on the book. Students should complete the KWL for the week.
232
LEVEL IV
Week Two
DAY: 1
BOOK: Pig
Park
233
Week Two:
Family
LEVEL IV
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text..
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-12 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
Divide students into four groups. Have two groups read and summarize two chapters each, and the
other two groups read and summarize three chapters each from Chapters 1-10. Encourage groups to be
creative with their summary presentations, using skits, pictures, commercials, reports, raps, etc.
Recommendations for discussion:
Pig Park is named after the American Lard Company. What are your initial feelings about the
neighborhood being called Pig Park? Is your reaction positive or negative? What makes you
react this way?
Due
to the economic downturn the local businesses are about to be closed. What do you predict
they will do in order to save their neighborhood? What would you do to save yours?
What does 15 and normal look like?
The families in the neighborhood are closely knit and rely on one another, with the exception of
Peregrino and Colonel Franco. What role do these two figures play in the community?
Out of all the famous landmarks in the world, Peregrino chooses the pyramids to represent
their neighborhood. Why? What historical implication does it have on the community?
Is the idea crazy?
In what way is the pyramid an investment for the community?
How did the family acquire their bakery? What happened just as the bakery business picked up?
Does your neighborhood have a park? How would you describe it? Who uses it the most?
How does the idea that we owned the park translated to chaos?
What does the following statement reveal about the Aztec people: We need the sun, especially if
were going to be pass for Aztecs?
If your school were to close down, where would you go? Would you be pleased with the
decision? Why or why not?
What sacrifices did everyone have to make in order to have the pyramid built?
What makes the narrator believe that Josefina doesnt care about their friendship?
Why were the girls disappointed when they moved inside? What was Colonel Francos logic for
making them work indoors instead?
Why
were the children the only ones who helped build? Where were the adults?
234
Have students choose one of the characters from the story to focus on. Explain to students that what
people do and say (what we see on the OUTSIDE) tells us something about who they are on the
INSIDE. Give each student a piece of construction paper. Have them fold it in half. On the front flap,
they should write the name of the character they chose. They should list the things that this person did
and said. On the inside, have students list words that describe this persons personality and/or feelings.
Provide students with a list of the top 100 landmarks from around the world: (http://designlike.com/
2011/12/05/100-most-famous-landmarks-around-the-world/). Ask them to think about one
landmark they would like to learn more about and research it. Have students share their findings with
the class.
Have students analyze the figurative language in the story. What does it mean? Have students put it in
their own words using the chart below to capture their ideas, along with their classmates.
Quote
Type of figurative
language
What it means
(illustration/words)
LEVEL IV
235
Week Two:
Family
SOCIAL ACTION ACTIVITY: Throughout the story, the Aztecs, Mayas, Incas, Egyptians and
Mesoamericans are mentioned. Have students work in groups to research one of the cultures and
provide a fact sheet, Prezi, or poster presentation to the class. Students should answer who they were,
where and when they lived. What was their culture like? What were their major religious beliefs?
What was their capital city like? What happened to them?
DAY: 2
BOOK: Pig
Park
236
Based on what you have learned about Dr. Vidales Casal from others, what do you make of him?
Is he someone you would get along with?
What do you want to be when you grow up? What will your backup plan be if life happens
like it did to Masis mom?
Why is Masis mom so unhappy? What is causing her to be in a mood? What do you think of
her reaction to leave?
When Masi meets Belinda, she revealed that she was also looking at real estate. This caused a
look of panic in Felixs eyes. What do you think this foreshadows? What mood do you get from
this scene?
At one point Masis mom stumbles and almost falls. The two of them do not assist her, instead
they let her carry on. Was this the right thing to do?
How did Masis mom anchor her dad to Pig Park?
I poured myself into a lie. My dad poured himself into a bakery. What did Masis mom pour
herself into?
What are some reasons people faint? Which do you think was the cause of Masis mom fainting?
237
Week Two:
Family
SOCIAL ACTION ACTIVITY: Masis mom, Patricia, has diabetes, which is what caused her to faint.
Have students research what diabetes is, how is it treated, how is it contracted, what one can do about
it, etc. Students can break up into pairs and focus on one area in particular and then reconvene as group
and share out what they learned. Next, have students pick a fundraiser using a guide
(http://main.diabetes.org/out09/18425_atoz.pdf) to help raise awareness and funds for the cause.
Allow students time to organize their fundraiser and conduct it for the next few weeks.
LEVEL IV
Allow students to continue working in groups on their presentations started on Day 1 during their
social action activity. Students should continue to answer the questions about the ancient cultures,
who they were, where and when they lived. What was their culture like? What were their major
religious beliefs? What was their capital city like? What happened to them? After groups have finished
presenting, discuss with students their role in the story. Why mention it?
DAY: 3
BOOK: Pig
Park
238
What does Masis dad do in order to take his mind off Patricia?
Masi wants Patricia to come home and be a real mom. What does that entail?
When you are faced with challenges and frustration, how do you alleviate it? What do you do
instead of blowing up?
Why did Masis dad turn to baking? How much money did he lose by baking so much?
What does Masi gain by donating the bread to the church?
What is something you are good at?
Why have Masi and her dad stopped answering the phone? Why does the mom continuously
call, but wont return home?
How would you describe Belinda? What are her intentions? How do you know?
Belinda decides that making the pyramid into a museum will bring about more tourists. Do you
believe this is a good idea or bad idea?
In what ways do Belindas prejudices come across in the story?
How will the community fund the new idea?
Peregrino believes that you have to change with the times or wont survive in the business world.
Would the people of Pig Park have survived without the idea of the pyramid?
Why dont Belinda and Felix reveal that they are Dr. Vidales children? What do they have to hide?
Capirotada is known as a Mexican bread pudding. If possible, allow students to make capirotadas using
the following recipe: http://www.myrecipes.com/recipe/capirotada-mexican-bread-pudding. If not,
have students create illustrations and a recipe using the details in the story.
239
Week Two:
Family
Bread actually begins to go stale almost the minute it comes out of the oven. Have students conduct a
science experiment in which they take fresh bread out of the oven and leave it out, while placing
another piece of bread in the refrigerator. Over the course of the next week, allow students to track the
progress and decomposition of the bread.
LEVEL IV
Divide the class into two groups and assign each a Mexican holiday: Day of the Dead and Cinco de
Mayo, and present on them to the class. Suggest that students within each group work in pairs, first to
learn basic facts about the holiday and then to study a unique aspect of that holiday, such as rituals,
food, costumes, dance, music, or images. Explain that in addition to answering the questions, each
group will present what they learned by hosting a celebration of the holiday in the classroom.
Encourage them to use their imaginations to re-create the celebration for the class. They can create
posters, bring in food, play appropriate music, dance, or dress in costumes.
Have students draw images of the desserts in the story that include their ingredients listed around the
illustration.
SOCIAL ACTION ACTIVITY: Have groups develop an ad campaign in favor of a cause such as school
improvement, community building, etc. Students should create a public service announcement which
can include but should not be limited to designing posters, bumper stickers, buttons, radio ads, music,
sound effects, etc. The viewpoint of the group should be clear and powerful, persuasive words and
pictures should be included in the advertising.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.
240
DAY: 4
BOOK: Pig
Park
MAIN ACTIVITY: Read and discuss the book, Pig Park, Chapters 31-40, Pages 169-224.
Divide students into four groups. Have two groups read and summarize two chapters each, and the
other two groups read and summarize three chapters each from Chapters 31-40. Encourage groups to
be creative with their summary presentations, using skits, pictures, commercials, reports, raps, etc.
241
Week Two:
Family
LEVEL IV
OPENING ACTIVITY: Have students recall and discuss what they read thus far and make predictions
about what will happen next.
What reasons would Dr. Vidales have for not allowing his children to use his last name? What
adjectives might you use to describe his behavior?
Why does Felix want to stop Masis dad from buying the oven?
Masis dad takes out a loan to buy the oven. Was this the smartest move? What could he have
done instead?
What is the secret ingredient in skinny pigs? How are they different from the regular ones?
Belinda feels that people should dress the part for the museum. What does she mean by this?
How would you feel if you were one of the characters? Is she exploiting the community?
Define globalization and free market. How do they both pertain to the story?
What experience is Belinda trying to create? Why does Marcos refuse to buy in?
What is the difference between the community being called Pig Park vs. Pork Park?
Who would miss Pig Park if it disappeared off the map? Is Belinda in the community to save it
or help it disappear?
What makes a place unique? Would you consider your community unique?
Why do you suppose Felix revealed the truth to Masi? Why didnt she tell everyone? Who else
knew about the plan?
The opening of the pyramid did not bring in a lot of people and Chavez seemed disappointed.
How did this mimic the episode that occurred in Minnesota? How did the residents of Pig
Park respond?
242
DAY: 5
BOOK: Pig
Park
OPENING ACTIVITY: Play the telephone game. Sit in a large circle. Pull a secret from a box and
whisper it to a student. The student will whisper the secret to another student. The game will end when
all students have passed the secret. The last student will reveal the secret to see if it changed from the
original message.
Week Two:
Family
LEVEL IV
243
244
LEVEL IV
Week Three
DAY: 1
BOOK: The
Week Three:
Community
LEVEL IV
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text..
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-12 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
245
Manzano writes, We [Puerto Ricans] seemed invisible even to me. Ask students what new
information they learned about the Civil Rights Movement, Montgomery Bus Boycotts, Young Lords,
Vietnam, Pedro Pietri, the Ponce Massacre and El Grito de Lares.
MAIN ACTIVITY: Read and discuss the book, The Revolution of Evelyn Serrano, Chapters 1-6.
Recommendations for discussion:
How does Mami decorate her home to reflect her cultural heritage?
In what ways does your home give you a sense of peace and history?
Rosa gets upset with Midalia for wanting to hang out more with Awilda and Dora. She feels
there is nothing wrong with having just one friend. Do you agree or disagree with this
statement? What is wrong with having just one friend?
Why does Rosa change her name? Whats wrong with her name? If you could change your name
would you? What do names represent?
Do you think Rosa would have changed her name if they didnt live in Harlem? What if they
lived in Colorado? Miami? Texas?
What effect does a persons appearance have on their behavior? How are they viewed by others?
What is an example from the story in which Rosas appearance made a difference?
What characters in the story buy into stereotypes? What prejudices do they acknowledge and
how do they respond as a result of them?
How would you describe abuelita? How is she different from Mami?
There appears to be tension between abuelita and Mami. What do you suppose the problem is?
Chapter 4 is titled If Only I Were a Cockroach. What do you suppose might happen in this
chapter? What would make Rosa feel this way?
Have
you ever felt embarrassed by a parent or family member? What happened and how did you
respond?
Why
does Wilfredo need the key? Should Rosa be allowed to make a key that reads Do Not
Duplicate?
Whats so mysterious about Abuelas past?
COOPERATIVE GROUP ACTIVITIES:
Required: Have each group write and perform collaborative Where Im From or Where Were From
spoken poems. For a models, go to: http://www.teenink.com/poetry/free_verse/article/47932/I-AmFrom/ or have students watch spoken word performance We Come From at
https://www.youtube.com/watch?v=4rpJoGjvNbw
Choose at least two: The author weaves together English and Spanish terms throughout the play. Have
students keep a record of Spanish terms they do not know and are unable to determine the meaning
using context clues. At the end of each lesson, have them locate the terms in Spanish-English
dictionaries, and list the words along with their meanings on a chart or create another way to visually
represent this information. Students should add words and their meanings daily.
Locate Puerto Rico on a map. Puerto Rican ancestry is Spanish, African and Taino (indigenous).
Research the history of slavery in Puerto Rico. Where were slaves taken? What was their role on the
island? How and when was slavery abolished (Look up El Castillo and El Morro)?
246
Research the life of Juan de Pareja. What was his life like? What were some of his individual
contributions to the world? Create an 8 x 11 poster with key information and an illustration.
Rewrite a scene and change the gender of the characters to show how they might act differently.
You can also have a roundtable on gender differences. What would be different if Evelyn was Everett
instead? Or abuela was abuelo? In what ways would this impact the story? Lead a discussion after
students have written their scenes.
Make a collage using images, pictures, relatable words, commentary, etc. Arrange them in a way to ask
questions or make statements about the text.
Have each group member create a one-liner description for his or her special talent/abilities. Then have
them identify famous people and describe their special talents/abilities with a one-liner. Have group
members create memes that display their one-liner along with a visual image that they download from
online or capture with a camera. Create a class Tumblr or Instagram site where students can then
upload their memes to share.
CONFLICT RESOLUTION ACTIVITY:
Conflict: Mamis anger leads her into conflicts with those around her (i.e. Rosa and Abuela).
Resolution: Students should discuss ways they control their anger. Then have them identify ways Mami
could manage her anger more effectively and not strike out at others. Finally, students should role-play
scenes from the book but incorporate the more effective anger management strategies they have
identified.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.
LEVEL IV
Week Three:
Community
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DAY: 2
BOOK: The
Why is sweeping the street such an important job? What does it teach them?
Eventually the people in the barrio have had enough with the hot garbage and thus decide to set
it on fire. Initially this appears to be a good idea, however, it turns out to be bad. In what ways
did this help and hurt the neighborhood?
People did not flee from the cops, not this timenot one person ran off. What is the
significance of people taking a stand? What does this reveal about the characters personalities?
What does Rosas community need? What do the Young Lords demand?
Would you consider being a Young Lord? Why or why not?
Was Rosas grandfather a shooter at the Ponce Massacre? What evidence supports your opinion?
What other events have taken place in history in which people have stood up for whats right?
How effective have these models been?
Have students create vision boards that illustrate their goals and aspirations for the future. Students
should cut out images and words/phrases from used magazines and create collages that reflect how they
see themselves in the future.
CONFLICT RESOLUTION ACTIVITY: Angels dad has a hard time controlling his frustrations and
takes it out on him instead. Could his behavior be considered child abuse? Should he be reported?
What would be the repercussions of speaking up for Angel? What are some organizations that Angel
and his dad can turn to for support financially and mentally?
CLOSING ACTIVITY: Have students swap stories and share their opinions with one another.
LEVEL IV Week Three
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Week Three:
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Seor Santiagos eyes were as sad as la esperanza de un pobre as sad as the hope of a poor person after
he is hassled by the police for not having a license to sell his colorful flavored ices on the street even
though it is the only way he can make a living. What should he do instead? Was the officer right to
harass him? Have students create a list of jobs he could possible apply for using the same skills.
LEVEL IV
Have students continue to record Spanish terms they do not know and are unable to determine the
meaning of using context clues. At the end of each lesson, have them locate the terms in SpanishEnglish dictionaries, and list the words along with their meanings on a chart or create another way to
visually represent this information. Students should add words and their meanings daily.
DAY: 3
BOOK: The
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Articulate ideas from the text during a debate.
Analyze the storys theme from multiple character perspectives in order to form fact vs. opinion
arguments.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers
OPENING ACTIVITIES: A walk through Spanish Harlem is described as walking from garbage pile
to garbage pile on practically every corner of every street. Garbage, overflowing trashcans, and foul
odors are strong elements in the setting of this novel. Evelyn and Angel walk through the stench, with
nowhere to go. Lead a conversation with students around how the characters are surrounded by refuse.
How does the setting help define the characters and their station in life?
MAIN ACTIVITY: Read and discuss the book, The Revolution of Evelyn Serrano, Chapters 13-18.
Recommendations for discussion:
Ever since Abuela showed up, her energy has been directed toward improving the neighborhood,
not so much Evelyn and her mom. It almost appears that Abuela has to make a choice. Can a
person be a successful activist at large if her family and home are neglected?
In what ways does her grandmother inspire Evelyn as social activism takes hold in Spanish
Harlem?
All of the tension in the neighborhood comes to a head when the police decide to raid the
church as a member of the Young Lords is trying to speak to the congregation. What does the
ghost of Evelyn represent?
250
Who could have broken into the bodega? Why did they choose their store to loot?
Evelyn sees her mother as a slave, and doesnt want to be like her. Instead she wants to be an
activist like Abuela. If you were Eveyln, which personality would you embody?
Chapter 15 is titled, A Motor in the Heart. What do you think the significance of this is?
Evelyn continuously speaks of a storm coming and starting the Young Lords on their way. What
was the tipping point for the group that forced them to move forward?
Were the Young Lords methods orthodox? Was there another measure they could have taken?
Why do you think Mami and the pastor are frightened and resistant to the efforts of the Young Lords?
What are the benefits of having girl Young Lords? Why is this a big deal for Evelyn?
Evelyn says I feel like somebody now, Papi. How does Evelyns involvement with the Young
Lords help her discover her identity?
What is your identity? How is it developed? Does it change over time? Allow students the opportunity
to make their own identity chart. Provide something for students to create a web chart or give them a
blank printed web chart. Students should write their name at the top of the paper.
SOCIAL ACTION ACTIVITY: The Young Lords only focus were the issues presented in the
community. Have a discussion with students about the needs of their own communities and develop an
awareness campaign. Design a flyer or poster regarding their campaign. If time permits, have students
create an action plan that will bring about positive change in the community.
CLOSING ACTIVITY: Host the debate and allow students to present both sides of their arguments.
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Using poster paper, have students work in cooperative groups to create a Facebook profile for one of the
main characters (i.e. Evelyn, Mami, Abuela). The profiles should include a picture image of their
character, their Facebook friends, background information, posts in the newsfeed, and posts on the
timeline that illustrate their relationship with other characters.
LEVEL IV
Have students continue to record Spanish terms they do not know and are unable to determine the
meaning of using context clues. At the end of each lesson, have them locate the terms in Spanish-English
dictionaries, and list the words along with their meanings on a chart or create another way to visually
represent this information. Students should add words and their meanings daily.
DAY: 4
BOOK: The
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9-12 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Create a recipe using supporting evidence and descriptive language.
Employ critical reading skills to make meaning of the text.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers
OPENING ACTIVITY: Have students write a response to the question: If you could make a difference
in your school, your community, or society, what would it be? Explain why.
MAIN ACTIVITY: Read and discuss the book, The Revolution of Evelyn Serrano, Chapters 19-23.
Recommendations for discussion:
Abuela and Mami were never close. Why?
What signs is Mami referencing when she says your abuela came with signs that said she was
against all wars fought by poor people for the rich? What is another way of looking at this
statement?
Describe Abuelas image. At one point Eveyln feels like she should have been an actress. Do
you agree or disagree with this statement. Explain.
Is there only one way to revolt? Mami brings up the question, why do you revolutionaries
always think there is only one way to revolt?
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The Young Lords allowed people to stay in the church or go. Knowing the circumstances and
logic behind the lockdown, what would you have chosen to be an insider or outsider?
In what ways are people in the neighborhood choosing to be outsiders? Are they helping or
hurting the cause?
Gloria Rojas showing up was a big deal. Why? What did her presence solidify?
Why does Mami insist she be with Evelyn during this time if Abuela is already at the church?
Abuela changes her nail color from frosty pink to fire-engine red. Only Abuela would change
her nail color in the middle of a revolution. What is symbolic about Abuelas nails? Why does it
matter to Evelyn?
Evelyn never though that Puerto Ricans had a history. Why would she think this? Whose
responsibility is it for you to learn your culture/history?
What do you know about your history and where you come from? How does your
understanding of your history affect your identity and actions in different settings?
Have students create a timeline of events that have taken place in the story. They should plot significant
events or moments that have taken place in El Barrio thus far.
SOCIAL ACTION ACTIVITY: Have students conduct online research about current social movements
and youth-led protests (e.g., Dream Defenders, Black Lives Matter). Have them trace the origins of
each movement and create timelines of major events, key actors in the movements, etc. Have students
present their findings in a PowerPoint or Prezi presentation.
CLOSING ACTIVITY: Allow students to share their illustrated recipes with the class. If accessible, cook
or purchase Puerto Rican pasteles, plantains or arroz con gandules for students to taste.
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Community
Have students continue to record Spanish terms they do not know and are unable to determine the
meaning of using context clues. At the end of each lesson, have them locate the terms in SpanishEnglish dictionaries, and list the words along with their meanings on a chart or create another way to
visually represent this information. Students should add words and their meanings daily.
LEVEL IV
Have students create an instant message chat between themselves and Evelyn. Develop an instant
messenger name. Write the conversation/dialogue as a chat room overview or as a comic strip. What
would you say to Evelyn?
DAY: 5
BOOK: The
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9-12 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Identify themes and symbols in Pedro Pietris Puerto Rican Obituary and connect the poems
message to their own lives.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
blank certificates
OPENING ACTIVITY: Have students list 5 adjectives that describe them/their peers/their community.
Then list 5 objects that represent them/their peers/their community. Next, have them list 5 people that
represent them/their peers/their community. Allows students to share their adjectives with the group
and discuss similarities and differences. Note on chart paper the similarities.
MAIN ACTIVITY: Read and discuss the book, The Revolution of Evelyn Serrano, Chapters 24-29.
Recommendations for discussion:
Why do people find it funny that when others are angry, they take it out on anyone around? Is
this the right response?
Why wasnt Pedro well received by the crowd? What did his words evoke in people and force
them to accept?
What solution does Pedro offer to Puerto Ricans struggling to establish themselves and live
better lives?
Why are Evelyn and Abuela growing apart? What is Abuela coming to represent/believe/value?
254
In what ways are the Young Lords helping the elders? Why dont the elders see it that way?
The women in the film also fought beside the men. Why is this important?
The TV that was stolen from the bodega is donated to the church. Instead of restoring it to the
bodega, Mami decides to let it stay. Why do you think she made this decision? Would her
decision have been different if this were the beginning of the novel?
What does it mean to be Americanized? What does it reveal about the Young Lords not being
able to speak Spanish, but understand it?
Who was involved in the Grito de Lares? What is a Nyorican?
The Young Lords were right. Making us hate the way we looked was a trick people in power
played on us, said Evelyn. What did she mean by this?
During the final days, Evelyn was hit in the eye. Her mother carried her to the hospital, while
her grandmother stayed behind. Evelyn could not understand why her grandmother wouldnt
accompany her. Which was more important? Why did Abuela choose the march instead?
What does Mami mean when she says, Not everyone can do everything you want, or be the
way you like. She is what she is?
Evelyn/Rosa is in the midst of her own internal revolution about who she is and who she wishes
to be. How does Evelyn/Rosas unique point of view inform and enhance the story of a larger,
external revolution?
Look at the front cover of the book and notice the way the word Revolution in the title is
depicted. How does this graphic element represent what happens to Evelyn/Rosa over the course
of the novel?
If Internet access is unavailable, the poem can be found at the following link:
https://www.msu.edu/~sullivan/PietriPoemObit.html.
Choose at least two: Interview a character from the story to write a report on or perform a skit with a
partner. Write at least ten questions that will give the character the opportunity to discuss his/her
thoughts and feelings about his/her role in the story.
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Have students work in groups to create a newspaper that summarizes the plot in one article, covers the
weather in another, a feature story on one of the more interesting characters in another. Include an
editorial and a collection of ads that would be pertinent to the story.
LEVEL IV
Required: Explain to students that Pedro Pietri was a famous Puerto Rican poet who lived in and died
in New York City. He was the co-founder of the New Yourican Poets Caf and worked with the
Young Lords during the 60s. As a 20th century Latino Rights artist and activist he chose poetry as his
weapon to send messages on behalf of his community. Students are to listen to Pietris performance of
the poem, Puerto Rican Obituary (http://www.youtube.com/watch?v=XCD0IsZ4HLI) and analyze
what he is saying and how it relates to their lives. Students should consider who he is speaking to and
for. How does the poem influence our thinking and writing? What was the ultimate purpose? After
students have finished dissecting the poem, have them write their own cultural legacy poem (Pedros
poem was about the legacy he felt the Puerto Rico community was leaving behind).
Have students continue to record Spanish terms they do not know and are unable to determine the
meaning of using context clues. At the end of each lesson, have them locate the terms in SpanishEnglish dictionaries, and list the words along with their meanings on a chart or create another way to
visually represent this information. Students should add words and their meanings daily.
CONFLICT RESOLUTION ACTIVITY: In Chapter 25, Evelyn and other members of the community
are shown The Battle of Algiers a film regarded as a historically accurate and balanced film about
the Algerian War against the French government in North Africa. The film has been critically celebrated
and often taken, by insurgent groups and states alike, as an important commentary on urban guerrilla
warfare. Lead a discussion with students about the ways in which the film is similar and/or different
from El Barrio. Why did the Young Lords chose it? What were they hoping to accomplish? How was it
received?
SOCIAL ACTION ACTIVITY: In Chapter 28, Angel finds out that he has tuberculosis. Explain to
students that tuberculosis is a disease caused by certain germs. It makes someone cough, get weak and
become thinner and thinner for a long time. It is contagious (passes from person to person easily). It
usually attacks the lungs, but may also affect any other organ of the body. After giving students the
basics, have them create a fact sheet using research information they find online, that outlines how to
prevent, control and treat tuberculosis, organizations that can assist, provide research, etc.
CLOSING ACTIVITY: Have students share their legacy poems with the group, along with other work
completed in cooperative groups.
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LEVEL IV
Week Four
DAY: 1
BOOK: Darkroom:
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Week Four:
Country
LEVEL IV
OPENING ACTIVITY: Have students watch the TED talk The Danger of a Single Story by author
Chimamanda Ngozi Adichie (http://www.ted.com/talks/chimamanda_adichie_the_danger_of_
a_single_story?language=en). Then, using a two-column chart, have students write down descriptor
words that define how they see themselves in the left column. In the right column, have students write
down descriptor words that they feel define how other people see them. Students should then share
their charts in small groups. Then have a large group discussion about the danger of stereotypes,
assumptions and misrepresentations of social groups.
MAIN ACTIVITY: Read and discuss the book, Darkroom: A Memoir in Black & White, Chapters 1-2,
Pages 1-43.
Divide students into two groups. Have each group read and summarize one chapter from Chapters 1
and 2. When presenting chapter summaries, groups should be as creative as possible, using skits,
pictures, commercials, reports, raps, etc.
Recommendations for discussion:
How does watching something backward help you understand the events that took place in a story?
What was life like in 1965 in Alabama? What possible problems could this provide for a family
that wasnt White or Black during this time?
What educated guess can you make about living in the South during the time when Blacks
marched? What were they marching for?
In 1961, Marion was a charming town of 32,000 neatly divided between black and white.
What do you think it felt like to fall into neither category? How would you identify?
Why did Ginny and Daddy leave before the rest of the family?
How are the graphics in the story organized? In what ways do the images tell a different story
from the words?
What gaps are there in the roll on Page 25? What do you think happened on February 18th?
On Pages 26 and 27, there are several images of body parts. What is symbolic about this page
and the way the illustrator chose to draw them?
What
do you think it was like to leave one country for another? Why was Ginnys experience
Discuss self-identity and self-determination. Why is it important for people to know and accept
who they are?
In Argentina, people of African origin were a rare sight. How would this effect their perception
of Blacks in America? Especially those in the South? What prejudices did the family bring?
Why did the magazines choose to leave the Blacks out of the American Dream?
COOPERATIVE GROUP ACTIVITIES:
Required: Have students work in pairs to create a mini documentary video about their lives. In pairs,
they should begin to talk over and think about what they would include in a video about their lives.
Then have each student make an outline (or a video treatment) for a documentary about his or her life,
including people, places, events, and conversations that they would feature.
Choose at least two: Have students recreate their lives through a series of snapshots. The organization
of ideas should be similar to the image on Page 21. Students are encouraged to create their own
illustrations and/or use images from the internet/magazines, etc.
258
Have students create a collage using magazines and images from the internet that captures their
interpretation of the American Dream. Afterward, have students write a one-paragraph summary
explaining their interpretation and use of images.
Have students locate Argentina on a map. Research the history of the people, culture, language, political
involvement, celebrities, trade exports, etc. Have students create a poster that captures the essence of life
in Argentina.
CONFLICT RESOLUTION ACTIVITY: In the story the author talks about the familys move to the
United States from Argentina. What were some of the things the family encountered that were a
struggle? What are some things they could have been told/taught before their arrival? Are there things
we could all do to help those struggling with poverty and/or adjusting to a new life in a foreign place?
CLOSING ACTIVITY: Allow students to share their mini documentaries with the class.
LEVEL IV
Week Four:
Country
259
DAY: 2
BOOK: Darkroom:
260
How was life different in the United States in comparison to Argentina? Why did the family
never return?
What does it mean to be in America, not of America?
Being bilingual in school was not something to be proud of. In fact, Lila chose to hide her
native tongue. Why do you think she did this? Does this still apply to school environments
today?
Lilas parents chose to continue their native tongue, which often embarrassed her. What was it
that she felt embarrassed by realistically?
List the skills her mother had.
Inside Ginnys books, Lila found a whole new world. What were some of things she learned? In
what ways was learning this information powerful and empowering?
Why didnt Lilas mom want to discuss the signs in public?
Why did Ginny refuse to conform to societal norms? Where did she get the courage to question
authority?
As Lila began to understand Jim Crow laws, what did she notice?
Lila tries to give the cartoonist a sketch book and he declines. Why?
If the rules that governed race relations werent written down, how were you suppose to know
them?
LEVEL IV
Choose at least two: Write a diary that one of the storys main characters might have kept before,
during, or after the storys events. Remember that the characters thoughts and feelings are very
important in a diary.
Have volunteers dramatize a scene from the story. Then have each group write and dramatize an
original poem (See Appendix for poetry writing forms and examples).
Briefly introduce the 1896 Plessy v. Ferguson case that legalized separate but equal facilities, public
spaces and services and fueling Jim Crow laws. (http://www.american-historama.org/1881-1913maturation-era/plessy-vs-ferguson-case.htm)
Engage students in a discussion about things they would like to see changed in the world. Then have
each group make a list of things they would change if they could change the world. Next, students
should create collages representing the changes. Display the collages.
Tape the name of a character on each students back. Then students should try and guess which
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Country
Technology and time available watch the 3-minute clip on Plessy v. Ferguson.
http://www.history.com/topics/black-history/plessy-v-ferguson
character they are based on the questions they ask other students. Questions should be phrased so the
responses are yes or no. Each student should only ask one question from each person. The object is
to try and guess the character by asking the fewest questions (Examples: Am I a female? Am I a student?
Do I have a twin sister?).
SOCIAL ACTION ACTIVITY: Racial discrimination has plagued the United States since the first
European settlers arrived. The author chronicles the ways race has impacted her life and the lives of her
family members. Have students research a topic connected to an event in the book (i.e. Jim Crow) with
current racialized issues in our society. Students will use their research to create public service
announcements (PSAs) to share with people in their community about race in American society. The
PSAs can take the form of a podcast; poster; comic; video announcement, etc. Students should also
write letters to their local Urban League and NAACP chapters expressing their views on how racism
negatively affects their communities.
CLOSING ACTIVITY: Review students T-charts, along with activities completed during cooperative
group activities.
262
DAY: 3
BOOK: Darkroom:
MAIN ACTIVITY: Read and discuss the book, Darkroom: A Memoir in Black & White, Chapters 5-6,
Pages 80-107.
Divide students into two groups. Have each group read and summarize one chapter for Chapters 5 and
6. After students finish, have them write down what they saw, read, and still wonder.
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Week Four:
Country
LEVEL IV
OPENING ACTIVITY: Have students think about the title of the book. In what ways does the author
play on the idea (i.e. race relations, images, etc.)? Based on what you have read so far, what would you
rename the book?
What could his reasoning have been? Who would have been a good person for him to talk to
that might have persuaded him differently?
What emotions and examples of mood and tone do the graphics capture in Chapter 6? How are
the images drawn in order to capture how people really felt?
Why was dads job ideal in Texas? Who were the people he was going to speak the language to?
After arriving at the job, dad notices it is not the job for him. What changed?
Why does the dad eat in the back with the others?
264
DAY: 4
BOOK: Darkroom:
MAIN ACTIVITY: Read and discuss the book, Darkroom: A Memoir in Black & White, Chapters 7-8,
Pages 110-179.
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Week Four:
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Divide students into two groups. Have each group read and summarize one chapter for Chapters 7 and
8. After students finish, have them write down what they saw, read, and still wonder.
LEVEL IV
OPENING ACTIVITY: Imagine that you were transferred into the story what would you do? How
would the plot change? What would you be up against? How would characters in the story view you?
Would you be friends or neighbors with Lilas family? Why or why not?
Is school in the U.S. too easy? How are schools different in other countries?
Many people would argue that other countries value education differently than the U.S. Do you
agree or disagree with this notion?
In
what ways do Lilas home life and school life collide? What could she do to keep them
separate?
Why didnt Lila invite her parents to the play?
What do you make of the question, Do yall talk Mexican?
Lila does not realize the significance of the Civil Rights Movement happening before her eyes.
Instead she continues to walk pass it, while her dad continues to capture it. What does this
reveal about her character?
Why were Whites afraid to let Blacks vote in the South? What did they have to lose? What did
Blacks have to gain?
Why
was the constitution written? What purpose did it serve for Blacks? How were the Blacks
266
Have students design posters or create a commercial that could be used in a campaign to get rid of
negative racial stereotypes and celebrates minorities and their contributions. Display posters.
Allow students to go online and listen to the interviews and videos of the participants of the
Selma march. Interviews can be found online through the Library of Congress website,
http://www.loc.gov/search/?fa=subject%3Aselma+to+montgomery+rights+march+%281965+%3A+
selma%2C+ala.%29
SOCIAL ACTION ACTIVITY: As you know, civil rights activists struggled and sacrificed for a long time
to push the federal government to take action to ensure that Blacks could exercise their right to vote.
Recently new roadblocks have arisen that many people think threaten the hard-earned successes of the Civil
Rights Movement. In many states, new restrictions have been enacted for the stated reason of combating
voter fraud. In reality, instances of voting fraud are nearly non-existent. The new restrictions actually
threaten the voting rights of Blacks and Latinos, as well as young voters and low-income people.
Divide the class into groups. Assign each group one of the following current efforts to limit voter
registration: end of same-day voter registration, end of motor voter registration, residency requirements
that affect college students, proof of citizenship requirements and restrictions on voting for those with
felony convictions. Have groups research the challenge they have been assigned. Make a poster
representing what they have learned. In their poster, they should explain what their groups challenge
has in common with techniques that have been used in the past to limit access to voting. Do you think
these new efforts could be challenged on the basis of the Voting Rights Act? Why or why not?
CONFLICT RESOLUTION ACTIVITY: Have students research what is happening in their state
regarding voting rights. Are there any attempts to limit voting rights? Who is fighting to maintain or
expand voting rights and how they are doing so? If possible, invite someone to speak with your class
about those efforts. Find out what your class can do to participate, then do it.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.
LEVEL IV
Week Four:
Country
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DAY: 5
BOOK:
268
Why did Lilas dad leave the church? Why were Whites afraid to integrate their churches?
Why did the author choose to include the story of plantation life?
What caused the dogs to bark at the Blacks as they passed Lilas house? What more could Lila
have done to rectify the situation other than to tell the dogs to stop barking?
How do you think Rosetta felt attending Lilas school?
What happened to the schools librarian? Why did Lila rat her out?
Why doesnt Lila feel like an outsider? Why is she only able to see the Black children as an
outsider?
What do you know about the various historical events that took place in the story
(e.g. Dr. Martin Luther King, Jr.s assassination, moon landing, etc.)
How were Blacks and Whites able to overcome the obstacles and barriers that had plagued them
for so long?
What
is significant about the way the story ends?
Have each group write a news story about a tragic event that happened in their community. Students
should write a catchy headline for their story and include answers to the questions: what, who, when,
why, how. How did the event impact the entire community?
Week Four:
Country
CONFLICT RESOLUTION ACTIVITY: Many of the characters expressed their feelings through
writing. Have each student choose any form of writing to express an internal conflict that they are
struggling with. Group students in pairs. Have each partner share their conflicts and discuss ways to
address the conflicts.
SOCIAL ACTION ACTIVITY: Have students identify an issue you would like to start a petition for.
Have them outline how they would persuade others to sign their petition.
CLOSING ACTIVITY: Have a discussion around student timelines and the ending of the story.
Ask students how they would rate the book and if they would recommend it to a friend.
LEVEL IV
Have students write and illustrate additional pages to the book. Read the last page of the book again
and ask students to predict what happens next. Encourage students to imagine what would happen if
the book continued for a few more pages. Students should write and illustrate 2-4 extra pages.
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LEVEL IV
Week Five
DAY: 1
BOOK: Freedom
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.9-10.6. Determine an authors point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
W.11-12.4.
Produce clear and coherent writing in which the development, organization, and
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MAIN ACTIVITY: Read and discuss the book, Freedom Rides: Journey for Justice, Preface and Chapters
1-2, Pages v-17.
The Servant Leader Intern should read the Preface. Then divide students into two groups. Have each
group read and summarize one chapter from Chapters 1-2. Encourage groups to be creative with their
summary presentations using skits, pictures, commercials, reports, raps, etc.
Recommendations for discussion:
Describe the social climate of the South in 1947. What societal factors contributed to the
decision for protest?
What was the significance of the demographics of the Journey of Reconciliation Team? How was
it different from previous demonstrations? What precedents did it set for future social justice
demonstrations?
Describe societal issues of modern American society concerning race relations. Are they similar
or different from those of the 1900s?
How have race relations developed since 1947? Have they improved, worsened, expanded?
What resources are available to American citizens now that were not available in 1947 to protest
unfair practices? How would a modern protest look different from the Journey of Reconciliation?
Discuss the mentality of White Southerners that accuse White protestors of having committed
a greater offense in participating in the Journey of Reconciliation than Black protestors.
What are the implications of this demonstration on the strategies of tackling social issues?
Is it the sole necessity of the oppressed body to liberate itself, or does it require cooperation
of the oppressor?
Evaluate the importance of the theology of Mahatma Gandhi in developing the ideology behind
the Journey of Reconciliation.
Discuss the success of the Journey of Reconciliation.
COOPERATIVE GROUP ACTIVITIES:
Choose at least two: Divide students into three groups. Reflecting on the mission of the Congress
on Racial Equality (CORE), have groups reflect on ways in todays society in which persons are
discriminated against or treated unjustly based on their background or ethnicity. Have each group create
a Racial Equality Vision Board using their poster board. Through the use of pictures, words and
quotes found in magazines, have students articulate their vision of racial equality in todays society.
Students should use magazine images and words only.
Groups students into pairs and have each pair create an acrostic poem using the word CHANGE. Their
poems should reflect how they plan to make a difference in their schools or communities in a way to
continually promote justice for all persons (See Appendix for poetry writing forms and examples).
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Divide students into three groups. Have the groups write an open letter thanking those who
participated in the Freedom Rides.
LEVEL IV
Required: Have students create a resource booklet for individuals who would like to learn strategies to
peacefully protest. Students should include various local community partners that could also assist with
the protest.
CONFLICT RESOLUTION ACTIVITY: Read Aloud: Gandhi was both religious and open-minded,
and saw the different religions as paths to the same goal. He was inspired by the teachings of Jesus, in
particular the emphasis on love for everyone, even ones enemies, and the need to strive for justice.
Gandhi also firmly believed that if violence were used to achieve any end even if it was employed in
the name of justice the result would be more violence.
In 1942, Bayard Rustin helped found the Congress of Racial Equality (CORE). The group, dedicated
to nonviolent direct action, was one of many rights groups that came to life during and immediately
after the war. In 1947, Rustin led a group of Whites and Blacks on a Journey of Reconciliation to
challenge racial segregation on interstate buses. The willingness of Rustin and his companions to
undergo arrest at one point serving 30 days on a North Carolina chain gang provided an
important example for the more famous Freedom Rides of 1961.
Have students write their feelings regarding the Journey of Reconciliation and the nonviolence
teachings of Mahatma Gandhi. Students should express their opinion whether or not they think
nonviolent actions of civil disobedience are still necessary today. Lead the group in a dialogue/debate
regarding the relevance, or lack thereof, for nonviolent actions of civil disobedience today.
SOCIAL ACTION ACTIVITY: The Supreme Court gave specific instructions to the travelers on the
1947 Journey of Reconciliation team. Have each group write their own set of instructions for the
travelers. What should they do on their two-week journey? How should they respond to the racist
actions of the bus drivers and townspeople? Students should address the following situations: bus drivers
telling you to move out of your seat; police officers threats of arrest; and townspeoples physical actions
(i.e. hitting, spitting, and threats). Each group should present their instructions for the class.
CLOSING ACTIVITY: Have students present their work completed in cooperative groups.
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DAY: 2
BOOK: Freedom
explicitly draw on that preparation by referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.11-12.1.B Work with peers to promote civil, democratic discussions and decision-making, set
clear goals and deadlines, and establish individual roles as needed.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Role-play in order to better comprehend themes and ideas.
Articulate their perceptions of oppression as it deals with the text.
MATERIALS: writing paper/construction paper/poster board/pens/pencils/markers/crayons
MAIN ACTIVITY: Read and discuss the book, Freedom Rides: Journey for Justice, Chapters 3-4,
Pages 18-27.
Group students into pairs and have each pair read Chapters 3 and 4.
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LEVEL IV
OPENING ACTIVITY: Have students role-play a scene that depicts desegregation laws in 1954. They
should portray a typical classroom setting in a newly segregated school. Each student should pull a
folded piece of paper with their assigned role from a bowl. The roles should consist of eight students
four Black and four White, one White teacher and one White principal. The students will role-play
how a typical classroom scene would commence in a newly desegregated school.
What action can we take to solve any current issues facing todays public school system? Who
will have to be involved in the movement?
Explain the significance of a boycott as a means to enact social change. How does it speak to the
power of organized action and the resources of the oppressed?
Who are Jo Ann Robinson and Vernon Johns? What do their stories indicate about the difficulty
to organize the oppressed against the oppressors?
Describe racial inequalities of modern American society.
Discuss the positive aspects of facing a social problem with nonviolence. Do you think it is more
or less effective than intrusive, violent demonstrations? Justify responses.
Nonviolent demonstrations of Blacks were often met with violent responses from Whites.
Discuss implications of this disparity between the oppressed and the oppressors.
What role did the media play in the success of the Montgomery Bus Boycott?
Discuss the meaning behind Dr. Martin Luther King Jr.s statement about walking in dignity
being more honorable than riding in humiliation. What, if any, significance does it hold in
modern society?
Is violence a useful method of asserting superiority? Does it instead show signs of inferiority?
Explain.
274
SOCIAL ACTION ACTIVITY: Engage students in a role-play focusing on the families impacted by the
Brown vs. Board of Education decision. After learning the outcome of the Brown vs. Board case, Black
parents now had the option of choosing where to send their school-age children.
Imagine that it is May 18, 1957 (the day after the Supreme Court ruling of Brown vs. Board of
Education). You have just heard news that the Browns won the case, indicating the desegregation of
public schools across the nation. Have each set of parents role-play how they would explain to their
children the meaning of this decision. Parents will also decide whether or not to send their children to
the newly integrated schools or stay in their current school. The role-plays should include an
explanation of why the children should do either. How would you express to them the significance of
this change? Would you choose to send your children to the new school?
CLOSING ACTIVITY: Have students form a circle. Reflecting on integration and equality, have
students take turns offering one thought on the limitations of segregated settings as well as the benefits
of a multicultural and diverse society.
LEVEL IV
Week Five:
World
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BOOK: Freedom
276
Identify at least five civil rights leaders and their influence in the Civil Rights Movement.
Why was this period so significant to American history? Discuss specific events and policies that
were ratified.
Discuss
the rise of the NAACP and its significance in the Civil Rights Movement.
Identify significant events that gave birth to the Civil Rights Movement.
What does the success of the Civil Rights Movement illustrate about the power of the
oppressed?
What role did the Southern Christian Leadership Conference play in the Civil Rights
Movement?
How did the Civil Rights Movement challenge the political climate of its period?
What challenges did the Black community face during the Civil Rights Movement?
Discuss the impact of the Civil Rights Movement on American history.
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CONFLICT RESOLUTION ACTIVITY: The Civil Rights Movement cannot be easily narrowed down
to one specific date. The entire movement encompasses many events, in which times and dates are
important to remember. Divide students into two groups. Then give students nine key events that
helped to shape the Civil Rights Movement. Groups will use butcher paper to create a timeline of these
events. Students should fill in the key events in chronological order. Afterward they should be given the
correct order of events in order to analyze how the Civil Rights Movement evolved.
LEVEL IV
Twitter is a popular social networking site. Many individuals and organizations, including President
Barack Obama and the Childrens Defense Fund (@childdefender), use Twitter to tweet important
information and messages. Groups students in pairs and have each pair compose a tweet regarding
some modern civil rights issue. Tweets are not allowed to be longer than 140 characters, including
words and spaces in between words. Students should compose one tweet to disseminate to their
followers (peers), informing them about or challenging them to become actively engaged in a modern
civil rights issue.
June 3, 1946 U.S. Supreme Court bans segregation of Black and White people on public
transit.
December 1, 1955 Rosa Parks is arrested for refusing to give up her seat on a bus in
Montgomery, Ala. Dr. Martin Luther King Jr. leads a boycott of Montgomery buses that lasts
over a year.
September 24, 1957 Nine Black students integrate with White students at Central High
School in Little Rock, Ark. President Dwight Eisenhower sends the National Guard in to ward
off any violence and protect the students.
August 28, 1963 More than 250,000 civil rights demonstrators march on Washington,
D.C., where Dr. Martin Luther King Jr. delivers his I Have A Dream speech.
1964 Dr. Martin Luther King Jr. wins the Nobel Peace Prize.
April 4, 1968 Martin Luther King Jr. is assassinated in Memphis, Tenn., where he had gone
to give a speech to striking garbage workers.
1978 Unita Blackwell, founding member of the Mississippi Freedom Democratic Party,
becomes the first Black woman mayor in the history of Mississippi in the city of Mayersville.
She had once been denied the right to vote there.
SOCIAL ACTION ACTIVITY: Have students write the first thought that comes to mind when a term is
presented by the Servant Leader Intern concerning the formation of the Civil Rights Movement.
Examples of these terms could include civic responsibilities, civil disobedience, leadership, and peaceful
resolution. Students should reflect on their beliefs regarding the movement, and identify ways they
could operate as change agents in their own communities and society as a whole.
CLOSING ACTIVITY: Have students present work completed in cooperative groups.
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RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text
SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
MAIN ACTIVITY: Read and discuss the book, Freedom Rides: Journey for Justice, Chapters 7-8,
Pages 45-65.
Divide students into two groups. Have each group read and summarize one chapter from Chapters 7
and 8. Encourage groups to be creative with their summary presentations.
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OPENING ACTIVITY: The first Freedom Ride left Washington, D.C., on May 4, 1961. Seven Blacks
and six Whites traveled to the South on two buses. They met trouble at Rock Hill, South Carolina,
where 20 White southerners severely injured Freedom Riders before the police arrived from two blocks
away. In small groups, without using any words or phrases, have students draw a picture describing the
scene, and reaction to the scene. Make sure that it is descriptive, artistic and colorful.
LEVEL IV
280
Engage students in a History YouTube Video Challenge. Divide students into three groups. Groups
will first have to choose a historical event, group or person discussed in the Freedom Rides: Journey for
Justice book. Examples include: Freedom Rides, student sit-ins and Student Nonviolent Coordinating
Committee (SNCC). Groups will develop a 90-second video commercial campaign appropriate to
educate middle and high school-aged youth on the historical fact chosen. The videos should not be
uploaded to YouTube, but filming group videos is encouraged if equipment is available. After
developing the video, groups should develop and record their strategy for using social networking sites,
Internet and other media to disseminate the history video to 1,000 of their peers in 60 minutes.
CONFLICT RESOLUTION ACTIVITY: The Freedom Rides were nonviolent, civil disobedient
movements aimed at desegregating public transportation throughout the South. Those who participated
engaged in the abnormal role reversal of segregation. Instead of Blacks sitting toward the back, Whites
took those seats. Students will discuss the adversities both races faced in doing so. Have students form a
circle around the room and pass around a roll of toilet paper. With this toilet paper, they should pull as
many sheets as they desire without being told the reasoning behind it. After every student has pulled
their desired amount of toilet tissue they must say one adversity that they believe the freedom riders
faced before, after, and during the Freedom Ride. Examples of these adversities may include: lack of
food, lack of support, fear, and racism.
SOCIAL ACTION ACTIVITY: In the 1950s, students walked into diners to protest the practice of not
serving Blacks at the counters. These brave students would sit at the allotted diners counter and
demand to be served. When refused, the students would remain at the counter.
The Servant Leader Intern should ask for volunteers to act as if they are in a restaurant and they are of
the same race (in this case the majority race). Then some volunteers will be asked to act as if they are of
another race (in this case the minority). The students who volunteer to be the majority will act as if
they are in a restaurant and only their race is to be able to eat in the restaurant, then the minority race
will walk in and sit in the area where the majority only is allowed and they will be asked to move by the
majority. The discussion that will arise following this exercise should include such questions as: What
feelings were brought up during the activity? What was surprising about the actions of the other group?
How could certain tension be eased?
LEVEL IV
CLOSING ACTIVITY: Sankofa affirms the going back and taking. Form a circle and have each student
reflect on historical groups, leaders and events discussed throughout this week. Each student should
make a brief comment regarding an attitude, event, or value presented in the past that they feel would
be powerful if embraced in todays society.
Week Five:
World
281
DAY: 5
BOOK: Freedom
282
What was the significance of the demographics of the Freedom Riders? Is it the sole
responsibility of the oppressed to liberate itself, or does it require the cooperation of the
oppressor?
Discuss the role of the Freedom Riders in challenging the segregated South.
Discuss SNCCs role in the Freedom Rides.
What was were the Freedom Riders role in the Civil Rights Movement?
Is the spirit of the Freedom Riders still existent in todays society? Explain.
Did the Freedom Riders transform the social climate of the South? Explain how this
transformation came about.
CONFLICT RESOLUTION ACTIVITY: The students who participated in the Freedom Rides were
subject to uncomfortable arrangements, racial slurs, and constant berating. During the Freedom Rides
they had no outlet to express how they felt. Have students close their eyes and pretend they are the
Freedom Riders. While closing their eyes, students should be free writing (writing in a stream of
consciousness without looking at the paper). While the students are free writing, the Servant Leader
Intern should play this video in order to give students an audio to keep their thoughts on track.
http://www.youtube.com/watch?v=S6VLsa4cBG0
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Divide students into three groups and play the Civil Rights Jeopardy game, attaching different categories
and points to each question. (i.e. Categories could include (1) 1900s 1940s, (2) 1950s 1960, (3)
1961 1970s, (4) 1980s 2000s). Once all of the questions have been answered, present a final
Jeopardy question reflecting some current civil rights issue that students will most likely know about,
and allow students to wager a certain number to be gained or lost pending on presenting the correct
answer. For example, if group A has 1,200 points they can decide to wager 500 points (but no more
than 1,200) in final Jeopardy. The group with the most points at the end of the game wins.
LEVEL IV
One of the most celebrated speeches in American history is Dr. Martin Luther King Jr.s I Have A
Dream speech. Play a YouTube video recording of this speech for students. Have students reflect on the
speech and why they feel it was so powerful. Discuss the themes presented in the speech, including both
Dr. Kings ability to use his strong oratorical skills to motivate while also doing more than just encouraging
individuals to embrace his dream of love, peace and connectedness as a Beloved Community, but
highlight his references to pertinent injustice issues of the time as well. For example, the portion of the
speech where he speaks of America defaulting on its promise and folks having to cash a bad check that
has come back marked insufficient funds.
SOCIAL ACTION ACTIVITY: The Servant Leader Intern should locate either a video or audio clip of a
freedom song. Then reiterate what the Freedom Riders stood for and what they accomplished.
Students will then listen to the song connected to the Freedom Rides movement. Have students list
reasons why they believe music was an important part of the Civil Rights Movement and how they
think it helped the people who participated overcome certain situations.
CLOSING ACTIVITY: The Freedom Riders were relatively few in number, yet came together to make
great change. Write the word change in the middle of a sheet of chart paper. Have students engage in
a silent pledge by silently walking to the board and writing what they plan to do in their schools,
communities and the greater world to effect change as many leaders have in the past.
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Week Six
Weekly Theme:
With Hope, Education and Action
The overall goal for the week is to examine the lives of people who made a difference in their own lives
and the lives of others with hope, education, and action. The books for this week will motivate students
to do all they can to ensure that they get a high quality education, and empower them to take action to
make their hopes and dreams become reality.
DAY: 1
BOOK:
285
LEVEL IV
Me of the Hope; Edgar Guests It Couldnt Be Done; CD or copy of song, Hope in a Hopeless
World by Phil Roy/research resources on Civil Rights Movement and Black Panther Party.
OPENING ACTIVITY: Brainstorm with students the characteristics of rocks and rivers. How are they
different? Can one affect the other? Ask students if they are more like rocks or rivers. Brainstorm what
the title of the book The Rock and the River might mean.
MAIN ACTIVITY: Read and discuss the book, The Rock and the River, Chapters 1-4, Pages 1-74.
Divide students into four groups. Have each group read and summarize one chapter from Chapters 1-4.
Encourage groups to be creative with their summary presentations using skits, props, reports, raps, etc.
Recommendations for discussion:
Are you a hopeful person? What do you hope for?
How do you sustain hope? What keeps you going when you feel like Sam, who is tired of
leaning against a wall and expecting it to move?
The block castle that Sam and Stick built can symbolize many things. What do you think it
symbolizes? What might the tower foreshadow?
What is ironic about Buckys visit to Stick and Sam? Who else is in the house?
Sam likes a girl named Maxie, who lives in a different part of town than Sam. What is it like
where Maxie lives? How are Sam and Maxie different? How might where a person grows up
influence what he or she believes about hope? About change? About having a good life? Do you
believe everyone has the potential to be somebody and do great things, no matter where they
come from? Does Maxie believe this? Justify responses.
Innocent Bucky Willis is beaten nearly to death by the police, and Sam is witness to it. Sam said
that he knew the moment that Bucky gave up hoping and accepted his fate. Sam carried the
guilt of not helping Bucky. Why do you think Sam did not help him? What would you have
done? What does it feel like to give up hope?
COOPERATIVE GROUP ACTIVITIES:
Required: The block castle that Sam and Stick built can be symbolic of their innocence/childhood,
escape, safety, and the ability to build something good from the ground up through hard work,
creativity, and perseverance. Have each group design a group symbol that represents their hopes and
dreams, and what they will have to do to attain them. Students should think about what is important to
them, what they value, what they hope for and share this information within their groups. Identify
what group members have in common. How do they differ? Like Sam and Stick, students should build
their group symbol together.
Choose at least two: Divide students into groups. Read the notes at the back of the book, Pages 284-290.
Complete a Venn diagram comparing and contrasting the Civil Rights Movement and the Black
Panther Party movement (See Appendix for Venn diagram instructions). How did they differ? What
goals did they share? Could they have worked together to bring about change? How so? Is there a good
middle ground between pacifism and violence?
286
Hope is essential to living, but hope, education, and action must go together to bring about positive life
outcomes for yourself, the community, and the world. Divide students into groups. Have the groups
compile a list of goals they hope to accomplish for themselves. Have students discuss how the goals will
help make a difference in their families, community, and the world.
Sams father is preaching peace and nonviolence at the protest rally, while his oldest son, Stick, is beaten
at the same rally. At the hospital, Sam experiences racism from the nurse who assumes he is illiterate,
and the gift store owner who assumes he will steal something. Do you think Stick and Sam have a right
to be angry and impatient with their fathers philosophy of nonviolence? Have you ever been the victim
of racism, prejudice, and stereotyping, and felt helpless? How can you talk back to/challenge these
stereotypes?
SOCIAL ACTION ACTIVITY: Police brutality is an issue that has affected many communities
throughout the U.S., and has been receiving a lot of attention, criticism and coverage in the media
lately. Have students research police brutality that has taken place in the U.S. in the past two years.
Students should plan a march in the community where their site is located to bring awareness to police
brutality. Students should also write letters to their local police departments expressing their views on
police brutality and how it negatively affects their communities.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.
LEVEL IV
287
DAY: 2
BOOK:
288
Sams father told him that change takes time. Why is this? Why does it take a long time for
change to occur? Is this a good thing? Elaborate.
Sam and his family learn that Dr. King has been assassinated. Riots ensue. Why do you think
people burn down their buildings and storefronts? What do you think of these actions? What do
they accomplish?
Sam said that Dr. Kings speeches and his life were all about peace and brotherhood, about
finding justice, and we listened. Make a prediction about Sam do you think he will continue
in Dr. Kings nonviolent tradition, or join his brother Stick and the Black Panthers?
What
would you do if you were in Sams situation and why?
In Chapter 7, Stick and Father argue over Dr. Kings philosophy of nonviolence and peaceful
protest, and Stick declares he is a Panther and moves out of the house. Why does Sticks father
believe what he believes? Why does Stick? Is compromise between the two belief systems
possible? Do you ever disagree with your parents or guardians beliefs/values? How do you
negotiate these differences in opinion?
Do you think Sam will follow in his fathers footsteps or his brothers? What would you do?
Research details about Dr. Martin Luther King Jr.s assassination. What effect did this have on the Civil
Rights Movement? Why was he assassinated? By whom? What made Dr. Martin Luther King Jr.
dangerous even though he never used weapons and practiced nonviolent resistance? What ideas
were/are people in power afraid of? Can words be weapons?
SOCIAL ACTION ACTIVITY: What are some things in your life and community that make you angry?
How might these things be changed? Try to think of one action you could take to bring about change,
or think of one person who might be able to make the change. What would taking action require?
CLOSING ACTIVITY: Reflect: What do you think Sam will do, stay supportive of his Father or join
his brother and the Black Panther Party? What would you do? Express your thoughts in a journal entry.
LEVEL IV Week Six
289
CONFLICT RESOLUTION ACTIVITY: Sams father thinks pacifism will bring change, but Stick
disagrees. Why does Sams father believe what he believes? Why does Stick believe what he believes?
How might the two find some common ground and resolve their differences?
LEVEL IV
Choose at least two: Divide students into two groups. Have one group create a timeline of key events,
locations, and leaders in the Civil Rights Movement and the other group the Black Panther Party Movement.
DAY: 3
BOOK:
290
in their room is knocked down. Describe the symbolism of this. What might it foreshadow?
Why do you think Sam takes Sticks gun to the protest? What do you think of Sams actions at
the protest? What could have happened as a result of Sams actions? What do you think will
happen as a result?
COOPERATIVE GROUP ACTIVITIES:
Required: Have students conduct online research about current social movements and youth-led
protests (e.g., Dream Defenders, Black Lives Matter). Have them trace the origins of each movement
and create timelines of major events, key actors in the movements, etc. Have students present their
findings in a PowerPoint or Prezi presentation.
Choose at least two: Have each group draw an illustration of Sam and Sticks tower before it is
knocked down.
Groups students in pairs and have each pair write a letter to Sam from Maxies perspective. Whats
going on with her? How is she changing? How is she different from Sam? What does she believe?
Have students discuss with a partner, then reflect in their journals about what the significance of the
books title is at this point in the book. Who is the rock? Who is the river?
SOCIAL ACTION ACTIVITY: Students have been considering a way to bring about real change in their
community. Now that they have identified an issue on Day 1, and identified possible actions to take on
Day 2, students should share what they would do. They should define some action steps they could
take to bring about this change.
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LEVEL IV
CONFLICT RESOLUTION ACTIVITY: Have students host a talk show that focuses on young people who
are caught between a siblings and a parent or guardians ideals, beliefs, and values. Have a group member
play Sam, but other group members can play themselves. What is the conflict? How can it be resolved?
DAY: 4
BOOK:
292
What is the significance of Sam recognizing the Black Panther Party office though he had never
been there before?
Stick is trying to make Sam think about the consequences of his actions, and whether or not he
is truly committed to the cause. What might the consequences of Sams actions be for their
father, Roland Childs, and the community he serves? For Sam? For the Black Panther Party?
For Bucky? What do you think of Sams decision to testify?
Besides yourself, who do your actions impact? Who in your family or community is affected by
your actions, or lack of action?
LEVEL IV
SOCIAL ACTION ACTIVITY: Now that students have identified action steps to take to bring about
change in their communities on Days 1-3, have them make a plan for carrying out their actions.
What will they need to do first? Second?
CLOSING ACTIVITY: Students should revisit their ideas from Day 1 about the title of the book.
Discuss: How might Stick and their father serve each others goals? How are they necessary to each
other? How do they differ?
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DAY: 5
BOOK:
294
beginning of Chapter 17 and the end of the chapter? How does her language demonstrate a shift
between the celebration of Buckys acquittal and the horrific events at the end when young
people were pulled over by the police?
Describe an encounter that you or other young people have had with the police.
Discuss the role of the police in the story.
What was COINTELPRO and what impact did they have on the Black Power Movement?
Have you ever experienced the loss of someone close to you? What was this experience like?
Decision-making is challenging at all ages. Share a time you had to make a decision that was
hard to live with/had unexpected consequences.
Do you think Sam is right to blame himself for what happened to Bucky, his Father, and his
brother? Explain. What do you think Sam will do? What would YOU do if you were Sam?
What is the significance behind Sam knocking down the tower that he and Stick built?
What did this tower represent to Sam?
Name places you would like to travel to and with whom.
Have you ever worn a siblings or parents clothing?
Why do you believe Sam decides to put Sticks black leather jacket on?
What do you think Raheem gives Sam at the funeral? What is Sam planning to do?
What epiphany does Sam have? What makes him change his mind about getting revenge?
What does he finally come to realize about his brother Stick? About himself? About his future?
How
is Sam the river and not the rock? What about you? Are you the river or the rock?
Write a brief constructed response (BCR) about a time you felt guilty/responsible for a consequence due
to a decision you made. Be sure to have an introduction sentence, supporting detail, analysis and
conclusion sentence.
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Write a one-page essay explaining the saying, Stuck between a rock and river. Develop a conclusion as
to why the novel is called The Rock and the River. Use evidence from the text to support your argument.
Be sure to have an introduction paragraph, three supporting main ideas with details and analysis, and a
conclusion paragraph reiterating your views.
LEVEL IV
Choose at least two: Create a timeline including key Civil Rights Movement events and Black Power
Movement events. Be sure to highlight laws, gains, leader assassinations, marches, confrontations with
police, and more. Encourage students to be creative in their presentation (use post-its and string, shape
the timeline, use printed illustrations, draw pictures, etc.). Technology available, encourage students to
develop a PowerPoint or Prezi presentation of the key events or a short documentary (video camera).
Develop a brief survey about the Black Panther Party for Self-Defense. Ask adults in your community,
especially those who were alive during the 1960s, about their thoughts/understanding of the Black
Panther Party. How do their thoughts of the Black Panthers differ from the description in the book?
CONFLICT RESOLUTION ACTIVITY: The book provides students with multiple perspectives and
participatory points of view during the Civil Rights Movement, not just the leaders perspective. Dr.
King as a nonviolence worker is complicated by his later involvement in the Memphis Sanitation
Workers Rights, views on the Vietnam War and more. Use a T-chart to identify Conflicts and
Resolutions evident in the book. Use texts, Internet, newspapers and research materials to identify the
conflict and tension between the multiple views of Dr. King.
SOCIAL ACTION ACTIVITY: (provide choices) Complete flyer or poster announcing the action plan
students have worked on all week. This action plan will bring about positive change in your community.
Develop an awareness campaign about political prisoners from the Black Power Movement and other
like-minded community empowerment groups. Write to elected officials and community
members/media to make a case for their release and for a street in the community to carry their name.
Research current city streets that carry Black Panther Party Members names and make the case for a
street to be named after Stick.
Have students compare some of the challenges experienced in Ferguson, Mo. with the challenges
experienced by Sam, Bucky, Raheem and Stick during the Black Power Movement. Make posters and
visuals of these connections to spread awareness.
CLOSING ACTIVITY: Listen to the following clips from Mumia-Abu Jamal Commentaries from
Prison and share your thoughts.
Heroes of the Black Liberation Movement
https://www.youtube.com/watch?v=HFTapLtbzRQ&index=1&list=PL4C888B80DDA96898
Importance of Public Education (1:58 min)
https://www.youtube.com/watch?v=NK4iFwgRdeY&list=PL4C888B80DDA96898&index=26
On the Real Martin Luther King
https://www.youtube.com/watch?v=3YUyjVMIWGU&index=13&list=PL4C888B80DDA96898
Have students reflect on these clips, the story and its ending. Then express their thoughts and feelings
in a journal entry. Look back at the 10-point platform of the Black Panther Party on Pages 75-76.
Think of the current challenges in your community. Which of these demands would benefit your
community today? What on this list would you like to see happen? What might practical demands
for these things look like today? Write a letter to President Obama sharing your thoughts and ideas.
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APPENDIX
Blooms Taxonomy of Educational Objectives
NOTE: Benjamin Bloom devised this system, or taxonomy, for planning and evaluating childrens
progress through six levels of intellectual skills-building. We reprint it, with permission, from
Taxonomy of Educational Objectives, Book I: Cognitive Domain, Benjamin Bloom, et al., eds., White
Plains, N.Y: Longman Publishers USA, copyright 1956, renewed 1984.
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298
Poetry-Writing Forms
Below are descriptions and examples to guide students in writing poems in several traditional forms.
Two-Word Poem: Limited to two words per
line; no rhyming. Start with a subjecta person,
animal, or thingand describe the subject in as
many two-word lines as you need.
Example:
My Friend
Very special,
Strong-willed,
Always smiling,
Enjoys reading,
Shares secrets,
Forever friend!
Example:
Vacations
We like vacation places,
Having our own spaces,
Seeing new faces.
Example:
SKATING
Sort of scary
Kids love it
Alone or with friends
Time to wander
Incredible speed
Natures beauty all around
Greeting those you pass.
Example:
A lion is a mighty beast,
Who likes to have a sit-down feast.
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299
Example:
Flowers
Purple and red,
Waving in the springtime,
Their fragrance brings me happiness.
Blossoms.
Quintet: Has five lines and several possible
rhyming patterns.
Example:
Said the first little ducky,
Whom they all called Chucky,
How could I be so lucky,
To find a big fish,
And eat from my new dish.
Example:
We refuse to believe
that there are insufficient funds
in the great vaults of opportunity
of this nation.
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KWL Chart
What I already Know about
(the subject):
Have students tell what they already Know and what they Want to know about the subject
to be discussed.
Record responses in the appropriate columns of the KWL Chart.
At the end of the lesson, have students tell what they Learned about the subject. Record
these responses in the last column of the chart.
Venn Diagram
The Venn diagram exercise helps students compare and contrastsort out how two or more things are
alike and how they differ. The students label each circle; then, in the outer region of each circle, list all of the
ways that given items or topics differ. The middle area, where the circles overlap, is for listing ways that the
items are similar.
Blanche
Rose
Both
sisters
selfish
kind
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301
Web
A web is a graphic presentation of interrelated information. To make a web, draw a circle on paper or on
the blackboard and write in the name of a character from the book. Draw circles off from the main circle for
events and settings that relate to the character, or words that describe the character.
leader
helpful
ELLA
BAKER
organizer
advisor
302
determined
knowledgeable
Roll-Movie Instructions
1. Use a strip of butcher paper 9 ft. long by 3 ft. wide. Divide it into nine equal panels or frames.
2. Write the title and author in the first frame.
3. In the next seven frames, draw and color seven scenes from the book in order.
4. In the last frame, list the names of the characters. Also list the names of students who made the
roll movie.
5. Support each end of the butcher paper strip by attaching it to cardboard tubes from paper towels or
gift wrap.
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304
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305
306
Character Traits
How does the reader know that ________ really wants to ________?
Which of the following best describes ________?
In the passage, how does ________ feel about ________?
From what you know about ________, which of these would probably ________?
Which of the following best describes how ________ has changed since ________?
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307
Authors Purpose
What is the main purpose of including the map in the selection?
What is the authors purpose of this selection?
Which of the following sentences is evidence from the story that indicates that the authors main
purpose was to persuade?
Which of the following is a reason the author most likely chose to write the selection as a poem?
The main purpose of paragraphs ________ and ________ is...?
Which of these statements would the author probably agree with?
Analyze Details and Draw Conclusions
According to paragraph ________, why does the narrator think ________?
Who is the narrator of ________?
Which of the following is the main reason that ________?
In the passage, why does ________ most likely think ________?
From this information it can be determined that
Which of these statements explains what ________ means by ________?
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APPENDIX
309
Bullying Resources
Adapted from www.quickseries.com
ABCs of Bullying: The online course is offered by the Center for Substance Abuse Prevention (CSAP).
It is available at http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm.
Bullying and Victimization: What Adults Can Do: The program was developed by the University of
Nebraska, Lincoln Extension, to help people working with children. A copy is available at
www.ianrpubs.unl.edu/sendIt/ec1781.pdf.
Child Mind Institute: The organization is committed to empowering children and their families by
improving childhood psychiatric care and the treatment of learning disorders. For more information,
visit www.childmind.org.
COPPA: The Childrens Online Privacy Protection Act (COPPA) gives parents control over what
information websites can collect from their children. For more information, call the Compliance
Hotline at 202-326-3140.
Committee for Children: The international organization is dedicated to preventing bullying, violence
and child abuse across the world. For more information, visit www.cfchildren.org.
Make Time to ListenTake Time to TalkAbout Bullying: These conversation starters were
developed by the U.S. Department of Health and Human Services to help parents discuss bullying with
their children. The document is available at http://store.samhsa.gov/shin/content/SMA084321/SMA08-4321.pdf.
NASBE: The National Association of State Boards of Education (NASBE) is committed to
strengthening the involvement of state boards in the development of educational policies. For
information on existing laws pertaining to bullying and harassment, visit www.nasbe.org.
Out on a Limb: A Guide to Getting Along: The interactive guide is designed to help grade school
teachers teach their students effective conflict resolution. The guide is accessible at
http://urbanext.illinois.edu/conflict/guide/.
Owning Up Curriculum: Developed by internationally recognized expert Rosalind Wiseman, the
curriculum provides a structured program to teach teens about ethical issues and bullying prevention.
For more information, visit http://rosalindwiseman.com/publications/owning-up-curriculum/.
StopBullying.gov: The online initiative provides information from various government agencies on
how children, parents and educators can prevent bullying. For more information, visit
www.stopbullying.gov.
STRYVE: Striving to Reduce Violence Everywhere (STRYVE) is an initiative by the Centers for Disease
Control and Prevention (CDC) that provides online resources to prevent youth violence. It is accessible
at www.safeyouth.gov.
Understanding Bullying Fact Sheet: The CDC document collects information on bullying, its effects
on how to prevent it. The fact sheet is available at
www.cdc.gov/ViolencePrevention/pub/understanding_bullying.html.
Electronic Media and Youth Violence: The CDC issued this brief for educators and caregivers. A copy
is available at www.cdc.gov/ViolencePrevention/pub/EA-brief.html.
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8:30 a.m.
Harambee Time!
Moment of silence, read-aloud by adult from the community, recognition
of children/staff with birthdays or special achievements
9:00 a.m.
10:30 a.m.
Morning Break
10:45 a.m.
11:45 a.m.
12:00 p.m.
1:00 p.m.
Afternoon Activities
Social action project
3:00 p.m.
Dismissal
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For more information about the Childrens Defense Fund, please visit:
www.childrensdefense.org
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(202) 628-8787
1 (800) 233-1200
www.childrensdefense.org