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FS Latino Supplement Guide 2015-FINAL (Covers only) #19_FS layout 2007 (cover - 143) 5/28/15 3:41 PM Page b

Childrens Defense Fund


Freedom Schools

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

Childrens Defense Fund Freedom Schools


2015 Integrated Reading Curriculum Committee
Jalaya Liles Dunn
Committee Co-Chair, CDF
Washington, DC

Tambra Jackson, Ph.D.


Committee Co-Chair
Columbia, SC

Mary Fennell
Senior Program Operations Associate, CDF
Bennettsville, SC

Deyon Johnson
Curriculum Coordinator, CDF
Washington, DC

2015 Integrated Reading Curriculum Book Selection Subcommittee


Jeanne Cobb, Ph.D.
Conway, SC
Cheryl Willis Hudson
East Orange, NJ
Marilisa Jimenez-Garcia, Ph.D.
New York, NY
Kafi Kumasi, Ph.D.
Detroit, MI

Tasha Laman, Ph.D.


Louisville, KY
Michelle Martin, Ph.D.
Columbia, SC
Carole McCollough, Ph.D.
Southfield, MI

Dywanna Smith
Columbia, SC
Theresa Venable
Clinton, TN
Jinx Watson, Ph.D.
Kingston, TN

2015 Integrated Reading Curriculum Writing Subcommittee


Catherine Coleman-Smith, Ph.D.
Jacksonville, MI

Robin Kurz, Ph.D.


Emporia, KS

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

Rebekah Piper, M.Ed.


Las Vegas, NV

Marcelle Haddix, Ph.D.


Syracuse, NY

Detra Price-Dennis, Ph.D.


New York, NY

Childrens Defense Fund Langston Hughes Library Advisory Board


Rudine Sims Bishop, Ph.D.
Professor Emeritus
The Ohio State University
Columbus, OH

Wade Hudson
Founder and President
Just Us Books, Inc.
East Orange, NJ

Karen Lemmons
School Media Specialist
Howe Elementary School
Detroit, MI

Kimberly Black, Ph.D.


Assistant Professor of Library,
Information and Media Studies
Chicago State University
Chicago, IL

Andrew P. Jackson
Executive Director
Langston Hughes Community Library
and Cultural Center Queens Public
Library
New York, NY

Carole McCollough, Ph.D.


Chair, Coretta Scott King
Book Award Jury
Southville, MI

Darwin Henderson, Ed.D.


Associate Professor
University of Cincinnati
Cincinnati, OH
Cheryl Willis Hudson
Founder and Vice President
Just Us Books, Inc.
East Orange, NJ

Dianne Johnson, Ph.D.


English Professor
University of South Carolina
Columbia, SC

Irene Smalls, M.B.A.


Author and Storyteller
Boston, MA
Jinx Stapleton Watson, Ed.D.
Assistant Professor
University of Tennessee
Knoxville, TN

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

I Can Make a Difference!

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

Copyright 2014 Childrens Defense Fund


Revised 2015
All rights reserved.

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

Childrens Defense Fund Freedom Schools

LATINO SUPPLEMENT CURRICULUM


VOLUME 2

I Can Make a Difference!


Table of Contents
FOREWORD: Marian Wright Edelman .............................................................. iii
INTRODUCTION .................................................................................................. v
CURRICULUM BOOK LIST ............................................................................. vii
THE READING CURRICULUM:

I Can Make a Difference!

Level I Lesson Plans (KGrade 2)


Book List ............................................................................................................... 2
Week One: Self ........................................................................................... 4
Week Two: Family.......................................................................................... 16

Week Three: Community ......................................................................... 27


Week Four: Country................................................................................. 37
Week Five: World ..................................................................................... 48
Week Six: With Hope, Education and Action ......................................... 58
Level II Lesson Plans (Grades 35)
Book List ............................................................................................................. 70
Week One: Self......................................................................................... 72
Week Two: Family .................................................................................... 84
Week Three: Community ......................................................................... 98
Week Four: Country............................................................................... 110
Week Five: World ................................................................................... 120
Week Six: With Hope, Education and Action ....................................... 134

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Contents

Level III Lesson Plans (Grades 68)


Book List ........................................................................................................... 146
Week One: Self....................................................................................... 148
Week Two: Family .................................................................................. 160
Week Three: Community ....................................................................... 170
Week Four: Country............................................................................... 181
Week Five: World ................................................................................... 192
Week Six: With Hope, Education and Action ....................................... 205
Level IV Lesson Plans (Grades 912)
Book List ........................................................................................................... 216
Week One: Self....................................................................................... 218
Week Two: Family .................................................................................. 233
Week Three: Community ....................................................................... 245
Week Four: Country............................................................................... 257
Week Five: World ................................................................................... 270
Week Six: With Hope, Education and Action ....................................... 285
APPENDIX
Blooms Taxonomy of Educational Objectives .................................................... 297
Additional Reading Activities............................................................................. 298
Poetry-Writing Forms ........................................................................................ 299
Directions
KWL Chart ............................................................................................ 301
Venn Diagram ........................................................................................ 301
Web ........................................................................................................ 302
Our Historical Quilt .......................................................................................... 303
Roll-Movie Instructions ..................................................................................... 303
Role-Playing and Conflict Resolution Activities................................................. 304
Lesson Plan Outline........................................................................................... 305
Suggested Question Stems.................................................................................. 307
Word Wall Strategies.......................................................................................... 309
Bullying Resources ............................................................................................. 310
Suggested Daily Schedule................................................................................... 311

ii

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

Childrens Defense Fund Freedom Schools

LATINO SUPPLEMENT CURRICULUM


VOLUME 2

I Can Make a Difference!


Introduction
To You
To sit and dream, to sit and read,
To sit and learn about the world
Outside our world of here and now
Our problem world
To dream of vast horizons of the soul
Through dreams made whole
Unfettered, free help me!
All you who are dreamers, too,
Help me make
Our world anew.
I reach out my dreams to you.
Langston Hughes
We believe reading is the key that can unlock the door to childrens dreams and unlimited potential.
The books listed here have been very carefully chosen. They represent the best work of the countrys
best writers and illustrators, and children across the nation deserve to have access to them.
With the help of well-prepared and caring adults, these books have the power to help children better
understand themselves and the world, and to instill in them a lifelong love of reading. We offer this
guide to assist those of you who accept responsibility for providing quality programs for children and
young people in local communities.
The books
are developmentally appropriate;
lend themselves to a range of interesting,
creative activities;
reflect the childrens own images;
relate authentic history, culture and heritage
through the eyes of children;
introduce children to adults and children who
have made and continue to make a difference
in the lives of others;

offer children ideas and encouragement to


involve themselves in community service, no
matter what their circumstances are;
help children explore fundamental issues
related to self-esteem; and
expand their capacity to dream and to believe
that they can make their dreams a reality.

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Introduction

The Curriculum Book List consists of 68 titles


that are appropriate for children ages 5 through
18. There are weekly activities to help staff and
children reflect on the following weekly themes:
Self, Family, Community, Country, World, and
With Hope, Education and Action. These plans
are meant to serve as anchors for your work. You
should feel free to embellish them as the talents
and interests of the staff and of the children
dictate.
The 40 Site Library books provide a rich resource
for recreational reading, read-alouds, and research
on history and community service projects.
Whatever monetary restraints a program may
have to face, the book budget must be a high
priority. It should always be fully funded no
matter what.
This curriculum is meant to be activity-oriented.
It is designed to excite, motivate, stimulate,
arouse, expose, inspire, delight, enchant and
rejuvenate! It is not designed to teach the
mechanics of reading. The goal set forth in this
guide is to help readers and non-readers fall in
love with the books the stories, the characters,
the pictures, the ideas and the values and to
give non-readers an overwhelming desire to

read, which is a basic step toward learning.


The program will have succeeded if children go
away with a thirst for reading.
The Reading Curriculum is also a perfect vehicle
for leading children to higher levels of thinking
and expression. Blooms Taxonomy of
Educational Objectives (see Appendix) lists six
levels of understanding, to be used as a guide.
Children should have opportunities to explore all
six levels. The lesson plans and the Additional
Reading Activities (see Appendix) have taken
many of them into account. The rest is up to you.
As you can see from the suggested Daily Program
Schedule, the Reading Curriculum represents one
segment of an all-day, six-week summer
enrichment program. You should feel free to
adjust it to your needs and time frame.
Developing meaningful relationships with the
children is the uncontested number one priority
for our program. Building excitement about the
books is a close second. Use them to turn on
each child entrusted to your care and keeping.
You and the children will be richly rewarded.

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

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

Childrens Defense Fund Freedom Schools

LATINO SUPPLEMENT CURRICULUM


VOLUME 2

I Can Make a Difference!


Book List
Lesson Plan Book List
Listed below are the titles and authors of the books used in this curriculum for monthly
activities for lesson plan writing. An (H) after a title indicates a hardcover book.
Elementary School Level

Books

Authors

A Gift From Pap Diego


A Movie in My Pillow
Abiyoyo
Abuela
Arthur Dorros
All Different Now: Juneteenth, the First Day
of Freedom (H)
Amelias Road
Angels Kite
Children Around the World
Dear Primo: A Letter to My Cousin
Diego
Doa Flor: A Tall Tale About a Giant Woman
with a Great Big Heart
Estrellita se Despide de su Isla/Estrellita Says
Good-Bye to Her Island
First Day in Grapes
Follow the Drinking Gourd
Frida
Friends for Freedom: The Story of Susan B.
Anthony & Frederick Douglass (H)
Giant Steps to Change the World (H)
Grandmas Gift
Grandmas Records
I Love Saturdays and Domingos
In Her Hands: The Story of Sculptor
Augusta Savage
Jamaica Louise James

Benjamin Alire Senz


Jorge Argueta
Pete Seeger

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

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Book List

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

Middle School and High School Level

viii

Books

Authors

Before We Were Free


Darkroom: A Memoir in Black and White
Freedom Rides: Journey for Justice
Novio Boy
P.S. Be Eleven
Pig Park

Julia Alvarez
Lila Quintero Weaver
James Haskins
Gary Soto
Rita Williams-Garcia
Claudia Guadalupe Martnez

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

Pam Muoz Ryan


Margarita Engle
Sonia Manzano
Sharon Draper
Matt De La Pea

Site Library Book List


The following books are resource books to be used for recreational reading, research and read-alouds.

Recreational Reading List


Books

Authors

A Call for a New Alphabet


Amelia to Zora: Twenty-Six Women
Who Changed the World
Back of the Bus
Dont Squeal Unless Its a Big Deal
Handbook for Boys
Irenes Wish (H)
Ninth Ward (H)
Nobody Knew What to Do: A Story About Bullying
Oh! The Places Youll Go (H)
Ole! Flamenco
One Crazy Summer
Peach When the Well Run Dry (H)
Some Friend
Sweethearts of Rhythm (H)
The Autobiography of Miss Jane Pittman
The Crossover (H)
The House on Mango Street
The Hula-Hoopin Queen
Things Fall Apart
We Shall Overcome: The Story of a Song (H)

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

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Book List

ix

On My Journey Now: Looking at African-American


History Throughout the Spirituals
Our Stories, Our Songs: African Children
Talk about AIDS

Nikki Giovanni

The Book of Gardening Projects for Kids:


101 Ways to Get Kids Outside, Dirty, and
Having Fun
The Bully, the Bullied, and the Bystander

Whitney Cohen

Deborah Ellis

Barbara Coloroso

Read-Aloud List

Books

Authors

Anansi the Spider: A Tale from the Ashanti


Free At Last! Stories and Songs of Emancipation
Giant Steps to Change the World (H)
I Can Make a Difference: A Treasury to Inspire
Our Children (H)
In Daddys Arms I Am Tall
In the Land of Words (H)
The First Music (H)
The Friendly Four (H)
The Measure of Our Success
This Jazzman (H)

Gerald McDermott
Doreen Rappaport
Spike Lee & Tonya Lee
Marian Wright Edelman
various authors
Eloise Greenfield
Dylan Pritchett
Eloise Greenfield
Marian Wright Edelman
Karen Ehrhardt

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

LEVEL I

THE CHILDRENS DEFENSE FUND


FREEDOM SCHOOLS
Integrated Reading Curriculum
Level I (KGrade 2)

I Can Make a Difference!

LEVEL I

Book List

Books

Authors

Week One: Self


Grandmas Gift
Children Around the World
Me Llamo Gabriela (H)
My Colors, My World

Eric Velasquez
Donata Montanari
Monica Brown
Maya Christina Gonzalez

Week Two: Family


No Dogs Allowed
A Gift from Pap Diego
Abuela
Pap and Me
Me and My Family Tree

Sonia Manzano
Benjamin Alire Senz
Arthur Dorros
Arthur Dorros
Joan Sweeney

Week Three: Community


Friends for Freedom: The Story of Susan B. Anthony
& Frederick Douglass (H)
The Secret Footprints
Doa Flor: A Tall Tale About a Giant Woman with
A Great Big Heart
Something Beautiful
Week Four: Country
Estrellita se Despide de su Isla/Estrellita Says
Good-Bye to Her Island
Satchel Paige
Tito Puente, Mambo King (H)
Xochitl and the Flowers
Waiting for the Biblioburro (H)
Week Five: World
Dear Primo: A Letter to My Cousin
Yum! MmMmm! Que Rico! Americas' Sprouting (H)
First Day in Grapes
Miss Rumphius
All Different Now: Juneteenth, the First Day of
Freedom (H)
Week Six: Hope, Education, and Action
The Secret Olivia Told Me
Wangaris Trees of Peace (H)
Where Fireflies Dance
Angels Kite
Rons Big Mission (H)

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

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

LEVEL I

Common Core Standards

*Note that the following standards are addressed in every unit, with the exception of the genre.

Reading Informational Text


n
n

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.

Speaking & Listening


n

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 Common Core Standards

LEVEL I

Week One

Weekly Theme: Self


The overall goal for the week is to promote a positive self-image. The books selected will encourage the
celebration of self !

DAY: 1
BOOK: Grandmas

Gift

AUTHOR: Eric Velasquez


DAILY THEME: relationships
FOCUS SKILLS: setting; identifying details
COMMON CORE STANDARDS:
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.2.5. Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
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.2.5. 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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze text in order to identify setting and explain how it influences the main idea in the story.
Create illustrated recipes to be compiled into a cookbook.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/research on El Barrio, including map and holiday recipes from represented
communities/printed map of local downtown/shopping district/area/stickers/Internet access/research on
Juan de Pareja and/or Diego Velzquez
OPENING ACTIVITY: Using a printed map of a local downtown or shopping district, have students
identify local stores, businesses, offices, etc. Students might point to places like the library, school,
grocery store, dentist, doctor, coffee shop, restaurants, etc. Label these places on the map.
Prompt students, with help, to identify places where people they know might work. Use stickers or stars
to mark the places where these people work, shop, eat, etc. Help students identify places they have been
with friends and family. After several places have been identified, ask students to reflect on how they
feel when they walk around this section of their town/city. Do they feel happy because they know
people? How do they feel when they meet people who say hello and take time to talk with them?
4

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

MAIN ACTIVITY: Read and discuss Grandmas Gift.

COOPERATIVE GROUP ACTIVITIES:


Required: Much of this story takes place in El Barrio. El Barrio, sometimes called Spanish Harlem or
East Harlem, has a very diverse population of people from different cultural backgrounds, including
Puerto Ricans, African-Americans, Asian Americans, West Indians, Mexican Americans, Dominicans,
and Salvadorans. One of these dishes (pasteles) is described in the story. Research the recipe for pasteles
and the names of other holiday dishes prevalent in El Barrio. Show students the recipe for pasteles and
ask them to select another dish to learn about. Students will create illustrated recipes for different
holiday dishes to compile into El Barrio Holiday Cookbook.
Choose at least two: Eric and Grandma were excited to see a portrait of someone who looked like a
person from El Barrio in the museum. A portrait is a work of art focused on a persons face and
expression. Ask students to create self-portraits using provided materials. Hang portraits around the
room for a gallery walk later in the morning.
Have students develop an illustrated Spanish-English dictionary with the words presented in the book.
Plan a trip to an art museum as a site for afternoon activities. Invite families to participate and

LEVEL I Week One

Week One:
Self

Recommendations for discussion:


What are the different settings for the book? How does Eric feel about leaving El Barrio?
How is this different than how his grandmother feels?
Imagine you were Grandma. How would it feel to leave El Barrio and go somewhere unfamiliar
where Spanish was not spoken?
What is it like to go somewhere new and feel like the only person who looks/talks like you?
Every city has museums. What museums have you visited? What were some of the most
memorable exhibits?
Imagine you are Eric. How do you think it would feel if your grandmother spoke another
language and you had to translate for her?
One of Erics favorite places is la marqueta (the market). Describe one of your favorite places
in your neighborhood. What does it smell, sound, look and feel like?
How do you spend holidays and extended school vacations? Do you spend this time with
anyone in particular?
Erics family has special food they prepare and eat for the holidays. What are some of these
foods? Does your family have special holiday dishes? What are they?
El Barrio is how Eric refers to his neighborhood. What is your neighborhood like around the
holidays? Are there any special events? Does the mood change? Explain.
Eric grew up to write and illustrate books because of his experiences as a child, including the
visit to the museum with his grandmother. What are some places you have visited with your
family that you still remember?
Eric has a very special relationship with his grandmother in this story. With what family or
friends do you have special relationships?

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.

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

BOOK: Children

LEVEL I

DAY: 2
Around the World

AUTHOR: Donata Montanari


ILLUSTRATOR: Donata Montanari
DAILY THEME: celebrating differences

COMMON CORE STANDARDS:


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.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
W.2.6: With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
W.2.8: Recall information from experiences or gather information from provided sources to
answer a question.

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Compare and contrast the different characters families to their own experiences, making
text-to-self connections.
Retell/Recall story elements including character traits and setting.
MATERIALS: paper/pencils/crayon/glue/construction paper/portraits of students/world map/yarn/tacks
OPENING ACTIVITY: Show the front cover of the book to the students and ask them to describe what
they notice about the children in the illustrations on the cover. Have students predict what they think
the book will be about.
MAIN ACTIVITY: Read and discuss the book Children Around the World.
Note: Add any unfamiliar words to the word wall. Continue to add to the wall throughout the
program.
Recommendations for discussion:
What are some things that make a person unique?
The children in the book have names unique to their countries. Is your name unique to a
country?
Do you know where your name came from or its story?
What types of traditions do you celebrate in your household?
How can you relate to children in the book? Do you participate in any activities that are similar
to them?
Have you and your family traveled? Where have you gone? Where would you like to go?
If you could travel to one of the countries, which one would it be and why?

LEVEL I Week One

Week One:
Self

FOCUS SKILL: compare and contrast

COOPERATIVE GROUP ACTIVITIES:


Required: Have students work in pairs to create a Venn diagram (See Appendix for Venn diagram
instructions), in which they capture their characteristics and traits and what is unique about them.
Choose at least two: Have students work individually to create a self page to be added to the class
book. The page should be similar to that in the story. Have students start with the following: Hello! Im
____________________ from ____________________ (Note: Create a printed template to decorate
or allow students to be creative and design their own page).
Using a world map, as a group, track the different locations where the characters in the book are from.
Use yarn and tacks to track the different characters countries and connect them.
Ask each student to bring in a self-portrait. Working in small groups, have students create Andy
Warhol Images (see website for example http://phoenix2savoie.h.p.f.unblog.fr/files/2010/08/
andywarholladyliberty.jpg) where each students portrait represents a quarter of the construction
paper. Afterward, have students write a key phrase about themselves that describes their uniqueness.
Have students write a letter to another student at your site telling him/her about who they are. Students
should include their name, where they are from, their favorite subject in school, and something unique
about themselves. Also have students create an illustration of themselves. Ensure that each student
receives a letter.
SOCIAL ACTION ACTIVITY: Create scenarios about different events in which students can take action
for change. Have students role-play the scenarios created. Feel free to create scenarios that are unique to
your community, site or experiences in your class.
Sample scenarios include:
During breakfast at Freedom Schools, you notice a student sitting alone. What can you do to make the
student feel welcome and excited about being at Freedom Schools?
While you are on your way to the park you notice that someone threw his or her trash on the side of
the fence. You and your friend decide you have to do something. What do you do?
CLOSING ACTIVITY: Have students share the self pages they created to be added to the class book.

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

BOOK:

LEVEL I

DAY: 3
Me Llamo Gabriela

AUTHOR: Monica Brown


ILLUSTRATOR: John Parra
DAILY THEMES: words; sounds; stories

COMMON CORE STANDARDS:


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.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute
to and clarify a text.
RI. 1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
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.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Share information about Gabriela Mistrals life and writings, and gain a basic understanding
of Chile.
Assess
the theme of the story and make connections.

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/paint/paintbrushes/Internet/poetry examples/picture of Chilean pesos
5,000 bill/pictures of footprints/wipes
OPENING ACTIVITY: Whats in a name? Ask students about the origin of their name. Do they know
why they have their name? Does it have a translation or meaning? Have students fold an 8 x 11 piece
of construction paper in half long-ways and decorate name cards for themselves. Ask students to
imagine what they would be called if they could choose any name for themselves. Share that you will
read about a Chilean poet and author named Gabriela Mistral, who was born Lucila Godoy Alcayaga
but changed her name to Gabriela Mistral.
Have students complete the K-know and W-want to know columns of a K-W-L chart about
Gabriela Mistral. Students can look at the front and back cover of the book for more insight.
Share that Gabriela Mistral is from Chile. Look at a map of Chile and identify the diverse weather and
geography of the country. For example: the desert of Atacama which is in Northern Chile is the driest
desert in the world. The central region has valleys, wineries, and grasslands. The south has volcanoes,
lakes, glaciers and includes parts of Antarctica. Chile borders three other South American
countries:Peru, Bolivia and Argentina.

LEVEL I Week One

Week One:
Self

FOCUS SKILL: visualizing

MAIN ACTIVITY: Read and discuss the book Me Llamo Gabriela.


Recommendations for discussion:
What did Gabriela say she loved about her name?
Where did she get it from?
What are Gabrielas thoughts about words and sounds and stories?
Why did Gabriela want Pedro to learn his ABCs?
Gabriela used her imagination when she wondered what was beyond the Andes Mountains.
What do you do when you cant sleep?
She taught herself to read. Have you ever taught yourself to do something? Or thought about
doing so? What would you teach yourself if you had the time and resources?
Gabriela likes to write poems and tell stories. What are your feelings about writing? Do you like
to write, tell or hear stories?
What are some activities you do during recess? Do you sing any songs at your school? Does
anybody take on leadership roles? Would you identify yourself as a leader, follower or neither?
What was Gabrielas life like? What influenced her writing?
What do you think Gabriela experienced upon winning the Nobel Prize?
Have you ever won any awards, prizes or certificates? Share.
How do you think people around the world learn about Gabrielas stories and poems?
Why do you think the author wrote this biography? Why did she write it in the first person?
COOPERATIVE GROUP ACTIVITIES:
Required: Gabriela Mistral is the face of a 5,000 peso bill in Chile. Show students an image of the bill.
Imagine you were the first Latin American Nobel Laureate Winner. Design your own money with your
face on it.
Choose at least two: Gabriela was the first Latina to win the Nobel Prize for Literature in the world.
She was also the first Chilean to receive this great honor. Research the Nobel Prize for Literature, its
origins, selection criteria, and identify how many women have been selected as awardees.
Create your own award or monument for Gabriela Mistral. What would you call your award? What
would it look like? Encourage students to create an award. Alternative: Students can design a
monument for Gabriela. Have students identify where the monument would be dedicated, what it
would look like, what it would say and what materials it would be made of. Encourage students to
make a mini-model.
Divide class in two. Research the Valle del Elqui/Vicua region in Chile where Gabriela Mistral is from.
What is the weather like? What do people do for a living? How do people get around? Describe daily
life in the Valle del Elqui. What is the region known for? What types of food do they eat? Population
size? Make a poster with researched information including: Chiles people, places, animals, plants, food
and history. Be sure to assign roles: leader/presenter, errand-runner/timekeeper, note-taker, encourager,
researcher.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

LEVEL I Week One

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

AUTHOR: Monica Brown


ILLUSTRATOR: John Parra
DAILY THEME: protecting children
FOCUS SKILL: analyzing poetry
COMMON CORE STANDARDS:
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. 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute
to and clarify a text.
RI. 1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Choose one of the themes in the story and write their own poem.
Choose any poetic form, be descriptive and offer an illustration along with the poem they write.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/paint/paintbrushes/Internet/poem Little Feet of Children/pictures of
footprints/wipes
OPENING ACTIVITY: Have students refer back to the KWL from the previous day and review what
they learned about Gabriela Mistral.
As a class write an acrostic poem using the word CHILE or GABRIELA. Make a list of related
descriptive words and information learned to create poem. Post in the classroom. Identify other types
of poems: rhyming poetry, haikus, ballade, shape poem, sonnet, free verse and more.
MAIN ACTIVITY: Read and discuss the poem Tiny Feet by Gabriela Mistral
(www.poemhunter.com/poem/tiny-feet).
Recommendations for discussion:
What is the main theme of Gabrielas poem Tiny Feet?
Who is being described in the poem?
What challenges does Gabriela suggest children in the poem endure?
What challenges have you had to overcome in your life? What steps did you take?
Who is your favorite poet/what is your favorite poem?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

COOPERATIVE GROUP ACTIVITIES:


Required: Gabriela celebrated the power of sounds, words and stories. She wrote poems, both happy
and sad, stories of mothers, children, animals and nature. Choose one of these themes and write your
own poem. Choose any poetic form, be descriptive and offer an illustration along with the poem.

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 Week One

LEVEL I

13

DAY: 5
BOOK:

My Colors, My World

AUTHOR: Maya Christina Gonzalez


ILLUSTRATOR: Maya Christina Gonzalez
DAILY THEME: self-identity
FOCUS SKILL: personal narrative
COMMON CORE STANDARDS:
RL.K.10 Actively engage in group reading activities with purpose and understanding.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
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.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about

the topic, and provide some sense of closure.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Make personal connections to the story.
Write an informative/explanatory text.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/colored
pencils/markers/scissors/glue sticks/magazines/paint
OPENING ACTIVITY: Preview the book My Colors, My World with the students. Tape a piece of chart
paper on the board where all students can see it. Hold up the book and ask the students to look at the
front cover:
What do you see on the front cover?
Who might this girl be?
Do you notice something about the moon or the sun?
Based on the title, what might it be about?
Discuss and write their responses to the questions and any other predictions they provide on the chart
paper.
MAIN ACTIVITY: Read and discuss the book My Colors, My World. After you have finished reading the
book, refer the students to the chart paper and review their predictions. Ask them about their
predictions: were any correct? Engage them in a discussion about the book.
Recommendations for discussion:
Was anyone able to make any connections to the girl in the story?
Who was the girl on the front cover?
Does this girl live anywhere that might be familiar to you?
When she talks about the desert covering everything and making it brown, is this something you
can connect to (think about being covered in snow in the winter, rain, etc.)?

14

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week One

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

Weekly Theme: Family


The overall goal for the week is to enable students to explore family relationships and what makes a
family. The books for the week will help students value positive interactions with family members, other
adults, and peers. Family members will be invited to share family rituals.

DAY: 1
BOOK: No

Dogs Allowed

AUTHOR: Sonia Manzano


ILLUSTRATOR: Jon J Muth
DAILY THEME: understanding what is meant by the word essential
FOCUS SKILLS: main idea; supporting details
COMMON CORE STANDARDS:
RLK.2 With prompting and support retell familiar stories, including details
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.2.4: Tell a story or recount and experience with appropriate facts and relevant descriptive
details
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze the main idea of the story using supporting details to retell.
Understand what is meant by the word essential.
MATERIALS: writing paper/crayons/pencils/scissors/markers/scissors/glue/ construction paper/stapler/
staples/magazines
OPENING ACTIVITY: Preview the book with students; discuss the title and the cover. Ask students
the following questions: What do they think the book will be about? Look at the way that the title is
written (capital letters in red and an exclamation point) What does that tell you about the story?
What is the setting of the story? Who is on the front cover? Where are they going? What else can you
infer from the cover? Write all of the student responses on a piece of chart paper that you have taped
to the wall.
MAIN ACTIVITY: Read the book No Dogs Allowed to the whole group. Refer the students to the chart
paper with their inferences and discuss their responses.

16

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

LEVEL I Week Two

17

LEVEL I

COOPERATIVE GROUP ACTIVITIES:

Week Two:
Family

Recommendations for discussion:


Who is telling the story?
Name the characters in the story. List on chart paper.
Where are the family and their friends going for the day?
Why are there so many Spanish words used in this story?
How did the family solve their problems?
Why is the book entitled, No Dogs Allowed?
Tell how you and your family would have solved the problem of No Dogs Allowed!
Why do you think everyone brought so much stuff when Papi told everyone to bring only the
essential?
What does your family do for fun?
Which story character are you most like?
What word would best describe you (Examples from the book)?
Has your family traveled together or gone on a long trip? How was that trip the same or
different from the trip in this book?

DAY: 2
BOOK: A

Gift from Pap Diego

AUTHOR: Benjamin Alire Senz


DAILY THEMES: patience; learning acceptance
FOCUS SKILL: point of view
COMMON CORE STANDARDS:
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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator or speakers point of view influences how events are described.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze various cultural perspectives related to the story.
Write a letter from a characters point of view.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/map(s) showing El Paso, Texas and la Ciudad de Chihuahua, Mexico,
research on Mexican/El Paso geography, history, culture/Internet access, research on Benito Jurez and
Abraham Lincoln /modeling clay
OPENING ACTIVITY: Using a web chart with the word comfort food in the middle identify specific
foods/drinks that students like to eat/drink when they are sick, sad, etc. as a group. Students might also
add a particular relative or friend who best cooks their favorite comfort foods.
If none of the students mention el champurrado, add it to the web chart and ask the group if anyone
knows what it is. Define it (book glossary) if none of the students provides a description.
Ask students to reflect on what it is about comfort food that makes them feel better. Is it the food itself?
Would it taste the same if just anyone made it or does it have to be made by a certain person?
Introduce the character of Little Diego (and his comfort drink el champurrado) before moving into the
main activity.
MAIN ACTIVITY: Read and discuss A Gift from Pap Diego (including the background).

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

LEVEL I Week Two

19

LEVEL I

COOPERATIVE GROUP ACTIVITIES:

Week Two:
Family

Recommendations for discussion:


Have you received birthday gifts you really wanted but that did not live up to your expectations?
Diego must learn patience, something with which many people struggle. Have you had times
where you found it difficult to wait for something special to happen?
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?

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 3

LEVEL I

BOOK: Abuela
AUTHOR: Arthur Dorros
ILLUSTRATOR: Elisa Kleven
DAILY THEMES: different kinds by families; using your imagination

COMMON CORE STANDARDS:


RLK.3 With prompting and support, identify characters, settings, and major events in a story
RL.1.3: Describe characters, settings, and major events in a story using key details
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.2.2: Recount or describe key ideas or details from written texts read aloud or information
presented orally or through media.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Reflect on their family traditions.
Describe character traits using details.
MATERIALS: writing paper/crayons/pencils/scissors/markers/scissors/glue/construction paper/stapler/
staples/magazines/paint
OPENING ACTIVITY: Preview the book Abuela with students. Discuss the title and the cover. Ask
students the following questions: What do you think the book will be about? Does anyone knows what
abuela means? What do you see on the front cover? What is the setting of the story? Who are the
people on the front cover? What are they doing?
MAIN ACTIVITY: Read and discuss the book Abuela with the whole group. Discuss the characters,
settings and events in the story. Be sure to discuss the fact that not everyone has a grandmother but that
we all have important people in our families with whom we have fun.
Recommendations for discussion:
Ask the students about the adventures that Rosalba and Abuela had; which was first, next, etc?
Make sure the students tell them in order.
Where do Rosalba and her family live?
What was Abuelas responsibility?
How did she help the family?
Have you had an adventure with a grandparent or some other family member?

LEVEL I Week Two

21

Week Two:
Family

FOCUS SKILL: character traits

COOPERATIVE GROUP ACTIVITIES:


Required: Explain to the students that they are going to create a character map to describe one
character from the story (found at the end of the lesson plan) and that they will use the character map
to create a portrait of their character. Remind the students that portraits are detailed and colorful.
Choose at least two: Give the students white paint and blue paper. Let them imagine what they see in
the clouds and have them draw what they might see if they were flying around the city. After the page is
dry, have them draw themselves in with crayon (similar to the illustrations in the book).
Imagine you can fly around your own city. What would you see? Draw and color what you would see,
or write down the experience and record what you see.
Abuela and her granddaughter are preparing to take another adventure in a boat at a park. What will
happen on this adventure? Write about it, and include yourself if you want.
SOCIAL ACTION ACTIVITY: In the story Abuela and Rosalba have great adventures and use their
imaginations. Discuss the importance of interacting with elders. We can learn about our communities
by speaking with our elders, talk with some elders from the community and ask them a few questions
about the community: has it always been like this, how has it changed, what can we do to make it a
more beautiful place to live, work, and play?
CLOSING ACTIVITY: Students will share one of the extension activities they made with the class.

Description

Feelings

Character

Behavior

22

Personality Traits

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 4

LEVEL I

BOOK: Pap

and Me

AUTHOR: Arthur Dorros


IILLUSTRATOR: Rudy Gutierrez
DAILY THEME: memorable times with family

COMMON CORE STANDARDS:


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 2 topics and
texts with peers and adults in small and larger groups.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Create a family tree or family collage identifying all the members of their family and their
relationships.
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/paint/paintbrushes/Internet
OPENING ACTIVITY: Ask students to describe a special family member such as a parent, grandparent
or another relative. Make a web chart with the words My Family is Special in the middle. Every
students special relationship descriptions make connections to the center words, My Family is Special.
What is so special about this family member? What do you do together?
Students should use descriptive words and phrases to write an acrostic poem for the word FAMILY.
The class should work together to compose one poem.
MAIN ACTIVITY: Read and discuss the book Pap and Me.
Recommendations for discussion:
Who does the boy describe in the story?
Which family relationship is highlighted?
The boy and Pap like to do things together. Name someone in your family you do special
things/take special outings with. Describe these experiences.
Pap and the boy make up a food called sabroso. Have you ever called food by a name your
friends were unfamiliar with? Imagine you could invent/create your own meal/dish. What would
it be and what would you call it?
Pap and the boy spend all day together. What type of relationship do the images suggest
they have?

LEVEL I Week Two

23

Week Two:
Family

FOCUS SKILL: theme

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have students make a family tree or family collage identifying all the members of their
family and their relationship. Encourage students to be creative in their family tree presentation. Offer
pre-cut brown construction paper trees/tree trunks, and pre-cut green leaves for family members.
Students can cut out magazine images, draw their family tree, use post-its/popsicle sticks, or use pre-cut
materials.
Choose at least two: Pap and the boy speak in both Spanish and English. Create a mini-book for
children highlighting/defining the Spanish words used in the book. Students are to define/translate the
word and make an illustration for each. Alternative: Each student defines, translates and illustrates one
word for a class book
Imagine you are the boy in the story. Write a thank you letter to Pap for the great day you had
together.
Make an agenda for a special day for you and a family member of your choice. Imagine you could
spend all day with this person. What would your day look like? What would you do? Title your agenda:
A Day for ________ and Me.
SOCIAL ACTION ACTIVITY: Have students list reasons why family is important to them. Learn and
research all of the family-related agencies in your community. Students can use index cards to identify
the family agency on one side and their mission statement/purpose on the back.
Hole punch index cards, use yarn to connect all to a main heading titled Family Agencies in My
Community, and display class research.
CLOSING ACTIVITY: Have students present family trees, thank you letters and/or special day agendas.
Encourage students to share family agencies researched and a reflection of what this agency can do for
families in the community.

24

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 5

LEVEL I

BOOK: Me

and My Family Tree

AUTHOR: Joan Sweeny


ILLUSTRATOR: Pat Cummings
DAILY THEME: family tree

COMMON CORE STANDARDS:


RL 2.1: Ask and answer such questions as who, what, where, when, why and how to demonstrate
an understanding of key details in a text.
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 2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Comprehend the story line based on who, what, where, when, why, and how questions.
Analyze the term family in order to create a rap or poem.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils/markers/poster board
or cardboard for making picture frames/arts and crafts items for decorating picture frames/scissors/paint
and paint brushes/glue/stapler and staples
OPENING ACTIVITY: Have students give one word they think of when they hear the word family.
Use students responses to create a family web chart (See Appendix for instructions on constructing a
web chart).
MAIN ACTIVITY: Read and discuss the book Me and My Family Tree.
Recommendations for discussion:
Share special names you call your family members and explain why you choose to call them
these names.
Describe the members of your family. Do they live near you? Do you have to travel to other
cities or states to see them?
What types of activities do you enjoy doing with your family?
Discuss what role(s) you play in your family.
Do you connect with the character in the book as she creates her family tree?
COOPERATIVE GROUP ACTIVITIES:
Required: Divide students into groups. Have each group create a rap or poem around the topic of
family. Allow time for groups to practice and be prepared to perform for the closing activity.

LEVEL I Week Two

25

Week Two:
Family

FOCUS SKILL: theme

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

Week Three

Weekly Theme: Community

DAY: 1
BOOK: Friends

for Freedom: The Story of Susan B. Anthony and Frederick Douglass

AUTHOR: Suzanne Slade


ILLUSTRATOR: Nicole Tadgell
DAILY THEME: power of collaboration
FOCUS SKILL: character traits
COMMON CORE STANDARDS:
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 2 topics and
texts with peers and adults in small and larger groups.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
W.1.1: Write opinion pieces in which they introduce the topic or name the book they are
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:
Draw conclusions about a persons character traits based on information in a story.
Identify character traits and provide evidence to support conclusions.
MATERIALS: paper/pencils/crayons/markers/poster board/construction paper/pictures of Dynamic Duos
OPENING ACTIVITY: Take a picture walkthrough of the book with the students. Introduce the
historical figures and their contributions. Spend some time looking at pictures to determine the time
period, characters, etc. The following questions can be used as prompts to start the conversation.

LEVEL I Week Three

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

Have you ever heard of Susan B. Anthony?


Who is she and why is she important in history?
How did her contributions help people?
Have you ever heard of Frederick Douglass?
Who is he and why is he important in history?
How did his contributions help people?

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 2

LEVEL I

BOOK:

The Secret Footprints

AUTHOR: Julia Alvarez


ILLUSTRATOR: Fabian Negrin
DAILY THEME: Stereotypes hurt communities and people.

COMMON CORE STANDARDS:


RL 1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
W1.1 Write opinion pieces in which they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
L 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and large groups.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Recount the folk tale and include details important to the story.
State and support their opinion about the story.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
world map/push pins/yarn/play dough
OPENING ACTIVITY: Ask the students if they know what a legend, folk tale or fable are. Explain that
they are basically the same: they are unverifiable stories handed down through the generations by
traditions and are often accepted as historical. Ask the students to look at the world map and locate the
Dominican Republic. Place a push pin on the D.R. and another on your state and connect them with a
piece of yarn. Show the students the front cover of the book and ask them to talk with their partner
about their predictions for the story: Who is the girl on the front cover? What is she doing? Where is
she standing? Have each pair share their predictions for the story with the group.
MAIN ACTIVITY: Read and discuss the book, The Secret Footprints.
Recommendations for discussion:
What is the setting for the story?
Why do you think the ciguapas were afraid to be seen by humans?
Why are their feet on backward?
Did you think that the boy was going to hurt the ciguapa?
Do you think that Guapa was wise to continue to sneak over to see the boy?
What surprised you about the story?
Can you think of a fairy tale or legend that might be similar to this one?
Do you think that this is a true story?

LEVEL I Week Three

29

Week Three:
Community

FOCUS SKILL: understanding fables and folk tales from diverse cultures

COOPERATIVE GROUP ACTIVITIES:


Required: Engage the students in a small group (3-5 children) discussion. Ask one student per group to
take notes on the conversation and share out with the group when everyone comes together.
Questions for discussion: The story was trying to communicate an idea about stereotyping;
What are stereotypes?
Why do you think people discriminate against others?
What can you do to stop stereotyping and discrimination?
What does this have to do with the story?
How did stereotyping hurt Guapa and her community in the story?
What about the boy, did stereotyping hurt him too?
Choose at least two: What was your favorite part of the story? Explain why this is your favorite part
and create an accompanying illustration in the style of the books illustrator.
Write a real-life example of stereotyping or discrimination. It can be something you have experienced
personally or something you have heard about. Write about it in detail.
Working with a partner, create your own legend. Things to consider: What country will your legend be
based in? What will be the setting (the ocean, the forest, etc.)? Is there a villain, a hero? Who are the main
characters in this legend? Is there a lesson to be learned from this story? Write and illustrate your legend.
Use play dough to create your own ciguapa. Give her a name and be prepared to share her story aloud.
SOCIAL ACTION ACTIVITY: Discuss the cooperative group activity with another class to raise
awareness of stereotyping and discrimination.
CLOSING ACTIVITY: Share your cooperative group activity with the class.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

BOOK:

LEVEL I

DAY: 3
Doa Flor: A Tall Tale About a Giant Woman with a Great Big Heart

AUTHOR: Pat Mora


ILLUSTRATOR: Ral Coln
DAILY THEMES: character values; friendship

COMMON CORE STANDARDS:


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.2.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding
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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Make connections with the text (text-to-self, text-to-world).
Retell events from the story using a mobile.
MATERIALS: writing and drawing paper/construction paper/pencils/crayons/markers/scissors/
8 x 11 inch paper/wire hangers (for mobiles)/colored pencils/glue/string or yarn(for mobile)
OPENING ACTIVITY: Talk to the students about making connections. There are many types of
connections you can make with a story. We are going to focus on two: text-to-self and text-to-world.
Text-to-self connections are when you connect something from your own life to a story. Text-to-world
connections are when you connect something from a story to the world. Tell students as you read to
think about connections they could make with the book (Model a connection of your own out loud as
you read to the students).
MAIN ACTIVITY: Read and discuss the book Doa Flor: A Tall Tale About a Giant Woman with
a Great Big Heart.
Recommendations for discussion:
Who were the characters in this story?
What made Doa Flor different than everyone else?
What do people think of Doa Flor?
What do you think of Doa Flor?
How is Doa Flor different than other giants you may know?
What makes the children laugh at Doa Flor?
What causes Doa Flors neighbors to feel afraid?
How does Doa Flor feel about the world around her?
What might the author want readers to learn from Doa Flor?
What did you learn about heroes from this story?

LEVEL I Week Three

31

Week Three:
Community

FOCUS SKILL: story structure

COOPERATIVE GROUP ACTIVITIES:


Required: Create a mobile illustrating what happened in the story. Students will show the sequence
events in the order that they happened in Doa Flor.
Choose at least two: Have students partner up. Ask them: Does this story remind you of something
that happened to you? Students will share with their partner the event that reminds them of the story.
Ask students as a group what kind of connections they just made. Share some connections with the
whole class.
Let students imagine that Doa Flor is their neighbor. How would Doa Flor help them? Write about
what Doa Flor would do for them. Draw a picture to go along with the writing.
Think about these two questions: In what ways would you like to be Doa Flor? How would the world
be different if everyone were like Doa Flor? Draw a picture to match your answers to these questions.
What other tall tales have you heard? Share with a partner to talk about how these tales are similar and
how they are different.
CLOSING ACTIVITY: Review text connections. Allow students to share their mobile illustrations with
the group.

32

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 4

LEVEL I

BOOK:

Abiyoyo

AUTHOR: Pete Seeger


ILLUSTRATOR: Michael Hays
DAILY THEME: do not judge a book by its cover

COMMON CORE STANDARDS:


SL.2.1Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
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.2.2.Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3.Describe how characters in a story respond to major events and challenges.
RL.2.5.Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify key events in the story in order to create a comic that captures the sequential order in
the story.
MATERIALS: paper plates/markers/pencils/crayons/glue/writing paper/drawing paper
OPENING ACTIVITY: Learn the song/chant Abiyoyo. Show children the picture of Abiyoyo in the
back of the book and have them predict what the story will be about.
MAIN ACTIVITY: Read and discuss Abiyoyo. Of the events in the story, distinguish between those that
could happen in real life and those that probably could not.
Recommendations for discussion:
Do you think this story could really happen? What details show you that?
What are folktales? What other folktales have you heard?
Would you have kicked the boy and his father out of town? Why or Why not? What would you
have done instead?
How will the father handle the towns issue with Abiyoyo? Predict what he will do.
What characters have you read or heard about that may be similar to Abiyoyo?
COOPERATIVE GROUP ACTIVITIES:
Required: In groups, have students create and illustrate a four-event/four-frame comic strip of the
events that happened in the story. Students can write one sentence describing each event from the story.

LEVEL I Week Three

33

Week Three:
Community

FOCUS SKILL: sequencing

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 5

LEVEL I

BOOK: Something

Beautiful

AUTHOR: Sharon Dennis Wyeth


ILLUSTRATOR: Chris K. Soentpiet
DAILY THEME: finding beauty in different forms

COMMON CORE STANDARDS:


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 the connection between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text.
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.2.2. 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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Demonstrate understanding of text through discussion
Create a collage symbolic of things deemed beautiful
MATERIALS: writing and drawing paper/chart paper/pencils/crayons/markers/tape/magazine pictures
OPENING ACTIVITY: Show several pictures of a variety of nature scenes, landscapes, etc. to students.
Have students explain how each picture makes them feel.
MAIN ACTIVITY: Read and discuss the book Something Beautiful.
Recommendations for discussion:
Listen to the words in Louis Armstrongs song What a Wonderful World. Make a list of the
beautiful things in his song and discuss ideas.
Do beautiful things always make you happy?
Who decides whether or not something is beautiful?
What does beautiful look like? Sound like? Feel like?
Do sad things and beautiful things ever look/sound/feel the same?
Is beauty only a feminine quality? Can boys be beautiful? Why or why not?
Is it difficult to find something beautiful? Why or why not?
Did she decide to find something beautiful once she saw these things, or do you think she
always wanted to find something beautiful?
Is beautiful just a physical thing?
Have you ever told somebody they were beautiful, or has anyone ever called you beautiful?
How did that feel?
Can you be beautiful on the inside?
LEVEL I Week Three

35

Week Three:
Community

FOCUS SKILL: symbolism

COOPERATIVE GROUP ACTIVITIES:


Required: Divide students into groups. Each group will receive a letter from the word BEAUTIFUL.
Students will look in magazines and cut out pictures of things that they think are beautiful. Each letter
will be covered in pictures of their beautiful things.
Choose at least two: Have students paint beautiful pictures to decorate the classroom, as the students
did for the classroom in the book.
Have each group make an acrostic for the word BEAUTIFUL. (See Appendix for instructions on
making an acrostic).
Group students in pairs and have each student identify something beautiful about their partner.
Have each student complete the sentence I am beautiful because Students then should write/dictate
their responses and illustrate on drawing paper. Compile pages to make a class book. Ask volunteers to
decorate the cover and add a title and the authors names.
Have each group read a variety of poems from books from the read-aloud list. Then explain to students
two or three of the poetry-writing forms from the Appendix. Next, each group should compose a poem
that makes them feel beautiful (See Appendix for poetry writing forms and examples). As beautiful
music is playing in the background, allow students to read their poetry.
SOCIAL ACTION ACTIVITY: Have students identify some things they see when they look out their
windows and when they walk through their community. Record responses on a chart. Then have them
discuss in groups what they can do to help make their community more beautiful.
Students may choose an area in their own community to create something beautiful through clean-up
projects, planting flowers, painting murals, etc.
CLOSING ACTIVITY: Have students tell what makes them feel beautiful inside. Student reflection can
be in the form of illustration and written journal pages.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

Week Four

Weekly Theme: Country

DAY: 1
BOOK: Estrellita

se Despide de su Isla/Estrellita Says Good-Bye to Her Island

AUTHOR: Samuel Caraballo


ILLUSTRATOR: Pablo Torrecilla
DAILY THEMES: home; exploring our surroundings; five senses
FOCUS SKILL: problem and solution
COMMON CORE STANDARDS:
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 2 topics and
texts with peers and adults in small and larger groups.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
W.1.1:
Write opinion pieces in which they introduce the topic or name the book they are

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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?

LEVEL I Week Four

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

AUTHOR: Lesa Cline-Ransome


ILLUSTRATOR: James E. Ransome
DAILY THEME: showmanship and sportsmanship
FOCUS SKILL: characterization
COMMON CORE STANDARDS:
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 2 topics 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

orally or through other media.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Differentiate between and comprehend multiple character perspectives, goals and intentions.
Identify how characterization is used to depict and interpret characters and how it changes in
response to plot.
MATERIALS: writing paper/chart paper/construction paper/3 X 5 inch index cards/pencils/markers/
scissors/stapler or yarn/crayons
OPENING ACTIVITY: Have students relate to a modern day sports figure, such as: Mone Davis.
Discuss how she has made an impact in Little League baseball. Ask students to name Black players who
play in the Major Leagues today. List responses. Students should also share something they know about
each player they name.
MAIN ACTIVITIES: Read and discuss the book Satchel Paige.
Recommendations for discussion:
Name three of his pitches and explain what each pitch name means to Satchel.
How did the Negro Leagues differ from the White Major League ball clubs? If life on the road
was so challenging, why did the Negro players continue to play in the league?
Why was it important to keep the fans coming to the games? What would be the effect if fewer
fans came to the game?
Are there still disparate wages between White workers and Black workers today? Why?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Four

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

Puente, Mambo King/Tito Puente, Rey del Mambo

AUTHOR: Monica Brown


ILLUSTRATOR: Rafael Lpez
DAILY THEME: an inspiration of generations, a legacy
FOCUS SKILLS: mood; tone
COMMON CORE STANDARDS:
RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Understand how symbols are used in art and culture.
Analyze and identify feelings associated with music.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/colored pencils/
scissors/markers/materials to make a tambourine
OPENING ACTIVITY: Read the title of the book as you show students the cover; give them a few
minutes to look at the book and then make predictions about what its about. Has anyone ever heard of
Ernesto Antonio Tito Puente, also known as The Mambo King? If there is Internet access, share
with students videos of Ernestos work on YouTube.
MAIN ACTIVITY: Read and discuss the book Tito Puente, Mambo King/Tito Puente, Rey del Mambo.
Recommendations for discussion:
What were some of the things that made Tito unique?
What did Tito do for entertainment as a child? What were some of his hobbies?
How did Tito work to make his dreams come true? Did it happen overnight?
What steps did he take?
Who are Celia Cruz, Santana and La Lupe? What role do they play in history and
entertainment?
What types of music did Tito play?
What is his legacy?
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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Four

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

and the Flowers

AUTHOR: Jorge Argueta


ILLUSTRATOR: Carl Angel
DAILY THEMES: shared problem solving; overcoming adversity
FOCUS SKILLS: multi-step directions; problem and solution
COMMON CORE STANDARDS:
RL 2.3 Describe how characters in a story respond to major events and challenges.
SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to
books on a given topic and use them to write a sequence of instructions).
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Use evidence from the text to support their thinking.
Retell/recall multiple-step directions.
MATERIALS: paper/pencils/markers/construction paper/scissors/glue/scissors/chart paper/world
map/different types of flower seeds/planting soil/paper cups (to plant seeds)/colored pencils/paint/
yarn/push pins
OPENING ACTIVITY: Introduce the book to students by exploring the front cover. What might the
book be about? Write their predictions on chart paper. Then read the inside cover aloud. Ask the
students what the phrase basing his narrative on real-life events means (you want them to notice that it
is a story based on events that took place in the authors life). Pointing to the world map (that is taped
on the wall), ask the children to tell you where El Salvador is and place a push pin there. Then have
them tell you where the U.S. is and put a push pin there. Take a piece of yarn and tie it to the pin at El
Salvador and stretch it to the U.S. (make sure it is a colorful piece of yarn that can easily be seen). Ask
the students to look at the distance between the two countries. Ask if anyone has moved a great distance
like Xochitl or if they have family members who have moved. Use pushpins to note the different places
where students and/or family have moved from. Take a picture walkthrough of the book and use the
illustrations to predict the story.
Discussion questions before reading:
What do you think the story will be about?
Where is El Salvador?
Where do you think Xochitl is now?
How do you think the family feels about being in a new place?
MAIN ACTIVITY: Read and discuss the book Xochitl and the Flowers.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

Recommendations for discussion:


How do you think Xochitl felt about moving to the U.S.?
How was her family adapting to life in their new community?
How would you feel if you had to leave your friends and family and move to a faraway place?
Why do you think Don Roberto wanted to close the family flower shop?

LEVEL I

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Five

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:

Waiting for the Biblioburro

AUTHOR: Monica Brown


ILLUSTRATOR: John Parra
DAILY THEMES: innovation; patience
FOCUS SKILL: drawing conclusions
COMMON CORE STANDARDS:
RL.2.2 Recount stories, including fables, and folktales from diverse cultures, and determine their
central message, lesson, or moral.
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.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Compare and contrast their community and/or school library with the one in the book.
Recount a personal experience with appropriate facts and descriptive details.
Create a bilingual picture dictionary.
MATERIALS: white 8.5 x 11 paper/chart paper/construction paper/markers/pencils/colored pencils/
scissors/crayons/white construction paper
OPENING ACTIVITY: Write the word Biblioburro on the chart paper and ask the students what the
word means, and write their responses on the chart paper. Turn to the Authors Note at the back of the
book and ask the students: How far would you go for a book? How far would a librarian travel to bring
a book to you? Have them turn to a partner and share their responses. Gather the class and ask them to
share their answers aloud with the group. After a brief discussion read the Authors Note (If technology
is available visit the site www.cnn.com/2010/LIVING/02/25/cnnheroues.soriano/).
MAIN ACTIVITY: Read and discuss the book Waiting for the Biblioburro. Before you read, ask the
children to listen for words that are in a language other than English and write them on the chart paper.
After you finish reading, refer back to the list of words and ask the children to tell you their meaning.
Recommendations for discussion:
What do you think about the librarian and his Biblioburro?
Do you think he has impacted the lives of the people in Colombia?
Do you think that we have these types of libraries in our country?
Ana is impatient waiting for the Biblioburro to return to her village. Describe a time when you
were waiting for something particular to happen. How did you pass the time while you waited?
Look closely at the illustrations in the book. Which paintings depict a realistic scene and which
show imagination at work? How can you tell the difference?
Who is the most important character in the book to you? Explain. What things about Anas life
are different from your life? How are your lives the same?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Five

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

Weekly Theme: World


The overall goal for this week is to enable students to explore the world. The books for the week are
selected as a springboard for students to look ahead, exploring not only what they can do to make the
world better, but also what obstacles they must overcome to accomplish their goals.

DAY: 1
BOOK: Dear

Primo: A Letter to My Cousin

AUTHOR: Duncan Tonatiuh


ILLUSTRATOR: Duncan Tonatiuh
DAILY THEME: differences and similarities across countries and cultures
FOCUS SKILL: compare and contrast
COMMON CORE STANDARDS:
RLK.3 With prompting and support, identify characters, settings, and major events in a story
RL 2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
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.2.2: Recount or describe key ideas or details from written texts read aloud or information
presented orally or through media.
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 to connect opinion
and reasons and provide a concluding statement or section.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Compare and contrast the communities where the cousins live.
Write an opinion piece and support that opinion.
MATERIALS: writing and drawing paper/chart paper/construction paper/ pencils/ crayons/ markers/
magazines/scissors/glue
OPENING ACTIVITY: Give each student a piece of paper and pencil. Tell the students that you are
going to read a book called Dear Primo: A Letter to My Cousin. Do not show them the book. Ask them
to write two sentences about their predictions for the story based solely on the title. Younger students
can draw their responses. Have each student share their responses with the class.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

COOPERATIVE GROUP ACTIVITIES:


Required: Once you finish reading the story, ask the students if anyones predictions were close to the
actual story. You had asked the students to pay attention to the similarities and differences between the
cousins lives divide a piece of chart paper down the middle and write Carlitos on one side and
Charlie on the other. Ask students to tell you what they noticed as you read. Write under appropriate
heading.
Ask the students to take a side on where it is better to live as Carlitos in Mexico or Charlie in the
U.S? Using all of the information, students will write a paragraph in which they state their opinion
(on where it is better to live) and clearly support their stance (i.e. I think it is better to live in Mexico
because). Students will illustrate their choice on a piece of construction paper, creating the art in the
style of the illustrator.
Choose at least two: In a small group, act out the story, Dear Primo: A Letter to My Cousin. Choose
who will interpret the role of Carlitos and Charlie. Invite other students to play the role of family
members, friends, train conductors, etc. Create posters to represent the various settings in the story.
Using the list of Spanish words, work with a small group and create a bilingual dictionary to
accompany the story.
Carefully look at the illustrations. In each of the pages the illustrator has included photographs of the
real object (on the first page, Charlie is wearing real jeans). Think of your community and draw your
favorite part of the community use magazines to help you include real photographs as the
illustrator has done in the book. Write a few sentences that explain why this is your favorite part of your
community.
SOCIAL ACTION ACTIVITY: In the Authors Note the author wrote that San Miguel de Allende was
recently named a UNESCO World Heritage Site. What does that mean? Write a letter to UNESCO
asking how places become classified World Heritage Sites.
CLOSING ACTIVITY: Ask the students to present a debate where they will defend their choice of
living in Mexico as Carlitos does or in the U.S. as Charlie does.

LEVEL I Week Five

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Week Five:
World

Recommendations for discussion:


What is the setting of Carlitos home?
What is the setting of Charlies home?
Do you think that the cousins would enjoy visiting each others countries?
Have you ever visited family outside of our state? Did you like the place that you visited?
Could you see yourself living there?
Do you have a cousin or family member to whom you write letters? Where do they live?

DAY: 2
BOOK: Yum!

MmMm! Qu Rico! Americas Sproutings

AUTHOR: Pat Mora


ILLUSTRATOR: Rafael Lpez
DAILY THEMES: inquiry; curiosity
FOCUS SKILL: poetry
COMMON CORE STANDARDS:
RL 1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RI 1.2 Identify the main topic and retell key details of a text
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book (e.g., My favorite book is...).
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Locate and label the various countries represented in the book on the world map.
Write a haiku about their favorite food.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
world map/ push pins/colored yarn or string
OPENING ACTIVITY: Open the book to the dedication page. Ask the students what they see (map of
North and South America and a compass rose), and write these on a piece of chart paper. If students do
not know names, teach them and write them on the chart paper. If they have not mentioned it, ask the
children to notice the foods on the corners of the pages (again, if they do not know names, tell them).
Read the dedications and ask them to predict what the book may be about based on this page and on
the dedication.
Close the book and read the title and ask the students to do some more predicting: What does qu rico
mean? What about Americas Sproutings? Ask them if they know what a Haiku is. Do a picture
walkthrough; show them each of the pages of the book but do not read anything you are still
building interest.
MAIN ACTIVITY: Read and discuss the book Yum! MmMm! Qu Rico! Americas Sproutings. Stop after
you read each page and ask a student to locate the country and/or region on the map, using a push pin
to label the map.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

LEVEL I Week Five

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Week Five:
World

COOPERATIVE GROUP ACTIVITIES:

LEVEL I

Recommendations for discussion:


What senses does the poet use when describing the fruits?
Have you ever eaten a chili? How does it make your mouth feel? Is this the same as in the book?
How does the poet feel about peanuts? How does this compare to how you feel about peanuts?
What are some foods made with chocolate? Have you eaten any of these?
Have you eaten grits or tortillas, do you know what food is used to make them? How do you eat
your grits and tortillas? The poet likes to eat hers with butter how about you?
Did you notice the beautiful and descriptive language the poet used to describe the foods?
Why does she say papaya has the taste of a leafy jungle?
Why does the poet call a pumpkin autumns orange face?

DAY: 3
BOOK: First

Day in Grapes

AUTHOR: L. King Prez


ILLUSTRATOR: Robert Casilla
DAILY THEMES: courage; hope; bullying; conflict resolution
FOCUS SKILL: main idea and supporting details
COMMON CORE STANDARDS:
RL.K.10 Actively engage in group reading activities with purpose and understanding.
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.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
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.
SL.2.2.
Recount or describe key ideas or details from a text read aloud or information presented

orally or through other media.


FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Retell the story and include the key ideas and details .
Add illustrations to further demonstrate their understanding of the text.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/map
of North and South America/scissors/glue
OPENING ACTIVITY: Preview the book with the students: first show them the front cover and read
the title. What do you see on the front cover? Where is the boy standing? How old do you think he
might be? What are the people in the background doing? Ask them to predict what the book may
about. Have them share this prediction with a partner. Then read the first two paragraphs on the inside
of the book jacket. Again, ask the students to predict the story with the same partner; they now have
more information and may be able to make more accurate predictions. Have the partners write down
their predictions and hold on to them as you read.
MAIN ACTIVITY: Read and discuss the book First Day in Grapes. After you have read the book, ask the
partners to refer to their prediction sheets. Was there anyone with a correct prediction of what the story
was about? Was anyone close?
Recommendations for discussion:
What does the title, First Day in Grapes, mean?
Why does Mam always put up yellow curtains even though the family will move soon?
Why does Chico think of George Washington as a friend?
Chico said some people treat him like a foreigner why do you think that is?
Why does Chico think of time and places in terms of fruits and vegetables?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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?

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Five

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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

AUTHOR: Barbara Cooney


ILLUSTRATOR: Barbara Cooney
DAILY THEMES: beautifying the world/community; keeping promises
FOCUS SKILLS: characteristics; setting
COMMON CORE STANDARDS:
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.
RL 2.6 Describe how a narrators or speakers point of view influences how events are described.
W 2.3 Write narratives in which they recount a well elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify the characteristics of the setting in order to create a travel brochure.
Describe the literary elements of the story such as character traits, setting, and plot.
MATERIALS: drawing paper/pencils/markers/crayons/index cards/gardening catalogs/flower seeds/
small planters.
OPENING ACTIVITY: Before introducing the book ask students the following questions: Have you
ever made a promise to someone? Did you keep the promise? What was the outcome?
MAIN ACTIVITY: Read and discuss the book Miss Rumphius.
Recommendations for discussion:
Alices grandfather believes she has to do something to make the world a better place.
What types of things could you do to make your world a better place?
Has anyone ever inspired you to do something to make a difference in your world?
Have you ever been sick and realized that something beautiful can make you feel better?
What can you do to make a difference in your world?
COOPERATIVE GROUP ACTIVITIES:
Required: Design travel brochures. Students should draw pictures to represent where they would go if
they could go to a faraway place. Include what they might see and do there.
Choose at least two: Plant flower seeds to remind students of what Miss Rumphius did to make her
world better. During the week, water the seeds and send home at the end of Week 5.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

LEVEL I Week Five

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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

Different Now: Juneteenth (The First Day of Freedom)

AUTHOR: Angela Johnson


ILLUSTRATOR: E.B. Lewis
DAILY THEME: freedom
FOCUS SKILL: cause and effect
COMMON CORE STANDARDS:
RL.K.1 .With prompting and support, ask and answer questions about key details in a text.
RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
RL 1.7. With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Use picture cues to make inferences about characters, setting, etc.
Create an image of what freedom looks like as interpreted in the text.
MATERIALS: paper/pencils/crayons/markers/poster board/construction paper/butcher paper (banner)/
old magazines/pictures from Google images
OPENING ACTIVITY: Ask students to reflect on a time of celebration in their lives. Allow students to
share their memories of these celebrations and what they were celebrating. Take a picture walk through
the book with the students. Introduce the celebration known as Juneteenth. Many students may not
what the celebration is or why it is important to people. Spend some time looking at pictures to
determine the time period, characters, etc. The following questions can be used as prompts to start the
conversation.
What do you think this story is about?
How are the people celebrating?
What does it mean to be free?
MAIN ACTIVITY: Read and discuss the book, All Different Now: Juneteenth (The First Day of Freedom).
As the book is read, have students identify things are different then from now.
Recommendations for discussion:
What important event happened in this story? Why is it significant to us today?
What does freedom mean to you?
How did the people feel when they received the news?
What appeared to be different at the end of the story?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Five

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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

Secret Olivia Told Me

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.
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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

LEVEL I

Begin a discussion using the following questions:


Have you ever had a secret that was just too good to keep to yourself? What did you do?
Do you like to hear secrets? Why?
Whats the problem with hearing secrets?
Is it easy to keep secrets?
What is gossiping?
Look at the front and back cover of the book. What appears to be happening?
What would happen if you told a secret?
What can happen when a message/secret is told many times?

Week Six: With Hope,


Education and Action

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.

LEVEL I Week Six

59

DAY: 2
BOOK: Wangaris Trees

of Peace: A True Story from Africa

AUTHOR: Jeanette Winter


ILLUSTRATOR: Jeanette Winter
DAILY THEMES: determination; one person can make a difference
FOCUS SKILL: fact vs. opinion
COMMON CORE STANDARDS:
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.
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.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify different story elements to aid in comprehension and use for understanding knowledge.
Locate important details and facts that support ideas, arguments, or inferences in the story in
order write letters.
MATERIALS: writing and drawing paper/chart paper/markers/clear plastic cups/plant seeds (lettuce/
bean )/plastic spoons/planting soil/watering can/construction paper/pencils/crayons/ world map.
OPENING ACTIVITIES: Explain to students that this story setting takes place mostly in Kenya.
Have students locate Kenya on a map. Then estimate the amount of time it might have taken Wangari
to travel from Kenya to America by plane, then estimate the time by ship.
MAIN ACTIVITY: Read and discuss the book, Wangaris Trees of Peace: A True Story from Africa.
Discuss illustrations as you read.
Recommendations for discussion:
Talk about the result of Wangaris hard work in school.
How do you feel when the government put Wangari in jail for trying to defend the
countrys trees?
Wangari was very determined. Identify others whose determination has brought about great
change. Explain why you chose each person. (SLI should prepare a list of a few people to share
with students)
What do you do to protect the Earths natural resources?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:


Required: Group students and discuss how communities often experience both good and bad changes.
Have groups discuss changes they have seen in their communities recently and evaluate the changes.
Create a T-chart with a list of things students would like to keep in their communities and why on the
left side, and things students would like to change in their communities and why on the right side.

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.

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Week Six: With Hope,


Education and Action

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

Identify some ways we benefit from trees.


What can you do to help keep the land we live on clean and beautiful?
Discuss how one person can help to make a big difference. Do children your age have the ability
to create change and make a difference?

DAY: 3
BOOK: Where

Fireflies Dance

AUTHOR: Lucha Corpi


ILLUSTRATOR: Mira Reisberg
DAILY THEME: dreams and aspirations
FOCUS SKILLS: figurative language; adjectives
COMMON CORE STANDARDS:
RL.2.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe.
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Understand the ways words work together in a passage.
Create their own figurative language example.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers
OPENING ACTIVITY: Show students the cover of the book and have them make predictions about the
story. What do you think it is about? What do you notice about the illustrations? Turn and talk with a
partner about your thinking. Talk with students about figurative language and adjectives. Make an
anchor chart showing examples of each from the story and describe each.
MAIN ACTIVITY: Read and discuss the book Where Fireflies Dance.
Recommendations for discussion:
Have you ever seen fireflies dance?
What did it look like?
What did it remind you of?
Do you have a family member that tells stories at gatherings?
Is this important to your family?
What does destiny mean to you?
What is a memory that is important to you from your childhood?
What examples of vivid words did you hear in the story?
How would this book sound if the author didnt use vivid words?
Would you want to read the book like that?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Six

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Week Six: With Hope,


Education and Action

Share with a partner what you think your destiny is. How can you go about finding this destiny?

DAY: 4
BOOK: Angels

Kite

AUTHOR: Alberto Blanco


ILLUSTRATOR: Rodolfo Morales
DAILY THEME: overcoming obstacles
FOCUS SKILL: predictions/inferences
COMMON CORE STANDARDS:
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
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.
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Make predictions and inferences based on the story.
Provide evidence for backing up predictions.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
paper scraps/fabric scraps/glue/tape/scissors
OPENING ACTIVITY: Preview the book with the students and ask: Based on the front cover, what do
you predict the story will be about? What do you notice about the illustrations in the story? Write down
student predictions on chart paper.
MAIN ACTIVITY: Read and discuss the book Angels Kite. Talk with the students about the illustrations
in the story. Discuss how they are different than most book illustrations (What could they be made out
of? Why did the illustrator decide to do this with the pictures?).
Recommendations for discussion:
What happened to the bell?
Why was the bell so important?
How did Angel show that the bell was important to him too?
How did the town feel when the bell went missing?
How did they feel when the bell was back?
Have you ever felt this way about an object?
COOPERATIVE GROUP ACTIVITIES:
Required: After reading, were our inferences correct? Which predictions were close to what actually
happened in the story? Have students talk with a partner to provide reasoning for why some predictions
were and were not correct with evidence from the story.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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.

CLOSING ACTIVITY: Share social action activity with the group.

LEVEL I Week Six

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Week Six: With Hope,


Education and Action

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

AUTHOR: Rose Blue and Corinne J. Naden


ILLUSTRATOR: Don Tate
DAILY THEMES: a courageous mission; peaceful resistance
FOCUS SKILL: symbolism
COMMON CORE STANDARDS:
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.
RI 2.3: Describe the connection between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text.
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:
Use illustrations from text to gain an understanding of symbols, characters, setting, and plot.
Identify the connection of historical events throughout the text.
MATERIALS: drawing paper/construction paper/chart paper/pencils/markers/crayons/various arts and
crafts items and pictures for creating collages/scissors/glue
OPENING ACTIVITY: Show students the cover of the book and read the title. Be sure students
understand what the word mission means in this title. Have them make predictions about who they
think Ron is and what his big mission is.
MAIN ACTIVITY: Read and discuss the book Rons Big Mission.
Recommendations for discussion:
What do you think gave Ron the courage to carry out his mission? Why do you think he
decided to do this?
If you were Ron, what would you have done in the situation when the clerk would not allow
him to check out the books?
When the policeman came to the library Ron refused to follow the rules. How did his bravery
surprise the police officers and the library clerk?
How do you describe how Ron is feeling when his mom arrived at the library?
How did Rons actions change the way people were treated in libraries during this time period?
When Ron left the library with his mother how do you think he was feeling? Did Rons
accomplishment make anyone else proud?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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.

LEVEL I Week Six

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Week Six: With Hope,


Education and Action

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

THE CHILDRENS DEFENSE FUND


FREEDOM SCHOOLS
Integrated Reading Curriculum
Level II (Grades 35)

I Can Make a Difference!

LEVEL II

Book List

Books

Authors

Week One: Self


Grandmas Gift
My Very Own Room
Grandmas Records
Frida
Diego

Eric Velasquez
Amada Irma Prez
Eric Velasquez
Jonah Winter
Jonah Winter

Week Two: Family


Follow the Drinking Gourd
A Gift From Pap Diego
My Diary from Here to There
Playing Lotera
The Honest-to-Goodness Truth

Jeanette Winter
Benjamin Alire Senz
Amada Irma Prez
Ren Colato Lanez
Patricia McKissack

Week Three: Community


La Mariposa
I Love Saturdays and Domingos
What Can You Do with a Paleta?
Jamaica Louise James
Roberto Clemente: Pride of the Pittsburgh Pirates

Francisco Jimenez
Alma Flor Ada
Carmen Tafolla
Amy Hest
Jonah Winter

Week Four: Country


In Her Hands: The Story of Sculptor Augusta Savage
Pel, King of Soccer (H)
Amelias Road
Parrots Over Puerto Rico (H)
The Upside Down Boy/El nio de cabeza

Alan Schroeder
Monica Brown
Linda Jacobs Altman
Cindy Trumbore
Juan Felipe Herrera

Week Five: World


My Name is Gabito (H)
Separate is Never Equal: Sylvia Mendez and
Her Familys Fight for Desegregation (H)
Giant Steps to Change the World (H)
Tutankhamens Gift

Spike Lee and Tonya Lee


Robert Sabuda

Week Six: Hope, Education, and Action


Radio Man
Pancho Rabbit and the Coyote: A Migrants Tale (H)
The Santeros Miracle: A Bilingual Story (H)
Sonia Sotomayor (H)
A Movie in My Pillow

Arthur Dorros
Duncan Tonatiuh
Rudolfo Anaya
Jonah Winter
Jorge Argueta

Monica Brown
Duncan Tonatiuh

H = hardcover title

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

LEVEL II

Common Core Standards

*Note that the following standards are addressed in every unit, with the exception of the genre.

Reading Informational Text


n

Reading Literature
n

Speaking & Listening


n

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and


teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion.
Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.

Writing
n

W.5.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.

LEVEL II Common Core Standards

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

Weekly Theme: Self


The overall goal for the week is to promote a positive self-image. The books selected will encourage the
celebration of self !

DAY: 1
BOOK: Grandmas

Gift

AUTHOR: Eric Velasquez


ILLUSTRATOR: Eric Velasquez
DAILY THEME: memorable moments with self and family
FOCUS SKILL: character traits
COMMON CORE STANDARDS:
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
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.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
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:
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.)
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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

COOPERATIVE GROUP ACTIVITIES:

Week One:
Self

Recommendations for discussion:


How do you spend holidays and extended school vacations? Do you spend this time with
anyone in particular?
Every city has museums. What museums have you visited? What were some of the most
memorable exhibits?
Imagine you are Eric. How do you think it would feel if your grandmother spoke another
language and you had to translate for her?
One of Erics favorite places is la marqueta (the market). Describe one of your favorite places
in your neighborhood. What does it smell, sound, look and feel like?
El Barrio is how Eric refers to his neighborhood. What is your neighborhood like around the
holidays? Are there any special events? Does the mood change? Explain.
What is a traditional meal your family makes/eats for the holidays?
Several Puerto Rican meals require root vegetables. Have you ever seen or tasted taro root, green
plantains or green bananas?
What does Grandma mean by, if you want it to taste traditional, you must make it
traditionally?
What meals are made in your home from scratch?
Music is an integral part of many cultures, including Puerto Rican culture. What type of music
do you like? What music does your family play at home?
What is your favorite meal? Does someone in your family cook this meal for special occasions?
What is it like to go somewhere new and feel like the only person who looks/talks like you?
Imagine you were Grandma. How would it feel to leave El Barrio and go somewhere unfamiliar
where Spanish was not spoken?
What was so significant about Grandma and Eric finding a painting of Juan de Pareja? Who was
he? Who is Diego Velazquez?
Describe a special moment youve had with a grandparent. What type of special moments will
you have with your grandchildren?
What other special gift does Grandma gift Eric? Why does she choose this gift? How does it
relate to the museum gift?
Look at the illustrations in the book. Who is the illustrator? What is his relationship to Eric?

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 2
BOOK: My Very

Own Room

AUTHOR: Amada Irma Prez


ILLUSTRATOR: Maya Christina Gonzalez
DAILY THEME: working for a common cause
FOCUS SKILL: text connections

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


scissors/Internet access/8 x 8 squares cut out from white paper for use as quilt squares (double the number
of students in the class and cut that many squares; if you have 10 students make 20 quilt squares)
OPENING ACTIVITY: Ask the students: What do you notice about the front cover of the book
(answer: that the title is written in English and Spanish)? Open the book all the way so the students can
see the front and back covers at the same time. Ask them: Now what do you see on the front and back
covers? Who could all of these people be? Think about the title, My Very Own Room/Mi propio cuartito.
What do you think the story will be about? Turn and tell a neighbor your prediction.
MAIN ACTIVITY: Read the Authors Note, then read and discuss the book My Very Own Room/Mi
propio cuartito. Ask the students: Were your predictions about the story accurate? Were you close?

LEVEL II Week One

75

LEVEL II

FOCUS PERFORMANCE OBJECTIVE: Students should be able to:


Describe story characters and explain their motivation for doing things.
Recall details read in the text or heard from a video interview.

Week One:
Self

COMMON CORE STANDARDS:


RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly.
SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
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.
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.

Recommendations for discussion:


Why was it so important to the little girl that she have her very own room? Have you ever felt
the same way?
Why do you think she feels this way?
What are some reasons she needs to share her room with her five brothers?
The little girl is convinced that the storage closet would be a perfect room.
Why does Mam disagree at first? What makes her change her mind?
Even though they dont have a lot of space or money, the family works together to make the
room great what are some of the things they do to fix up the room?
What does that tell you about the characters?
How do you think the little girl feels when her parents offer to use all of their blue stamps to
purchase a lamp for her new room?
What was the main problem in the book?
How did the characters work together to solve the problem?
What kind of character is the little girl? What evidence from the text supports your answer?
Listen and watch the Interview with Amada Irma Prez (about 3 minutes)
https://www.youtube.com/watch?v=ztBvmCEqLSA
What did you learn about the author?
What did she say about the story?
How are the author and the main character similar?

COOPERATIVE GROUP ACTIVITIES:


Required: Create a class quilt. Each student will design and create a quilt square. Depict favorite scenes
or characters. Then draw/paint the quilt together. The individual squares should be drawn with pencils
first and once the square is complete, students should trace and color with markers. The squares should
be done in vibrant colors, the same as how the illustrator has created the art work for the book.
Make one quilt square that depicts the title, author and illustrator of the book (You could make a color
copy of it and make sure it fits on the 8 x 8 square). This should likely be in the center of the quilt. As
students finish their squares, lay them all out on the floor to give everyone a sense of what the finished
quilt will look like. Once all of the squares are complete and the class approves the design, tape the
quilts together (use clear packing tape OR masking tape that the students can later decorate to fit with
the quilt color palette-the tape will be a border). Hang the quilt in the classroom or a more common
area of the school where all can see it.
Choose at least two: The little girl in the story persuades her mother to let her use the storage space for
her bedroom. Pretend to be the little girl and write a persuasive letter to her mother telling her why you
should have the room.
Write a persuasive letter to your own parents attempting to convince them to give you your own room
or a toy that you really want.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

LEVEL II Week One

77

DAY: 3
BOOK:

Grandmas Records

AUTHOR: Eric Velasquez


ILLUSTRATOR: Eric Velasquez
DAILY THEMES: traditions; cultural heritage; relationships
FOCUS SKILL: main idea and key details
COMMON CORE STANDARDS:
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.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL. 2.3 Describe how characters in a story respond to major events and challenges.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Compare the relevancy of the story to their lives using a writing prompt.
Analyze the text to identify the main idea and key details.
Compare and contrast families.
MATERIALS: Construction paper/paper fasteners/record player/records/music introduced in
story/record jacket covers/scissors/glue/cereal containers (oatmeal etc.)/paper towel or toilet paper
tubes/plastic bottles/pictures of percussion instruments
OPENING ACTIVITY: Bring in a variety of music, such as jazz, Brazilian, and Puerto Rican and play
for class. Introduce the book by looking at the front cover and discussing. Ask students what they like
to do with their grandparents or aunts and uncles.
MAIN ACTIVITY: Read and discuss Grandmas Records.
Recommendations for discussion:
What did the author mean when he said, Grandma wrapped me in her world of music?
Why do you think Grandma likes her music so much?
Did Eric like the visits with Grandma? What parts of the story make you think so?
Have you ever visited a family member who lives somewhere else? Where? What do you
remember about the visit?
Why would Grandma put her hand over her heart when her favorite record was playing? Have
you ever felt a song was just for you? Do you have a favorite song? What is it?
What is the difference between a song that is popular and a song that is meaningful?
Have you ever gone to a music concert? Where? Who was playing? What did you enjoy about
the music?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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?

COOPERATIVE GROUP ACTIVITIES:

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.

Prompt: Grandmas _________

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.

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79

DAY: 4
BOOK:

Frida

AUTHOR: Jonah Winter


DAILY THEME: overcoming obstacles
FOCUS SKILL: character attributes
COMMON CORE STANDARDS:
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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
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.
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:
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?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

COOPERATIVE GROUP ACTIVITIES:

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

What do you do with your free time?


How many siblings or cousins do you have?
Do you know anyone who has had an imaginary friend?
What happens when Frida draws or paints? How does she feel? What does drawing and painting
become for Frida?
What does Frida do with her fathers pictures?
Look at the illustrations in the book. Who is the illustrator? What do the images make you feel?
After the accident, Fridas life will never be the same. She will walk with a cane when she is able
to walk and her body will hurt. Look at the image on Pages 19-20. What do the branches
represent? Describe what you see.
How did the accident impact Fridas life? Imagine you were Frida. How do you think such a
situation would have impacted you and your family?
How does Frida cope with her feelings? What does she do to help release her emotions? What do
you do to cope with your feelings?
What type of paintings does Frida become known for? Describe her paintings.
Where can you see Fridas artwork?

DAY: 5
BOOK:

Diego

AUTHOR: Jonah Winter


DAILY THEMES: art; perseverance
FOCUS SKILLS: theme; supporting details
COMMON CORE STANDARDS:
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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
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.
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:
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.
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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Make a class mural. Decide on a theme as a class or two groups. Post butcher paper or
several individual posters along the wall. Tape trash bags to the floor and encourage a change of
clothes if painting. Students should work as a team to create a mural. Assign roles: leader, presenter,
errand-runner, time-keeper, encourager, painter (s).

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.

LEVEL II Week One

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

Weekly Theme: Family


The overall goal for the week is to enable students to explore family relationships and what makes a
family. The books for the week will help students value positive interactions with family members, other
adults, and peers. Family members will be invited to share family rituals.

DAY: 1
BOOK: Follow

the Drinking Gourd

AUTHOR: Jeanette Winter


ILLUSTRATOR: Jeanette Winter
DAILY THEME: having hope during trying times
FOCUS SKILLS: character traits; theme
COMMON CORE STANDARDS:
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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
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.
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:
Identify the traits of a character based on their actions.
Infer the theme of the story.
MATERIALS: writing paper/chart paper/construction paper/an image of the Big Dipper/an image of a
gourd/poster board/crayons/markers/United States map/scissors/glue/tape/recording of the song Follow
the Drinking Gourd.
OPENING ACTIVITY: Show students an image of a gourd, followed by an image of the Big Dipper. Have
students discuss similarities between the two images. Then have them make predictions about what the
book will be about based on the cover.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

MAIN ACTIVITY: Read and discuss the book Follow the Drinking Gourd.

COOPERATIVE GROUP ACTIVITY:

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?

LEVEL II Week Two

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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

Recommendations for discussion:


What would be your reaction if a loved one were about to be taken away from you?
What kind of person is Peg Leg Joe? How do you know?
Describe a time when you helped someone that you barely knew? Why did you choose to help
them? How did it make you feel?
Describe the route that Molly and James had to take to reach freedom. What does this tell you
about them?
Why would some people choose to help strangers?
Describe a time when you accomplished a long, difficult task or journey.
What do you think the family will do next, now that they have reached freedom?
Discuss the power of music in the lives of the people who were enslaved.

DAY: 2
BOOK: A

Gift from Pap Diego

AUTHOR: Benjamin Alire Senz


DAILY THEMES: patience; learning acceptance
FOCUS SKILL: point of view
COMMON CORE STANDARDS:
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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator or speakers point of view influences how events are described.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze various cultural perspectives related to the story.
Write a letter from a characters point of view.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/map(s) showing El Paso, Texas and la Ciudad de Chihuahua, Mexico,
research on Mexican/El Paso geography, history, culture/Internet access, research on Benito Jurez and
Abraham Lincoln /modeling clay
OPENING ACTIVITY: Using a web chart with the word comfort food in the middle identify specific
foods/drinks that students like to eat/drink when they are sick, sad, etc. as a group. Students might also
add a particular relative or friend who best cooks their favorite comfort foods.
If none of the students mention el champurrado, add it to the web chart and ask the group if anyone
knows what it is. Define it (book glossary) if none of the students provides a description.
Ask students to reflect on what it is about comfort food that makes them feel better. Is it the food itself?
Would it taste the same if just anyone made it or does it have to be made by a certain person?
Introduce the character of Little Diego (and his comfort drink el champurrado) before moving into the
main activity.
MAIN ACTIVITY: Read and discuss A Gift from Pap Diego (including the backmatter).
Recommendations for discussion:
Have you received birthday gifts you really wanted but that did not live up to your expectations?
Diego must learn patience, something with which many people struggle. Have you had times
where you found it difficult to wait for something special to happen?

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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?

COOPERATIVE GROUP ACTIVITIES:

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?

LEVEL II Week Two

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 3
BOOK: My

Diary from Here to There/Mi diario de aqu hasta all

AUTHOR: Amada Irma Prez


ILLUSTRATOR: Maya Christina Gonzalez
DAILY THEMES: change; strength
FOCUS SKILLS: character development; setting

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/map


of North America for class to be hung on wall/string/push pins/white copy paper/paint/paint brushes
OPENING ACTIVITY: Have a discussion with students about the importance of writing things down
and expressing themselves. Ask student if they keep a dairy or a journal. If so, what do (or what would)
you write about? How often? How is writing in a diary special? Are there certain times when you write
in your diary or is it on a daily basis?
MAIN ACTIVITY: Read aloud My Diary from Here to There. Ask the students to pay careful attention to
the shift in Amadas character traits while you are reading.
Recommendations for discussion:
How was Amada feeling at the very beginning of the story?
If your family told you that you were moving to a new country, how would you feel?
Amada is so worried and she wonders: What if were not allowed to speak Spanish? What if I
cant learn English? What if I never come back?

LEVEL II Week Two

89

LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify, analyze, and evaluate plot, character development, setting, and point of view as they are
use together to create meaning in the story.
Analyze information in the story in order to make inferences and generalizations.

Week Two:
Family

COMMON CORE STANDARDS:


RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
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.5.2
Summarize a written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.

Were her fears met? Did she overcome her fears?


Do you think Amada learned anything from her journey?
Do you think there is a message to this story?

COOPERATIVE GROUP ACTIVITIES:


Required: As a whole group, use the large map (while students follow along with their own copy of the
map), and locate the seven cities Amada talks about in her diary. Divide students into pairs and assign
each group one of the cities (if there are enough students, create seven groups, if not double up on
cities). Groups will summarize the major events Amada described for each city in two to three sentences
on index cards.
Choose at least two: Write a journal entry from one of Amadas family members how do you think
they are feeling compared to Amada? What makes you think so? Use evidence from the story.
Using Amadas letter to her father as a model, remember, or imagine, a time when you were far away
from someone you love. What stories would you tell them? Write a letter from this perspective.
Using a piece of string, trace the route that Amada and her family traveled on your map (at end of the
lesson). Make sure to trace the actual route that the family took, rather than a straight line from Ciudad
Jurez to Los Angeles.
The illustrator used vibrant colors throughout the story; she layers paint to come up with the beautiful
images. Find your favorite part of the story, draw it and paint it in the style of Maya Christina Gonzalez.
After you finish the book, break the class up into pairs; give pairs the sheet Changes in Character over
Time and have them fill this out using adjectives and phrases to describe Amada at the beginning,
middle, and end of the story. It is fine to repeat words or phrases. Remind students to locate and note
the textual evidence to support their writing. Each group will present their sheets to the whole class.
Ask groups to listen carefully; if a group has presented something that also appears on their paper, do
not repeat. Continue until each group has presented their paper. As the groups are sharing, you are
adding what they say to the chart paper. Once all groups have shared ask the students to look at the
shift in Amada and ask, what could have caused the shift? How do you know (textual evidence).
SOCIAL ACTION ACTIVITY: Amadas Pap writes to the family and mentions Cesar Chavez. What do
you know about him? Who was he and why is mentioned in the story?
CLOSING ACTIVITY: Students will tack their index card summaries on the class map and they will
present their summaries to the whole group.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

Student Names ________________________________________________________________


Changes in Characters over Time
Character Name: Amada

Beginning

Middle

End

LEVEL II

Textual evidence/page #

Textual evidence/page #

Textual evidence/page #

Textual evidence/page #

Textual evidence/page #

LEVEL II Week Two

Week Two:
Family

Textual evidence/page #

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 4
BOOK: Playing

Lotera

AUTHOR: Ren Colato Lanez


ILLUSTRATOR: Jill Arena
DAILY THEME: language connecting a family
FOCUS SKILL: adjectives/describing words

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


index cards (for the game)/ glue
OPENING ACTIVITY: Before reading, discuss adjectives with the group. Create an anchor chart about
adjectives (what they describe, how we use them). Ask students to listen for descriptive words while the
book is read to them.
MAIN ACTIVITY: After reading and discussing the book, add more about adjectives to the anchor
chart. Allow students to play Lotera. Students can create their own game cards for the game and use a
big piece of chart paper to tape them down. The game will be played as a class. Students must describe
the pictures when playing Lotera.
Recommendations for discussion:
Is Lotera similar to a game we play in America?
How are the two games the same or different?
How did the illustrations in the story help us understand the Spanish words?
What did the grandma teach the boy? What did the boy teach the grandma?
How did the characters feel after learning a new language?
What is the grandmas job? How does the boy find out about her job?
Do you think the boy would have still learned Spanish if his grandma had a different job?

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LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify adjectives and use them to describe a story.
Explain the role that illustrations play in telling a story.

Week Two:
Family

COMMON CORE STANDARDS:


L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences.
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
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.

COOPERATIVE GROUP ACTIVITIES:


Required: Have students work in pairs to create a list of adjectives that describe each other. Get
students to fill out a Venn diagram to compare the words they had in common.
Choose at least two: The main character in the story visits his grandmother in Mexico. What do you
know about your grandparents? Write as much as you can about your own grandparents (activities you
do together, where they live, what they look like, and how many grandparents do you have, etc.).
Allow students to imagine what they will be like as grandparents. Perhaps designate a particular age that
they have reached (60 years). Have students answer the following questions:
Imagine You Are a Grandparent
When I am 60,
I will live in a (what type of house?)__________________.
I will live (where?)_____________.
I will drive a __________________.
I will have ________ pets. List type of pet(s):_________________.
I will have __________ number of children.
These are things I will do for fun __________________
_________________________________________
I will work as a ________________________________.
When Im 60, this is what Ill look like: (student draws self-portrait)
Have you ever experienced language separating or bringing a family together? What did it feel like?
If not, can you imagine how you would feel? Share with a partner about this experience or how you
imagine it would be.
In the story, the boy teaches his grandma English. Think about your own life. What is something you
have had to teach another person/ other people? How did you teach it to them? Draw a picture
describing this time.
CLOSING ACTIVITY: Students can share their Venn diagrams aloud with the group.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 5
BOOK: The

Honest-to-Goodness Truth

AUTHOR: Patricia McKissack


ILLUSTRATOR: Giselle Potter
DAILY THEME: knowing when to tell the truth
FOCUS SKILL: cause and effect

MATERIALS: writing and drawing paper/poster board/magazines/glue/ pencils/markers/construction


paper/crayons/excerpts from the text
OPENING ACTIVITY: Have students play the game 2 Truths and an Untruth. Students should share
three things about themselves; two true facts and one untrue. The other students must then guess which
of the three statements is untrue. After the game, ask students, When, if ever, is it ok not to tell the
truth? Discuss.
MAIN ACTIVITY: Read and discuss the book The Honest-to-Goodness Truth.
Recommendations for discussion:
At the beginning of the story Libby appeared to be in a hurry. What clues in the illustration(s)
indicate this? Why do you think she was in such a hurry?
Do you think Libbys punishment for lying to her Mother was just? Explain.
If telling the truth is right, then why does everyone get mad at Libby?
Share an experience when you did not tell the truth. What were the consequences?
Share a situation when problems resulted when you told the truth. What was the outcome?
How does Libby correct her mistakes?

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LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify cause and effect relationships in a text
Evaluate the choices made by a character

Week Two:
Family

COMMON CORE STANDARDS:


RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
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).


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.
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have a bag containing index cards. Each card should have one cause or effect from the book.
Check beforehand to ensure that there is one card for each student and that each cause matches an
effect. For example:
Cause

Effect

Libby tells her friend, Ruthie Mae, she has a


hole in her sock.

Ruthie Mae refuses to walk home with Libby.

Libby lies to her mom about feeding Ol Boss.

Libbys mom does not let her go play with


Ruthie Mae.

Libby tells Miz Jackson that Willie doesnt have


his homework.

Willie gives Libby a dirty look and stops playing


with her.

Virginia Washington makes fun of Ol Boss.

Libby understands what her mother meant by


Sometimes the truth is told at the wrong
time.

Libby apologizes to Willie and Ruthie Mae.

Libby gets her friends back.

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

LEVEL II Week Two

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LEVEL II

Week Three

Weekly Theme: 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.

DAY: 1
BOOK: La

Mariposa

AUTHOR: Francisco Jimnez


ILLUSTRATOR: Simn Silva
DAILY THEMES: tolerance and acceptance; resiliency
FOCUS SKILLS: poetry; details
COMMON CORE STANDARDS:
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).
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.
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 based on the details provided in the text in order to write
a bio-poem.
Compare and contrast characters from two different books.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers
OPENING ACTIVITY: Give each student the Story Prediction Paper. Preview the book and ask (while
holding up the book): What does la mariposa mean (butterfly)? Have you ever seen a butterfly? What is
the boy doing on the cover of the book? What is the setting? What might this book be about? Do you
think it is written in English, Spanish, or both? Give them a few moments to fill out their story
predictions.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

MAIN ACTIVITY: Read and discuss the book La Mariposa.

Week Three:
Community

COOPERATIVE GROUP ACTIVITIES:


Required: Write a bio-poem about your favorite character in the story
How to Write a bio-poem:
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
Choose at least two: Compare and contrast Amada to a character from another book.
Dramatize the story.
Roles: Francisco, Mam, Pap, brother, teacher, friend, Curtis, bus driver
working in small groups: some will create the scenery, some will write the script, the remaining
students will be the audience
with your group think of the most important parts of the story for your group and create your
script based on those
practice your dramatization
perform for an audience

LEVEL II Week Three

LEVEL II

Recommendations for discussion:


Do you know anyone who does not understand English? How do you treat that person? Have
you tried to help them? How?
Where is Francisco from?
What kind of work do his parents do?
What words did Francisco learn first?
Why did Francisco get headaches in class? How did he avoid them?
Did Francisco have friends in school? Name them.
Did Francisco have enemies at school? Was there a reason for him to have enemies?
How did Francisco deal with the bully?
How did Francisco and Curtis become friends?
Franciscos Pap is pleased that his son did not disrespect his teacher during the incident with
Curtis. Did his teacher return the respect?
What does the mariposa symbolize?
Why do you think some people treated Francisco in an unkind manner (bus driver)?
What did you notice about Francisco and his familys living conditions?
Do you think migrant farmworkers endure these conditions today?

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

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 2
BOOK: I

Love Saturdays y Domingos

AUTHOR: Alma Flor Ada


ILLUSTRATOR: Elivia Savadier
DAILY THEMES: family; cultures
FOCUS SKILL: fact vs. opinion

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


world map/scissors/glue/staple/staplers/materials for making a diamond kite
OPENING ACTIVITY: Preview the book with the students. Ask students who they think the people
standing behind the little girl are. Why is the title in two different languages? Which languages are they?
What does the title mean? Read the inside cover and ask the students to think about their own lives.
Do you have family that come from different countries? Do you know any of their languages and
cultural traditions? Think about your own families and make the text-to-life connections as we read.
MAIN ACTIVITY: Read and discuss the book I love Saturdays y domingos
Recommendations for discussion:
How does the author give clues to help us figure out the Spanish words? What about the
English words?
What can you tell about each set of grandparents?

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LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Locate important details and facts that support ideas, arguments, or inferences in the story.
Distinguish between fact and opinion, basing judgments on evidence and reasoning in order to
write an opinion piece.

Week Three:
Community

COMMON CORE STANDARDS:


RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a characters thoughts, words, or actions).
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).
RL
5.6 Describe how a narrators or speakers point of view influences how events are described.

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.5.2 Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.

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?

COOPERATIVE GROUP ACTIVITIES:


Required: The author states her opinion about the benefits of knowing two cultures and languages.
Do you agree with her? Why or why not? Write an opinion piece clearly stating and supporting your
opinion.
Choose at least two: The little girl has two songs sung on her birthday. Think about your birthday
are there songs that come from your familys cultural background that are sung to you? Write a short
narrative explaining this.
Have students make a diamond kite. Use the following link for assistance:
http://www.wikihow.com/Make-a-Diamond-Kite
The little girl spends a lot of time with her grandparents and abuelitos. The author tells us the different
things that the little girl does with each of them; are they really that different? Create a Venn diagram
about the grandparents and abuelitos and write a few sentences describing their similarities and
differences.
The little girl is narrating the story and we read and see everything from her point of view. Choose
someone from her family and retell the story through their eyes. Write and illustrate the story. Take five
pieces of white copy paper, fold in half, staple and you now have a 10 page book. Design your cover,
your Authors Note and the About the Author for the inside back cover.
SOCIAL ACTION ACTIVITY: Present your opinion pieces on the benefits of knowing about two
languages and cultures to another class. Invite discussion.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 3
BOOK: What

Can You Do with a Paleta?

AUTHOR: Carmen Tafolla


ILLUSTRATOR: Magaly Morales
DAILY THEME: people in the community
FOCUS SKILLS: setting; vocabulary

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


colored tissue paper/scissors/string/glue stick/
OPENING ACTIVITY: Read the title of the book to the class and ask them to predict what it will be
about. Ask: Does anyone know what a paleta is? Once you have listened to the children, turn to the last
page in the book and read the note About Paletas to the class. Ask: Has anyone ever eaten a paleta?
What does it taste like? Is there anything similar to the paletas in your community?
MAIN ACTIVITY: Read and discuss the book What Can You Do with a Paleta? Before you read ask the
children to pay careful attention to the people, animals and things that are in the community. Also ask
them to listen to any words that are written in Spanish.
Recommendations for discussion:
Now that you know what paletas are, have you eaten one or something similar?
Who were the people in the community? List them on a large piece of chart paper that you have
taped on the wall.
What Spanish words did you hear? List them along with community list.
Did you know what the words meant? What did you do to figure it out?
COOPERATIVE GROUP ACTIVITIES:
Required: Draw a map of your community. Be sure to include all the people, places and things in your
community: parks, businesses, churches, schools, you, your family, friends. Label all of these things on
your map. The illustrations in the book were very colorful, be sure that yours are too. At the bottom of
your map be sure to include a key so that everyone looking at it knows exactly what is represented by
the map (differentiate between your home and library, so that all buildings do not look the same).
LEVEL II Week Three

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Week Three:
Community

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Use descriptive words verbally and in their writing.
Determine the meaning of words based on context.

LEVEL II

COMMON CORE STANDARDS:


RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 4
BOOK: Jamaica

Louise James

AUTHOR: Amy Hest


ILLUSTRATOR: Sheila White Samton
DAILY THEME: making a difference in your community
FOCUS SKILL: fact vs. opinion

MATERIALS: paint/paint brushes/butcher paper/white copy paper/lemon juice/an iron/construction


paper/glue/drawing paper/pencils/fine-tip markers/crayons/chart paper
OPENING ACTIVITIES: Have students look at the front cover and make predictions about what
Jamaica Louise James will do in the story or what might happen to her. Have students tell about gifts
that they have received and ways theyve used the gifts to help others.
MAIN ACTIVITY: Read and discuss the book Jamaica Louise James.
Recommendations for discussion:
When does Jamaica Louise first think of her big idea? What is the big idea?
How do the text and pictures tell you how Grammy feels about Jamaica Louises big idea?
What does Jamaica mean when she says, I like lacing up the details, this way and that?
How do you lace up details when you tell a story?
Compare and contrast our community with Jamaicas. Use a T-chart to accomplish this goal.
What do you know about the New York subway system?
COOPERATIVE GROUP ACTIVITIES:
Required: Have students write a letter to a community leader giving opinions on three ways they could
improve our community based on the book Jamaica Louise James.

LEVEL II Week Three

105

LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Write an opinion letter that includes three supporting details from the story.

Week Three:
Community

COMMON CORE STANDARDS:


RL.2.3 Describe how characters in a story respond to major events and challenges.
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.
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.
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.
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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 5
BOOK: Roberto

Clemente: Pride of the Pittsburgh Pirates

AUTHOR: Jonah Winter


ILLUSTRATOR: Ral Coln
DAILY THEMES: overcoming adversity; character
FOCUS SKILL: cause and effect

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


index cards(large)/scissors/Internet access/
OPENING ACTIVITY: Write the name Roberto Clemente on a piece of chart paper for all students to
see. Ask the students if anyone knows who Roberto Clemente was. Ask them to turn and talk with a
partner. Without showing the book, read the Authors Note located at the back of the book. Ask the
students to listen carefully as you read and take note of words or phrases that describe who this person
may be. Write the phrases and/or words on the chart paper.
MAIN ACTIVITY: Read and discuss the book Roberto Clemente: Pride of the Pittsburgh Pirates.
Recommendations for discussion:
Why is the book titled Roberto Clemente: Pride of the Pittsburgh Pirates? What does it mean?
Do you think that during his career Clemente was considered the pride of the Pirates?
Name some of the injustices and hurtful comments and attitudes that Roberto Clemente had to
overcome (i.e. being called lazy by sportswriters when he was injured and couldnt play). Add
these to the chart paper used earlier.
How do you think Clemente felt when announcers stumbled through his Spanish name?
What was the turning point in the story?
LEVEL II Week Three

107

LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Understand the causes and effects of Roberto Clementes lifestyle.
Use textual evidence from the story to fill in the cause and effect graphic organizer.

Week Three:
Community

COMMON CORE STANDARDS:


RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.5.1.
Write opinion pieces on topics or texts, supporting a point of view with reasons and

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.

What made Clemente such a great person?


Do you consider him to be a brave person? Explain why or why not.
What do you think about the manner in which Clemente was treated?

COOPERATIVE GROUP ACTIVITIES:


Required: The goal is for students to understand cause and effect. Review the events that shaped
Roberto Clementes life; make a list on the chart paper. Discuss with the students which is the cause and
which is the effect. Once you have helped students with one example, have them copy the chart below
on a piece of paper and fill in the rest of the chart. Once all students are finished working in pairs, the
students will use the information on the chart to write at least two paragraphs telling who Roberto
Clemente was.
EFFECTS

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.

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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

CLOSING ACTIVITY: Students should share their group activities.

LEVEL II Week Three

LEVEL II

1934 1972
Clemente is born in
dies near Carolina, P.R.

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Week Four

Weekly Theme: 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.

DAY: 1
BOOK: In

Her Hands: The Story of Sculptor Augusta Savage

AUTHOR: Alan Schroeder


ILLUSTRATOR: JaeMe Bereal
DAILY THEME: following your dreams
FOCUS SKILL: compare and contrast
COMMON CORE STANDARDS:
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.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
W.5.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Compare and contrast the lives and artwork of artists during the Harlem Renaissance.
Work collaboratively to identify similarities and differences in the storys contexts.
MATERIALS: writing and drawing paper/construction paper/chart paper/poster board/pencils/
crayons/markers/tape/glue/scissors/a variety of arts and crafts items/stapler and staples/clay or play dough
OPENING ACTIVITIES: Have students share a talent they have and what career path they could take
in order to pursue that talent. Discuss artists they know or have heard of.
MAIN ACTIVITY: Read and discuss the book In Her Hands: The Story of Sculptor Augusta Savage.

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Recommendations for discussion:


Tell about a time you had a dream you wanted to achieve, but someone close to you wasnt
supportive.
Why do you think Augustas father initially didnt support her dreams?
What did Augusta value in her life? How did her values play a role in her artwork? What do you
value in life?
What role did teachers play in Augustas life? How did they help her?
What letter is she writing at the end of the story?
COOPERATIVE GROUP ACTIVITIES:

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.

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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

AUTHOR: Monica Brown


ILLUSTRATOR: Rudy Gutirrez
DAILY THEME: respecting the contributions of all
FOCUS SKILL: synthesizing information
COMMON CORE STANDARDS:
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem).
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Recall information from the text.
Use descriptive language when retelling an event.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/old
magazines/scissors/glue/2-3 soccer or playground balls
OPENING ACTIVITY: Give each student a piece of paper and ask them to fold it in three columns and
write: K-W-L above each column.
Under the K: write what you Know about soccer/ftbol, under the W: what you Want to know, under
the L: what you Learned (after the unit).
Once they are finished ask them to tell you what they know and what they want to know. Write these
on a large piece of chart paper that you have taped to the front wall where all can see.
MAIN ACTIVITY: Read and discuss the book Pel: King of Soccer/El rey del ftbol.
Recommendations for discussion:
What do you know about Pel?
What country did he play for?
Were there any obstacles he had to overcome to play soccer?
What promise did Pel make to his father? Was he able to keep it?
COOPERATIVE GROUP ACTIVITIES:
Required: Go back to the K-W-L charts and ask students to fill in what they now know about soccer
and Pel. Ask them to share out, add what they learned under the L on the large chart paper. Pair up
students. Tell students: Pretend you are a sports announcer at the soccer game where 80,000 fans
watched as Pel scored his 1,000th goal. Write a paragraph describing what you see as Pel shoots the

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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.

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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

AUTHOR: Linda Jacobs Altman


ILLUSTRATOR: Enrique O. Sanchez
DAILY THEME: finding a place to belong
FOCUS SKILLS: main idea; supporting details
COMMON CORE STANDARDS:
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.K.10. Actively engage in group reading activities with purpose and understanding.
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.
W.1.1.
Write opinion pieces in which they introduce the topic or name the book they are

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.

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COOPERATIVE GROUP ACTIVITIES:


Required: Have students draw an image from a scene in the book and recap through a write-up what
occurred in the picture.
Choose at least two: Imagine that you are Amelias pen pal. Have each group write a letter to her,
explaining what you like and dislike about your school.
Have each group create Venn diagrams comparing and contrasting a day in their familys life to a day in
Amelias familys life (See Appendix for Venn diagram instructions).
Ask each group to think of the special things they own that they would put in a box like Amelias. Have
students then draw a picture of their special things and place them in a box.

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

LEVEL II Week Four

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DAY: 4
BOOK: Parrots

Over Puerto Rico

AUTHOR: Cindy Trumbore


ILLUSTRATOR: Susan L. Roth
DAILY THEME: environmental awareness
FOCUS SKILLS: authors purpose; persuasion
COMMON CORE STANDARDS:
RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.5.1. Quote accurately from 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.
SL.5.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

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.

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COOPERATIVE GROUP ACTIVITIES:


Required: Imagine you were a journalist in Puerto Rico. Convince islanders to stop cutting down
forests for farmland. What would you say to the people? How would you protect the birds? Write a
news report including interview questions for guests.

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.

LEVEL II Week Four

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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

Upside Down Boy/El nio de cabeza

AUTHOR: Juan Felipe Herrera


ILLUSTRATOR: Elizabeth Gmez
DAILY THEMES: imagination; resiliency; language can be fun
FOCUS SKILLS: illustrations extend the meaning of the story; inference
COMMON CORE STANDARDS:
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.5.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
W 4.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Use text-based evidence to support inferences.
Use and understand how varying word choice adds interest to writing.
Understand that illustrations extend the meaning of a story.
Understand how it might feel to be the first one in a family to attend school in the U.S.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/old
magazines/scissors/glue
OPENING ACTIVITY: Give each student a piece of paper. Take the students on a book walk; open the
book and turn to each page without saying anything. Have the students look carefully at the illustrations.
Ask them to write three brief sentences on their predictions for the story. Remind them that they are
inferring based solely on the illustrations. Also remind them that the illustrations help convey the
meaning of the story.
MAIN ACTIVITY: Read and discuss the book The Upside Down Boy.
Recommendations for discussion:
How did the upside down boy end up upside down?
What did the boy like about being upside down? What did the boy dislike about being upside
down?
Why was it good to walk on his hands through puddles?
Most children in the U.S. enter school for the first time as kindergartners. How do you think
Juanito felt on his first day of school as an 8-year-old?
Each word, each language has its own magic. What does this mean to you?
What was the author communicating by calling him an upside down boy?
Have you ever felt like an upside down boy or girl? Explain.

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COOPERATIVE GROUP ACTIVITIES:


Required: Juan Felipe Herrera loves writing poetry and we can tell by the story that he has a good sense
of humor. Have students pair up and write riddle poems. In order to be successful, explain the process
of riddle writing to students. Adapted from: http://www.poetry4kids.com/blog/news/writing-riddles/

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?

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LEVEL II

Week Five

Weekly Theme: World


The overall goal for this week is to enable students to explore the world. The books for the week are
selected as a springboard for students to look ahead, exploring not only what they can do to make the
world better, but also what obstacles they must overcome to accomplish their goals.

DAY: 1
BOOK: My

Name is Gabito

AUTHOR: Monica Brown


ILLUSTRATOR: Ral Coln
DAILY THEME: using life experiences and imagination to impact the world
FOCUS SKILL: summarizing
COMMON CORE STANDARDS:
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
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.
W.3.2.A Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
W.3.2.B Develop the topic with facts, definitions, and details.
W.3.3 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:
Recall and summarize important details.
Sequence events accurately.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
world map/
OPENING ACTIVITY: Ask the students if they have heard of or know the name Gabriel Garca
Mrquez. Read aloud the Authors Note at the back of the book. Ask the students to tell you important
details they learned about Gabito and write them on a piece of chart paper that you have taped to the
wall in front of the classroom. Ask students: What continent is Colombia a part of?
Background information: (read this to the students to give them a better idea of who he was)

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Gabriel Garca Mrquez


Few authors have achieved so successful a blending of comedy, pathos, myth, fantasy, and ironic satire
as Gabriel Garca Mrquez. His supreme work, the novel One Hundred Years of Solitude, published in
1967, recounts the history of the fictional Colombian village of Macondo and its founders. Garca
Mrquez was awarded the Nobel Prize for Literature in 1982.
Garca Mrquez was born in Aracataca, Colombia, on March 6, 1927. Although he studied law at the
National University of Colombia in Bogot and at the University of Cartagena, he became a journalist,
the trade at which he earned his living before attaining literary fame.

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?

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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.

COOPERATIVE GROUP ACTIVITIES:


Required: Working with a partner you will convert the events of the story into a song.
Summarize the story.
Use creative and descriptive language as the author did in telling Gabitos story.
Using that summary, write the lyrics to your song.
Choose an appropriate song and adapt it to tell the story of Gabito.
Write and perform the song.
Create a CD cover for your song.
You will sing the song and share the CD cover with the class.
Choose at least two: Design a comic strip retelling the story; tell the whole story as a comic book.
Create an eye-catching poster. Choose a scene from the book and design a poster which would attract
potential readers or buyers to the book.
Write the story as a fairy tale. Remember that fairy tales include good vs. evil and good always wins.
Compile a scrapbook or create a memory box of special memories and mementoes from Gabitos life.
Be true to your character.
SOCIAL ACTION ACTIVITY: The author writes, He [Gabito] tried to imagine a world where no one
was poor and where everyone could site with their grandfathers under the shade of a tree, holding hands and
crunching ice. When Gabito was younger he saw how hard the workers on the banana plantation
worked and thought it wasnt fair that they worked so hard and were still so poor. What can we do when
we witness injustices? How can help others in their search for equality in a peaceful manner? Are there
injustices that you see in school that could be attended to in a peaceful manner. What could you do?
CLOSING ACTIVITY: The pairs will sing their songs and share their CD covers with the group.

!
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DAY: 2
BOOK: Separate

is Never Equal: Sylvia Mendez & Her Familys Fight for Desegregation

AUTHOR: Duncan Tonatiuh


ILLUSTRATOR: Duncan Tonatiuh
DAILY THEME: desegregation, social justice and equal rights
FOCUS SKILLS: compare and contrast; supporting details

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/DVD/TV/computer
OPENING ACTIVITY: 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/1881-1913-maturation-era/plessy-vs-ferguson-case.htm)
Technology and time available, watch the three minute clip on Plessy v. Ferguson.
http://www.history.com/topics/black-history/plessy-v-ferguson
Use a T-chart to identify things that can be separate and equal AND separate is never equal.
Separate and Equal

Separate is Never Equal

Ex: Two halves of a sandwich

Ex: Separate water fountains

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FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Understand the impact the Mendez v. Westminster case had in the United States and how it
paved the way for desegregation of schools in America.
Compare and contrast historical cases of desegregation including the Brown v. Board of
Education decision.
Summarize the main idea of the story and identify supporting details.

Week Five:
World

COMMON CORE STANDARDS:


RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation
of the text, identifying where each version reflects specific descriptions and directions in 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).


RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

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

would your response have been to such a statement?


What exactly does Sylvias mother mean when she asks Sylvia Dont you know that is why we
fought? What were they fighting for?
Have you ever visited a farm or know someone who works at a farm? If you had your own farm,
what fruits and vegetables would you grow?
Describe your school. What does it look like outside and inside of the building? Is there a
playground? What do the hallways look like? Is it colorful?
How does your school compare or contrast to the Westminster school?
What happened when Aunt Soledad attempted to enroll the children in the school?
Why did the secretary only offer Aunt Soledad two enrollment forms? What was special about
Alice and Virginia?

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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).

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COOPERATIVE GROUP ACTIVITIES:

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.

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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.

Develop School Fairness or School Equality posters/illustrations to accompany letters.


CLOSING ACTIVITY: Present awards/monuments to the class. Discuss comparisons between Mendez v.
Westminster and the Brown v. Board of Education.

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.

Present school conflicts and social action letters.


Listen to the NPR radio Before Brown v. Board of Education show.

Week Five:
World

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DAY: 3
BOOK: Separate

is Never Equal: Sylvia Mendez & Her Familys Fight for Desegregation

AUTHOR: Duncan Tonatiuh


ILLUSTRATOR: Duncan Tonatiuh
DAILY THEMES: hope; equity
FOCUS SKILL: plot structure
COMMON CORE STANDARDS:
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.5.3. 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).
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
W.4.6. With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify the impact of events in the story in order to analyze the development of plot and apply
to understanding of plot structure.
Demonstrate understanding of a chronological sequence of related events using a timeline.
MATERIALS: chart paper/writing paper/pencils/crayons/Internet access/markers
OPENING ACTIVITY: Ask students what they know about the Civil Rights Movement and the Brown
v. Board of Education events? After discussing, ask students if when they think of segregation in the
1940s if they have ever thought about Mexican children? What might their struggle have been?
How did they overcome segregation?
MAIN ACTIVITY: Read and discuss the book Separate is Never Equal.
Recommendations for discussion:
Why is Sylvia not allowed to attend Westminster school?
What does it mean to be given a second-class education? How would you feel if you were in
Sylvias shoes?
How did the family organize to overcome the battle for Sylvia? How does this mimic the
behaviors conducted during the Brown v. Board of Education lawsuit 10 years after?
What are some of the ways racism was displayed and counteracted throughout the book?
Have you personally ever encountered racism? If so, how did you respond?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have students create a timeline of events that took place in the book. Afterwards, have
students pick a particular event and create a comic that represents that scene.
Choose at least two: Discuss with the class the importance of equality and desegregation. Then have
each group construct a Venn diagram to compare/contrast life and education in the 1940s with todays
(See Appendix for Venn diagram instructions).

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.

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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

Steps to Change the World

AUTHOR: Spike Lee and Tonya Lewis Lee


ILLUSTRATOR: Sean Qualls
DAILY THEME: changing the world in a positive manner
FOCUS SKILL: theme
COMMON CORE STANDARDS:
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.
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.
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?

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COOPERATIVE GROUP ACTIVITIES:


Required: Divide students into groups to make a theme in a bag. Each group will determine what the
theme of the story is (What did the author want you to learn?). Some examples are: perseverance,
determination, never give up, believe in yourself, etc. Each group will decorate the outside of the bag
with the theme. Then, they should fill the inside of the bag with evidence from the book that supports
the theme they chose. When each group is finished, they should share their bag with the class.
Choose at least two: Group students in pairs. Have each pair write their quote for changing the world.
Students should create decorative signs including the quote and an illustration to represent it. Each pair
should share their signs with the class. Display signs around the classroom.

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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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

AUTHOR: Robert Sabuda


ILLUSTRATOR: Robert Sabuda
DAILY THEMES: great gifts come in small packages; a young ruler
FOCUS SKILL: conflict
COMMON CORE STANDARDS:
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)
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
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 13 up to and including
grade 5.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Understand that effects are the result of causes which in turn can lead to further causes and
effects.
Analyze the conflicts within the story using a conflict chart.
MATERIALS: butcher paper/writing and drawing paper/pencils/markers/chart paper/crayons/paint and
paintbrushes
OPENING ACTIVITY: Begin a KWL chart about Egypt (For KWL instructions, see Appendix).
MAIN ACTIVITIES: Read and discuss the book Tutankhamens Gift. Complete work on the KWL chart
about Egypt.
Recommendations for discussion:
Tell students to pay attention, as you read, to the events that happen during Tutankhamens life,
and in what order they occur.
Have students pay special attention to the decorative illustrations.
Why did the father order the elaborate temples to be built?
What did Tutankhamen enjoy doing and why?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: After reading, students should be able to see how various conflicts affect the character and
the plot. Have students identify three conflicts in the story on the chart. Then, they should discuss what
they consider to be the central conflict of the story. Was the conflict resolved?
Wanted
(Goal/Motivation)

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.
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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

AUTHOR: Arthur Dorros


ILLUSTRATOR: Arthur Dorros
DAILY THEME: diversity of family life in the United States
FOCUS SKILL: making predictions
COMMON CORE STANDARDS:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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.
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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Use illustrations in the text to help understand meaning.
Make predictions about the text.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
index card
OPENING ACTIVITY: Show students the front cover of the book Radio Man and ask them to predict
what they think the story is going to be about. Ask the students: What do you think the boys are doing?
Where are they? What does the title have to do with the story? Write predictions on an index card.

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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.
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COOPERATIVE GROUP ACTIVITIES:

Week Six: With Hope,


Education and Action

Recommendations for discussion:


Why do you think the radio announcer speaks both in English and in Spanish?
Where are Diego and his family going?
How do you know that David and Diego are going to the same place that morning?
What do the illustrations tell you about where this story is taking place?
Why do you think migrant workers have to travel most of teach year to find work?
How do you think the family members feel after they start to sing on the way home? Why?
From your reading so far, what have you discovered about Diego? How do you think he feels
about his work in the fields?
How do you think Diego and David will next get in touch with each other? What makes you
think that?
If you were Diego, what way might you think of to stay in touch with David?
How do you think the family feels about not finding work right away?
What does Diego learn as he moves from place to place? How do you think Diego feels about
having to change schools so often?

DAY: 2
BOOK: Pancho

Rabbit and the Coyote: A Migrants Tale

AUTHOR: Duncan Tonatiuh


DAILY THEMES: family; survival; immigration; injustice; overcoming obstacles; hope
FOCUS SKILL: character analysis
COMMON CORE STANDARDS:
RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.5.1. Quote accurately from 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.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
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:
Develop critical reading skills by analyzing characterization and conflict in the text.
Draw conclusions about the ways a writers use of characterization influences the message
of the story.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/paint/paintbrushes/Internet/poster board/tissue paper/glue/magazines/Rabbit
and Coyote Head/notebook paper/information on Aztecs, Mayas and Toltecs
OPENING ACTIVITY: Define immigration and migrant. Ask students to make connections to
themselves, other texts, and the world.
Complete a K-W-L chart with what you Know and Want to know about the book based on the front
and back of the book and a quick skim through the pages.
MAIN ACTIVITY: Read and discuss the book Pancho Rabbit and the Coyote: A Migrants Tale
Recommendations for discussion:
What type of art influenced the illustrator?
Why do the animals leave to go north? What do they hope to do?
Are you familiar with anyone who has had to leave their home, city or country in order to find work?
What kinds of music and food does the family prepare for the return from El Norte?
What types of food do you eat in your family to celebrate special occasions?
Who helps Pancho Rabbit travel north? What does he have to give the coyote in exchange for help?
What are some things Pancho Rabbit and Coyote have to do and overcome on their trip?

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COOPERATIVE GROUP ACTIVITIES:

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

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Education and Action

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

Santeros Miracle: A Bilingual Story

AUTHOR: Rudolfo Anaya


ILLUSTRATOR: Amy Crdova
DAILY THEMES: family; tradition; imagination; culture
FOCUS SKILL: magical realism
COMMON CORE STANDARDS:
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
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.
W 5.3 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:
Describe what magical realism is.
Write a narrative that effectively incorporates descriptive details and tells a story clearly.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
play dough
OPENING ACTIVITY: Ask the students if they have read any of Rudolfo Anayas work. Explain that
the genre of books he writes is called magical realism. Magical realism contains fantastical elements, but
these elements dot the landscape of reality, they are not the landscape itself (Read more:
http://www.ehow.com/info_8732795_magical-realism-literature.html#ixzz30LIH7Dlm/).
Read the title of the book and ask the students if they know what a Santero is. Have them talk to a
friend and predict the story.
MAIN ACTIVITY: Read and discuss the book The Santeros Miracle.
Recommendations for discussion:
Who is the main character?
What does the main character look like?
What special abilities does this character have?
Where does the story take place?
How does the setting of the story affect the character or his/her actions?
What other characters are in the story?
How does the main character relate to other characters?
What problems does the main character face, and how are those problems resolved?
How can you compare this character with any other character youve read about recently?
What other comments do you have about this story?

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COOPERATIVE GROUP ACTIVITIES:


Required: In the book, Andrs carves out his first saint; have students think about what they would like
to create and carve it out of play dough. You will also write a narrative that explains your creation.
Since the story The Santeros Miracle is magical realism, your story must also be written in this genre.
Choose at least two: Create a bilingual picture dictionary from the words located in the glossary at the
back of the book. Make it colorful in the style of the book.
Write an acrostic poem for Andrs and illustrate it (See Appendix for poetry-writing forms and examples).
Write the story from the Abuelos point of view.

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.

Week Six: With Hope,


Education and Action

LEVEL II Week Six

139

DAY: 4
BOOK: Sonia

Sotomayor

AUTHOR: Jonah Winter


ILLUSTRATOR: Edel Rodriguez
DAILY THEMES: hard work pays off to achieve goals; overcoming obstacles
FOCUS SKILLS: sequencing; summarizing
COMMON CORE STANDARDS:
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.


RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
SL.5.2
Summarize a written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Sequence important events in a story.
Identify the main idea with supporting details and summarize a book.
MATERIALS: writing and drawing paper/construction paper/poster board/pencils/crayons/markers/
scissors/glue/white tissue paper/pipe cleaners/Nancy Drew books/cereal boxes
OPENING ACTIVITY: Begin work on a KWLS chart about Sonia Sotomayor (Know, Want to know,
Learned, Still want to know). Next, have students define what the word justice means to them. Then
they should explain what judges do and what qualifications they think are necessary to become a judge.
MAIN ACTIVITY: Read and discuss the book Sonia Sotomayor: A Judge Grows in the Bronx.
Recommendations for discussion:
Skim the book and note the number of times Sonia is reading a book. Explain how reading
helped her accomplish her goals.
Identify important events or turning points in the story. Then identify important events or
turning points in your life.
Reading Nancy Drew books and watching Perry Mason on television inspired Sonia to become a
judge. Think about some of the books you read and television shows you watch. Have any of
them inspired your future career goals? Explain.
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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.

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LEVEL II

COOPERATIVE GROUP ACTIVITIES:

Week Six: With Hope,


Education and Action

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

AUTHOR: Jorge Argueta


ILLUSTRATOR: Elizabeth Gmez
DAILY THEMES: integrity; perseverance
FOCUS SKILL: main idea

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


index cards/string/map
OPENING ACTIVITY: Show students the title of the book and ask them to predict what they think the
story will be about (the main idea of the story). Students will write their predictions on an index card
and share with a partner (Tell students to keep their index cards, as they will be looking at them later).
MAIN ACTIVITY: Read and discuss the book A Movie in My Pillow. Ask students to look back at their
main idea predictions with a partner. Have students use evidence from the book to state whether their
predictions match what happened in the story.
Create a class anchor chart determining the main idea of the book, A Movie in My Pillow. Get students
to share the evidence from the story that supports their main ideas.
Recommendations for discussion:
What does the title mean to you?
How do you think the character felt throughout the story (beginning, middle, and end)?
Is this story fiction or nonfiction?
How do you know? What evidence proves this?
Why did the family leave El Salvador?
What do the illustrations reveal about the story?
How do they enhance the details from the book?
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LEVEL II

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify main ideas from the story.
Explain details from the story that support main idea.

Week Six: With Hope,


Education and Action

COMMON CORE STANDARDS:


RI.3.2 Determine the main idea of a text; recount the key details and explain how they support
the main idea.
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
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.5.2 Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.

COOPERATIVE GROUP ACTIVITIES:


Required: With a partner discuss the main idea of the story. Use pictures to tell about the main idea of
this particular book. Come up with your own illustrations to tell the events that happened in the book
that support the main idea.
Choose at least two: This story is written in the format of many poems. Write a poem to paint a
picture of the place where you live or the town that you came from. Use vivid words to describe the
place so it paints a picture in the readers head (Draw a picture to go with the poem if time allows).
Jorge and his dad traveled from El Salvador to San Francisco. Use the map below to trace the path in which
they traveled. Mark the path with string first, and then a marker once you make a correct path. Think
about the landforms in the areas they traveled through (you might not be able to make a straight path!).
Create a journal entry from the point of view of the narrator. Describe how you feel in the new city and any
other feelings you may have. (What do you like and not like? What do you miss about home? etc.).
You have just been told that your family is moving in 30 minutes. You can gather three items before the
move occurs. What special items would you take with you? Why? What do these items mean to you?
Write a paragraph about the significance of the items you would take on the move.
SOCIAL ACTION ACTIVITY: This story involves a big move for a young boy. He was new to San
Francisco and missed his home in El Salvador. Have you ever made a big move? How do you think the
child felt when he was new to the city? What would you do if you were in the same situation?
Write a letter to a friend telling them how you would feel if you were in the same situation as Jorge.
Share these letters with a partner.
CLOSING ACTIVITY: Students will share their interpretation of the main idea through their
illustrations.

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LEVEL III

THE CHILDRENS DEFENSE FUND


FREEDOM SCHOOLS
Integrated Reading Curriculum
Level III (Grades 68)

I Can Make a Difference!

LEVEL III

Book List

Books

Authors

Week One: Self


The Skin Im In

Sharon G. Flake

Week Two: Family


P.S. Be Eleven

Rita Williams-Garcia

Week Three: Community


The Poet Slave of Cuba: A Biography of Juan
Franciso Manzano

Margarita Engle

Week Four: Country


Riding Freedom

Pam Muoz Ryan

Week Five: World


Before We Were Free

Julia Alvarez

Week Six: Hope, Education, and Action


Novio Boy

Gary Soto

H = hardcover title

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

LEVEL III

Common Core Standards

*Note that the following standards are addressed in every unit, with the exception of the genre.

Reading Informational Text


n

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

Speaking & Listening


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.

LEVEL III Common Core Standards

147

Week One:
Self

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.
Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue
to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others
questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.

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

Weekly Theme: Self


The overall goal for the week is to promote a positive self-image. This selection of books will encourage
the celebration of self!

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

AUTHOR: Sharon G. Flake


DAILY THEME: dont judge a book by its cover
FOCUS SKILL: character analysis
COMMON CORE STANDARDS:
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.
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.
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.8.3
Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze characters behaviors, interactions, attitude and conflicts.
Discuss how a characters personality is revealed through their appearance, actions and words,
what other characters say about him/ her, and how other characters treat or react to him/ her.
MATERIALS: writing and drawing paper/pencils/pens/magazines/scissors/glue/ construction paper or
poster board, computers
OPENING ACTIVITY: Have students interview a partner. Then introduce their partner to the class.

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Questions may include:


name
age
hopes/dreams at this point in life
how would you illustrate your character?
greatest accomplishments
number one role model
MAIN ACTIVITY: Read and discuss the book The Skin Im In, Chapters 16, Pages 132.
Group students for paired reading. Have each pair read and summarize a chapter from Chapters 16.
Students should make summaries as creative as possible, using skits, pictures, commercials, reports, raps, etc.

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.

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149

Week One:
Self

COOPERATIVE GROUP ACTIVITIES:

LEVEL III

Recommendations for discussion:


Have you ever gotten a bad feeling inside the first time you met someone? What made you feel
that way?
What do you think happened to Miss Saunders face?
Tell about someone you know who is similar to John-John McIntyre.
How would you deal with John-John if you were Maleeka? How would you deal with Charlese?
Why do you think Maleeka allows Charlese to treat her the way she does?
Based on Maleekas interactions with the other characters how would you describe her character?
Provide details to support your answer.
Give reactions to Charleses encounter with Miss Saunders.
Respond to Miss Saunders question about what your face says to the world.
Comment on Maleekas diary entry about her experience as a 17th century teenager.
Why is Maleeka is afraid to speak up for herself? Is it the same way in your school? How can
better protection be provided for students?
Discuss the fight between Daphne and Maleeka. Identify ways it could have been prevented.
How would you have handled the confrontation with Daphne differently?

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.

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DAY: 2
BOOK:

The Skin Im In

AUTHOR: Sharon G. Flake


DAILY THEME: peer pressure
FOCUS SKILL: point of view

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Analyze themes, key ideas, main ideas, and supporting ideas within and across complex texts and
evaluate and critique the coherence, validity, and relevance of ideas, evidence and arguments.
Analyze information in the story about the characters in order to present arguments from their
point of view.

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.
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151

Week One:
Self

MATERIALS: writing and drawing paper/pens/colored pencils/markers/paint and paintbrushes/


glue/computer if available

LEVEL III

COMMON CORE STANDARDS:


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.
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.
RL.7.6
Analyze how an author develops and contrasts the points of view of different characters

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have each group write an advice column for at least two of the main characters in this book.
The advice should help them deal with the situations they are in. Students should think about the
following: What would you tell Maleeka about her so-called friendship with Charlese and the twins?
What could help Maleekas mother cope with the death of her husband? What would you tell Miss
Saunders about teaching? How could you help Charlese learn to get along better with others? After
groups write their advice, if a computer is available, allow students time to process and compile
information into a newsletter. NOTE: You should provide students with a graphic organizer or time to
discuss the main characters perspective before completing the activity
Choose at least two: Have each student paint or draw a self-portrait showing how they view
themselves. Around their portraits, students should create a collage of symbols that describe their likes
and dislikes, hobbies, uniqueness, etc. Allow time for students to continue work on their portraits the
next day.
Have each student write a personal creed, a statement of their personal beliefs. Then have students who
feel comfortable share their creeds with the class.
Maleeka was a good writer and outstanding in math. Have each student describe their personal talent.
They should imagine that they are explaining it to someone who doesnt know them. The talent can be
something students do well or personal traits they are proud of. Encourage students to use different
forms of writing to describe their talents (examples: classified ad form, highlight talent on a rsum,
etc.). To make this activity more interesting, have students keep their talent descriptions anonymous.
Read each description aloud and have students guess whose description is whose..
SOCIAL ACTION ACTIVITY: Discuss the program partnerships with schools and other agencies that
students developed from day one. As each group presents have students identify pros and cons of each
type of program. Based on feedback from peers, students should choose one brainstormed idea to
create a stated purpose for the program (If students do not agree upon one, each group can complete
the activity on their own individual idea).
CLOSING ACTIVITY: Have students read their advice columns for the characters in the book
The Skin Im In.

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DAY: 3
BOOK:

The Skin Im In

AUTHOR: Sharon G. Flake


DAILY THEME: whats in a name
FOCUS SKILL: figurative language

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify and interpret figurative language used in the story to convey meaning.
Analyze textual evidence in order to determine the connotative and denotative meanings of
words and phrases.

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

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Week One:
Self

MATERIALS: writing and drawing paper/pens/pencils/markers/decorations for awards/computer if


available.

LEVEL III

COMMON CORE STANDARDS:


RL.6.4. Determine the meaning of words and phrases as they are used in a text, including
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 the overall

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have students work in pairs to try and figure out the literal meaning of the figurative
language spoken in the novel.
Figurative Language

Literal Meaning

Miss Saunders is a motion machine this morning.


(p.67)
She is dressed to the nines, like usual. (p.76)
You act like Maleeka is working for the President
of the United States. Man (p.82)
My body is wet with sweat and throw-up from the
others pressing close around me like sticks of
firewood. (p.86)
My hearts about to beat me up inside. (p.93)

Choose at least two: Have students complete their self-portraits. Portraits should be displayed and
presented for the closing activity.

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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

LEVEL III Week One

155

DAY: 4
BOOK:

The Skin Im In

AUTHOR: Sharon G. Flake


DAILY THEME: peer pressure
FOCUS SKILL: compare and contrast
COMMON CORE STANDARDS:
RL.6.3. Describe how particular storys or drama plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
RL.8.5.Compare and contrast the structure of two of one or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
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.8.3.
Write narratives to develop real or imagined experiences, or events using effective

technique, relevant descriptive details, and well-structured event sequences.


W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and

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.

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have each group use a Venn diagram to compare and contrast Maleeka and Charlese. Then
each student should compare and contrast themselves to one of the main characters (See Appendix for
Venn diagram instructions).
Choose at least two: Divide students into three groups. Have each group restructure Maleekas role in a
particular scene and create a new outcome. Then each group should role-play the new scene. Scenes could
include: the group meeting to vandalize Miss Saunders classroom, the cafeteria scene with Maleeka and
Charlese, the conflict with Daphne about her boyfriend, or other scenes that students may select.

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.

LEVEL III Week One

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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

AUTHOR: Sharon G. Flake


DAILY THEME: believe in yourself
FOCUS SKILLS: sequence; chronological order
COMMON CORE STANDARDS:
RI.7.2. Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
RI.8.3. Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories)
SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually
quatitatively, orally) and evaluate the motives (e.g.,social, commercial, political) behind its
presentation.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Evaluate the adequacy of details in the story to place in sequential order.
Analyze a characters behaviors, interactions, attitude, and conflicts in order to develop an
accurate timeline.
MATERIALS: writing paper/poster board/pens/markers/tape
OPENING ACTIVITY: Have students share dreams they have for their future and steps they are taking
now in order to make those dreams reality. Expose students to poems from Langston Hughes regarding
dreams. Allow students to discuss their perspective on their own dreams in relation to obtaining them.
MAIN ACTIVITY: Read and discuss the book, The Skin Im In, Chapters 2632, Pages 144171.
Divide students into three groups. The Servant Leader Intern should read and summarize Chapter 26
and have each group read and summarize two chapters from Chapters 2732.
Recommendations for discussion:
How do you feel about Maleeka helping John-John when he was attacked on the street?
Tell about contests youve entered.
Maleeka rocks to calm herself. What do you do to calm yourself when you are upset?
What should the punishment be for the girls?
Explain how you think Maleeka felt at the beginning, middle and end of this book.
Comment on the poem Caleb wrote for Maleeka.
Express your views about the way this story ended.
Describe what your life might be like if you were born in skin of another color.
How can Maleekas story help you in your life?

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COOPERATIVE GROUP ACTIVITIES:


Required: Students should create a visual timeline of the events of the story. Ensure that the timeline
includes illustrations with short descriptions of important events. For an alternative activity groups may
choose to create the timeline from the perspective of a specific character.
Choose at least two: Have each group create a new ending for this book by writing an additional
chapter. Then have group members read their Chapter 33. Compare and contrast the endings from the
different groups.
Have volunteers dramatize the poem written by Caleb for Maleeka. Then have each group write and
dramatize an original poem (See Appendix for poetry writing forms and examples).
Have each group do a commercial for this book. Remind students that the commercial is to persuade
others to read this book. Encourage them to be creative with their presentations.
Write characters names on strips of poster board to make a name tag for each character in the book.

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

LEVEL III Week One

159

LEVEL III

Week Two

Weekly Theme: Family


The overall goal for the week is to enable students to explore family relationships and what makes a
family. The books for the week will help students value positive interactions with family members, other
adults, and peers. Family members will be invited to share family rituals.

DAY: 1
BOOK: P.S.

Be Eleven

AUTHOR: Rita Williams Garcia


DAILY THEMES: values; family dynamics
FOCUS SKILL: character development
COMMON CORE STANDARDS:
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.
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.6.4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone
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.
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?

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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.

LEVEL III Week Two

161

Week Two:
Family

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

AUTHOR: Rita Williams Garcia


DAILY THEME: exploring differences
FOCUS SKILL: theme
COMMON CORE STANDARDS:
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.
RL.6.4. Determine the meaning of words and phrases as they are used in a text, including
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 the ways a writers use of characterization influences the message of the story.
MATERIALS: poster board/markers/writing paper/pencils and pens/magazines/glue sticks/construction paper
OPENING ACTIVITY: Read aloud Pages 47-53 from the book, P.S. Be Eleven. Delphine reacts
differently than her sisters do to the news that Pa is dating. Discuss how she feels and how it compares
to her sisters.
MAIN ACTIVITY: Read and discuss the book, P.S. Be Eleven, Pages 54106.
Divide students into four groups and assign each group two chapters. Have them discuss the chapters
with a focus on the title, important events, questions they have about the characters, and themes.
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 and discuss the reccurring ideas across the presentations.
Recommendations for discussion:
Delphine is having a difficult time adjusting to being at home with her father. Do you or
anyone you know have to split your time between two parents homes?
What type of challenges does this situation present? Why do you think Delphine is having a
hard time?
Why do you think Vonetta and Fern have a different point of view about their fathers girlfriend?
What does Marva do to change Delphines view of her?
Think about the sisters relationship. In what ways are they supportive of each other?
Are they similar to other characters in different books or famous people in todays society?

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COOPERATIVE GROUP ACTIVITIES:


Required: Have students continue work on refining questions, finishing the set design, conducting
and/or filming the interview with Big Ma, and working on the edits for their films. Groups will share
films or live interviews on Day 3.
Choose at least two: The book takes place during the 1960s. There are a lot of differences between
Delphines world and the world we live in. Divide students into groups. Have groups discuss and list
the difference between our era and the 1960s. While the times and issues are different, have groups list
how this book mirrors what is happening in the world and our country today.
Change is at the heart of this book. How does Delphine change at home? What are the big changes in
her family? Have groups find examples and discuss how Delphine also changes at school and how her
friends there change.
Society was changing rapidly in 1968, as shown in the books many references to music, popular
culture, and politics. Have groups create a banner showing how Shirley Chisholm symbolizes change.
How do the Jackson Five and their concert represent whats new in society? Consider the phrase black
infinity (p. 68) and why the Jackson 5 are so important in Delphines life. Have groups illustrate
reflections on a banner.

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

CLOSING ACTIVITY: Have students share work completed in cooperative groups.

LEVEL III Week Two

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

AUTHOR: Rita Williams Garcia


DAILY THEME: recreating and redefining family
FOCUS SKILL: vocabulary in context
COMMON CORE STANDARDS:
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.
RL.6.4.
Determine the meaning of words and phrases as they are used in a text, including

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.
Identify and define key vocabulary.
MATERIALS: poster board/markers/writing paper/pencils and pens/magazine/glue/scissors/card
stock/stapler/post-it notes
OPENING ACTIVITY: Read and discuss Pages 107-119 from the book, P.S. Be Eleven. Discuss the
following questions:
What is Darnells role in the story?
How does the author use foreshadowing to hint at Darnells problems?
What is Darnells relationship like with the other characters?
How does Darnells character help you understand the sacrifices of war?
MAIN ACTIVITY: Read and discuss the book, P.S. Be Eleven, Pages 120165.
Divide students into four groups. Have one group read two chapters and summarize what they read.
Ask each group to create two questions to pose to the class about the chapters they read and the text in
general. Encourage groups to be creative with their summary presentations.
Recommendations for discussion:
What is Darnells role in the story?
How does the author use foreshadowing to hint at Darnells problems?
What is Darnells relationship like with the other characters?
How does Darnells character help you understand the sacrifices of war?

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COOPERATIVE GROUP ACTIVITIES:


Required: Vocabulary Tableau (A depiction of a scene usually presented on a stage by silent and
motionless costumed participants). Divide the class into groups of four. Ask each group to identify five
vocabulary words from the text that are new or essential to understanding the story. Give each group
five post-it notes and have them write down their words and place on a class chart. Then, ask each
group to select one word they want to focus on for this activity. Give each group 10 minutes to read the
word in context and design a tableau to show the in action.
Bring the groups together and invite each group to share their tableau. While sharing, the members of
the group have five seconds to create their visual representation and freeze. While they are still, others
students can walk around the scene or tap someone on the shoulder for additional information. After
45 seconds, the group can unfreeze and take questions about their word. The goal is for the other
students to guess the word they were demonstrating.
Choose at least one: Many soldiers return home from war injured. Brainstorm ideas for supporting veterans
in your community. Have groups create posters to place around the community that share their idea.

CLOSING ACTIVITY: Have students share work completed in cooperative groups.

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

LEVEL III Week Two

165

DAY: 4
BOOK: P.S.

Be Eleven

AUTHOR: Rita Williams Garcia


DAILY THEME: taking a stand
FOCUS SKILL: character analysis
COMMON CORE STANDARDS:
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.
RL.6.4.
Determine the meaning of words and phrases as they are used in a text, including

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?

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COOPERATIVE GROUP ACTIVITIES:


Required: Women in our society have worked hard to become involved in governing our country.
Divide students into groups. Have groups research the role of women in politics for your state. Have
each group create a graphic organizer to display and share information from the questions below.
Group 1: How many women have served as governor? If so, who were they? When? What party did she
represent?
Group 2: How many women serve or have served in the U.S. House of Representatives? If so who were
they? When? What party did they represent?
Group 3: How many serve or have served in the Senate? If so who were they? When? What party did
they represent?
Group 4: How many women serve or have served as mayor of one the states major cities? If so who was
she? When? What party did she represent?
Choose at least two: Conduct a survey of other classes about opportunities for women in politics.
Have each group design their own survey question and select an instrument to use. After data is
collected and analyzed, ask each group to create an infographic to display and share the results.

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.

CLOSING ACTIVITY: Have students share work completed in cooperative groups.

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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

AUTHOR: Rita Williams Garcia


DAILY THEME: supporting your family
FOCUS SKILL: conflict
COMMON CORE STANDARDS:
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.
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 OBJECTIVE: Students should be able to:
Analyze text in order to comprehend various themes present throughout the story.
MATERIALS: poster board/markers/writing paper/pencils and pens/magazines/glue sticks/construction
paper/bumper sticker size paper/tape
OPENING ACTIVITY: Read and discuss Pages 219-222 from the book, P.S. Be Eleven. Drug abuse is a serious
affliction that can ruin a persons life and relationship with their family. When Delphines friend shared the
story of Big Ma looking for Darnell in front of the class, what options did Delphine have for her response?
MAIN ACTIVITY: Read and discuss the book, P.S. Be Eleven, Pages 223273.
Divide students into four groups. Have each group read two chapters and focus on the title, important events,
and themes. 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 reccurring ideas across the presentations.
Recommendations for discussion:
If your friend was having a difficult time dealing with an issue at home, how would you support
him or her?
Why do you think Frieda shared what happened with Big Ma in front of Delphines classmates?
Who do you think had the hardest time dealing with Darnells absence? Why?
Why do you think Mrs. Marva retuned?
In Ceciles last letter she wrote that time turns always, Delphine, and not to push it. What
do you think she meant?
After reading the entire book, why do you think the author titled it P.S. Be Eleven?
COOPERATIVE GROUP ACTIVITIES:
Required: Each of the characters in the story struggles with something. In small groups, have students create
an affirming bumper sticker designed for each character. Share the bumper stickers and display on the wall.

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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

LEVEL III Week Two

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LEVEL III

Week Three

Weekly Theme: 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.

DAY: 1
BOOK: The

Poet Slave of Cuba

AUTHOR: Margarita Engle


ILLUSTRATOR: Sean Qualls
DAILY THEMES: coping with loneliness, abuse and neglect; slavery
FOCUS SKILL: synthesizing details
COMMON CORE STANDARDS:
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.
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.
RL.7.6 Analyze how an author develops and contrasts the points of view of different
characters 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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Gain knowledge of the history, art and literature of Cuba in order to write a report on Cuba.
Explore the origins and end of the slave trade in Cuba and connect Cuban poetry to
important social issues.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/notebook paper

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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.

COOPERATIVE GROUP ACTIVITIES:

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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Community

Recommendations for discussion:


How does Juan feel about words and letters?
What type of relationship does he have with poetry?
Do you like poetry? Do you write or like a particular author?
What were some of Juans mothers responsibilities?
What do the guests mean when they refer to Juan as what a find on Page 15?
What sort of things was Juan asked to do when guests came by?
Are you ever asked to do special things or make preparations when guests come to visit?
What characters does Juan introduce?
Why does Juan compare himself to a poodle?
How does Doa Beatriz describe Juan?
Why does Torribio call him a parrot?
What does Doa Beatriz give Mara del Pilar? Who is she? How would you feel if you were Mara?
How can Juan gain freedom?
How long is Juan separated from his family? What impact does this have? Have you ever
been separate from a family member?

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

Poet Slave of Cuba

AUTHOR: Margarita Engle


ILLUSTRATOR: Sean Qualls
DAILY THEMES: coping with loneliness, abuse and neglect; freedom deferred
FOCUS SKILL: analyzing details

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/notebook paper
OPENING ACTIVITY: Have students define the word biography. Afterward, display the actual
definition on the board or on chart paper. Explain the characteristics of a biography. Ask students
to share any biographies they have read, or are familiar with. Share that The Poet Slave of Cuba is a
unique biography written in poetry.

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?
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Community

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Gain knowledge of the history, art and literature of Cuba, explore the origins and end of the
Slave Trade in Cuba, and connect Cuban poetry to important social issues.
Create a biography for Juan Francisco.

LEVEL III

COMMON CORE STANDARDS:


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.
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.
RL.7.6 Analyze how an author develops and contrasts the points of view of different
characters 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.

Describe the relationships among the characters in the story. If helpful, create and post a

diagram of characters for the class to refer to.


What is La Marquesas response to Juan reading? What does she do? How does this differ

from when you read?


How does La Marquesa treat Juan? How does Don Nicols describe it?
What type of support could Juan receive in present day to address this situation?
What types of abuse are there?
Are you familiar with someone who has endured an abusive relationship? What were the
outcomes?
On Page 61, Nicols states that La Marquesas mind is in need of light. What do you think
he meant by this?
What do La Marquesas actions tell us about her?
Have you ever been treated unfairly by someone? Describe the situation.
Imagine you were Juan. What would you do? How would you feel? Who would you reach
out to?

COOPERATIVE GROUP ACTIVITIES:

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.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 3
BOOK: The

Poet Slave of Cuba

AUTHOR: Margarita Engle


ILLUSTRATOR: Sean Qualls
DAILY THEMES: hope; freedom
FOCUS SKILL: story elements

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify the progression of events in the story in order to retell and recall story elements
including setting, plot and characters.
Locate important details and facts that support ideas, arguments, or inferences in the story.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/notebook paper

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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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

COMMON CORE STANDARDS:


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.
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.
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.

How do people today experience injustice?


What actions have people taken and continue to take to empower themselves and change

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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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 4
BOOK: The

Poet Slave of Cuba

AUTHOR: Margarita Engle


ILLUSTRATOR: Sean Qualls
DAILY THEMES: coping with loneliness, abuse and neglect; slavery and freedom
FOCUS SKILL: analyzing poetry

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/notebook paper
OPENING ACTIVITY: As a class develop a Community Poem, in which everyone contributes a
minimum of two lines. Start by selecting a common theme: nature, traveling, dreams, making a
difference in your country, etc. that will help connect everyones thoughts. This activity can be
completed in one of two ways: every student can receive an index card or post-it on which they are
asked to write two stanzas related to the community poem. Students later organize the index
cards/post-it notes to make the community poem; OR students brainstorm individually as two
papers are passed around the room with students adding verses to the paper, ending with
combining both papers. Ask for a volunteer to read the Community Poem.
MAIN ACTIVITY: Read and discuss the book The Poet Slave of Cuba, Pages 110143.

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.

LEVEL III Week Three

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Week Three:
Community

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify and interpret figurative language used in the story to convey meaning.
Analyze textual evidence in order to determine the connotative and denotative meaning of
words and phrases.

LEVEL III

COMMON CORE STANDARDS:


RL.6.4. Determine the meaning of words and phrases as they are used in a text, including
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.
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-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.

Recommendations for discussion:


If you were to make a movie of this book, would you film it in black and white or color?
Why?
Describe the conditions of slaves in the story.
Why do you think Juan went to his Godmothers house and not his parents? What would
you have done?
What type of relationship does La Marquesa have with Don Nicols?
What types of relationships do you have with people in your family? Have you ever had a
challenging family relationship? Who was the challenging relationship with and what made
it challenging?
What impact did the conditions of slavery have on the overseer and slaveowner?
What sorts of actions were taken to end slavery in the United States?
How is Juan able to write poetry while enduring such an unjust life? What does he do to
remember his poetry?
Have you ever had to memorize anything? What steps did you take to do so?
COOPERATIVE GROUP ACTIVITIES:

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

Poet Slave of Cuba

AUTHOR: Margarita Engle


ILLUSTRATOR: Sean Qualls
DAILY THEMES: freedom; new beginnings
FOCUS SKILL: supporting details

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Develop critical reading skills by analyzing characterization and conflict in the text.
Draw conclusions about the ways a writers use of characterization influences the message of
the story in order to create a monument.

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?

LEVEL III Week Three

179

Week Three:
Community

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/notebook paper

LEVEL III

COMMON CORE STANDARDS:


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.8.5. Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
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.8.3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.

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

Weekly Theme: 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.

DAY: 1
BOOK:

Riding Freedom

AUTHOR: Pam Muoz Ryan


ILLUSTRATOR: Brian Selznick

FOCUS SKILL: point of view

FOCUS PERFORMANCE OBJECTIVE: 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.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers
OPENING ACTIVITY: Ask students what they know about the 1880s. Explain to them that during
the 1880s the East Coast was still developing and the West Coast was underdeveloped. During this
time people used horses as a means of transportation. Ask students what they know about horses,
how to take care of a horse, how to ride them, what to feed them, etc.

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COMMON CORE STANDARDS:


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.
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.
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.8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

LEVEL III

DAILY THEME: acceptance and belonging

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

AUTHOR: Pam Muoz Ryan


ILLUSTRATOR: Brian Selznick
DAILY THEME: acceptance and belonging
FOCUS SKILL: character development

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Identify and analyze how various characters lives have been impacted by previous events
in time.
Evaluate plot, character development, setting, and point of view as they are used together to
create meaning in the story.

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?
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MATERIALS: writing and drawing paper/construction paper/chart paper/pens and pencils/markers/


three hula hoops

LEVEL III

COMMON CORE STANDARDS:


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.
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.
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.8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

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

to possess these same traits?


If you were leaving and did not know where to go, what are some things you would be sure
to pack?
What alias does Charlotte choose to be called? Why is this name suitable for her? How does
she continue to disguise herself?
Why do you think Charlotte was able to calm the horses she had never seen before?
Charlotte cleaned the stall without being asked. Why do you think she did this?
Ebenezer decided to let Charlotte stay as long as she was willing to work. Why do you think
he could not recognize that she was a girl? Why did he choose to hire her after he had bad
luck with workers before?

COOPERATIVE GROUP ACTIVITIES:

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

Present actions, thought


and feelings

How the past impacted


the present

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.

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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

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185

DAY: 3
BOOK:

Riding Freedom

AUTHOR: Pam Muoz Ryan


ILLUSTRATOR: Brian Selznick
DAILY THEME: defying all odds
FOCUS SKILL: supporting details
COMMON CORE STANDARDS:
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.
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.
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.8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Write a letter that includes three supporting details from the story.
Analyze various cultural perspectives related to the story and analyze the characters points of view.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers
OPENING ACTIVITY: Have students recap the events that took place in the story thus far and
make predictions about what will happen next.
MAIN ACTIVITY: Read and discuss the book Riding Freedom, Chapters 5-6, Pages 54-79.

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?

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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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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

AUTHOR: Pam Muoz Ryan


ILLUSTRATOR: Brian Selznick
DAILY THEME: defying all odds
FOCUS SKILL: fact vs. opinion
COMMON CORE STANDARDS:
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.
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.
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.8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Use evidence from the text in order to make an argument on behalf of the character.
Analyze the details in the story when comparing and contrasting settings.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers
OPENING ACTIVITY: Have students compare and contrast what they know about the East Coast
and West Coast. In what ways are they alike and different? Have students make an argument for
which coast they would prefer to live on and why. What is the prerequisite for living in this place?
MAIN ACTIVITY: Read and discuss the book Riding Freedom, Chapters 7-8, Pages 80-107.

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?

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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

with the horses?


In what ways did the people respond to Charlotte appropriately? How would you have
responded?
Why did the doctor not reveal Charlottes disguise?
What career could Charlotte have now that she can only see out of one eye?
California proves to be an obstacle and larger challenge for Charlotte. What do you think
motivates her to stay?
What is a difficult obstacle you have had to overcome in your past? Who or what
encouraged you to continue?

COOPERATIVE GROUP ACTIVITIES:

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

AUTHOR: Pam Muoz Ryan


ILLUSTRATOR: Brian Selznick
DAILY THEMES: gaining independence; belonging
FOCUS SKILL: theme
COMMON CORE STANDARDS:
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.
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.
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.8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Analyze themes, key ideas, main ideas, and supporting ideas within the text in order to
create a soundtrack.
Explore, discuss, and write about a similar topic or theme in the story.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers
OPENING ACTIVITY: Have students design posters or create a commercial that could be used in a
campaign to get rid of negative stereotypes and inequality as it relates to women.
MAIN ACTIVITY: Read and discuss the book Riding Freedom, Chapters 9-10, Pages 108-134

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?
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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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?

COOPERATIVE GROUP ACTIVITIES:

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.

the main characters overall personality


another characters general characteristics
the primary conflict, capturing the thoughts, feelings and emotions of the novel
the resolution of, or the solution to, the conflict
the setting of the story
the aha moment in the story

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.

LEVEL III Week Four

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Country

Have students write an alternative ending for the story. What will Charlottes future hold?

LEVEL III

Week Five

Weekly Theme: Family


The overall goal for the week is to enable students to explore family relationships and what makes a
family. The books for the week will help students value positive interactions with family members, other
adults, and peers. Family members will be invited to share family rituals.

DAY: 1
BOOK: Before We Were

Free

AUTHOR: Julia Alvarez


DAILY THEMES: coping with loneliness; freedom
FOCUS SKILLS: compare and contrast historical events; making connections
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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
style are appropriate to task, purpose, and audience.
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 connect literature to important social issues.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/DVD/TV/computer/notebook paper
OPENING ACTIVITY: Brainstorm with students around the word Freedom. Use a graphic organizer
web chart to describe what it means to be free. The book is called Before We Were Free. Ask students to
make predictions about the book based on their discussion of freedom and the title of the book.

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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.

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LEVEL III

LEVEL III Week Five

Week Five:
World

Recommendations for discussion:


Anita observes her mother to assess the situation in the compound in an attempt to figure out
what is going on. Has there ever been a time when youve needed to watch someone elses
reaction, or interpret their behavior to understand a situation?
What type of school does Anita attend? What are the students preparing for?
The author writes in first person, sometimes in the form of Anitas diary entries. Why do you
think Alvarez does this? How does it impact the reader?
Why does Tia Laura go to Anitas school. What happens to Carla and her family?
What role does family both immediate and extended play in this book? In your life?
Describe Chuchas physical characteristics. How long has Anita known Chucha?
Why does Anita believe it will be comforting to have Chucha in our house?
What riddle does Chucha share with Anita?
Describe the characteristics of the SIM men.
Who are the Washburns? Why does Anitas father want them to move in with them? What does
he think will happen?
Who are The Butterflies? What happens to them?
After Lucinda updates Anita on the situation, what does Anita realize about El Jefe?
What causes Anitas feelings about El Jefe to change? How does she feel about him after the SIM
visit her house?
How does Anita feel toward Authority by the end of Chapter 2?
What is Anitas internal conflict?
Have you ever written your thoughts in a diary or journal? What challenges arise with Anitas diary?
Who is Oscar? Why does Anita think Mrs. Brown treats him differently?
What is an embargo and how does it work? How would an embargo impact the political
situation in the Dominican Republic?

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Research and learn about the history, geography and culture of Haiti and the Dominican
Republic. Using appropriate resources have students research both countries, identify differences and
highlight key historical events. Have students develop a short essay highlighting the history, geography
and culture of one of the two countries; write a short essay comparing and contrasting Haiti and the
Dominican Republic; or create a poster with key information on the selected country. Have students
present essays and posters during lesson closure. http://countrystudies.us/dominican-republic
Choose at least two: Develop an illustrated Spanish-English dictionary with the words/phrases
presented in the book.
Research and learn about the Butterflies, also known as las Mariposas. They are mentioned on Page
28. Who are they, why are they important to the Dominican Republic, what did they do, and what are
their contributions? Have students write a poem or create a poster explaining who they were, what they
did, why they are important and their relationship to this story.
Anita draws a picture of the compound, an area of land where her family and extended family reside.
She details every room and corner of her home. Have students draw a detailed illustration of your
compound, showing the areas of your home and immediate surrounding areas. Who is a part of your
family compound?
Have students reflect on questions: Who is El Jefe? Anita refers to the Dominican Republics dictator
as El Jefe. Who was this dictator? Where was he trained? What views did he hold? Then have students
research who he was, how long he was in power, his regime characteristics and important facts about his
role in the island. Students should present the information they research as a rap, song, jingle or chant.
Have students create a visual to increase awareness about dictators.
CONFLICT RESOLUTION ACTIVITY: Anitas feelings and beliefs about El Jefe and his regime
radically change as the story progresses. As a consequence, her new understandings have caused Anita to
feel differently toward all authority figures including her parents. Discuss with students: Have your
thoughts about someone ever drastically changed? What happened? Think of ways Anita can resolve her
inner conflict. Then have students develop a conversation/script between Anita and her mother helping
her resolve her conflict with authority.
CLOSING ACTIVITY: Have students present research on Haiti, the Dominican Republic, dictatorships
and the Butterflies. Make predictions about the rest of the book.

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DAY: 2
BOOK: Before We Were

Free

AUTHOR: Julia Alvarez


DAILY THEME: our actions, choices and beliefs have consequences
FOCUS SKILL: fact vs. opinion

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.

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World

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/DVD/TV/computer/notebook paper/Internet access/copies of Parsley,
a poem by Rita Dove, and one chart paper with poem on it.

LEVEL III

COMMON CORE STANDARDS:


RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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
style are appropriate to task, purpose, and audience.

Recommendations for discussion:


Why was John F. Kennedys inauguration significant?
Who is Mr. Smith? Why do they call him that?
What interests Mr. Smith? Why is this troublesome to Anita?
Why does Anita begin to write in her journal with a pencil?
What is a quinceaera? What is celebrated?
How does your family celebrate birthdays? Are there any special birthday celebration years?
Why are the Garcias trying to rid themselves of Lorena? What happens?
Why does Lucinda cry when she receives flowers? What does this attention mean for Lucinda?
What might it feel like to be Lucinda? What do you think your family would do?
Have you ever had to keep a secret? How did you feel doing this?
What is bravery? Would you call Anitas father or mother brave?
Anita begins to lose her voice. Have you ever had a situation in which you felt you could not
speak up? What did you do? Describe what happened.
What role does writing in her diary play for Anita? How can writing help during stressful moments?
Anita overhears her father talking to some men while he says, the king must die. What does he
mean? Predict what will happen in the story.
Why was it important for Anita to learn about her familys secrets?
COOPERATIVE GROUP ACTIVITIES:
Required: Create a radio drama. Imagine you were the only radio show in the Dominican Republic
that provided information from the outside world. Develop a radio character/name, and a script of
news briefs highlighting the challenges of the Trujillo regime seen from the outside world. Students can
also develop scripts of the distorted national news presented in the book during the regime. Use the
following resources for support: www.wikihow.com/write-a-radio-play
Choose at least two: Have students add on to the class Spanish-English dictionary with the
words/phrases presented in the book.
Develop a poem about your inner thoughts, feelings, strength and beauty. This should be an I AM
poem. The poem should begin and end with an I am statement.
The most popular music of the Dominican Republic is merengue. Play merengue music for students and
play other music genres such as bachata, salsa and cumbia to compare and contrast merengue to other
dances. www.colonialzone-dr.com/music-Musica_Tipica.html
Have students develop a newsletter or public service announcement regarding events taking place in the
Dominican Republic and the world. Be descriptive, use facts and/or characters from the story, and
highlight important information.
Have students watch a video clip of John F. Kennedys Inaugural Address.
SOCIAL ACTION ACTIVITY: Civil disobedience is a tool of social action that has been used
historically to declare certain laws unconstitutional, discriminatory and morally unjust. Those who
participate in civil disobedience risk facing tremendous consequences for their actions. Anita struggles
with her familys choice of civil disobedience. Have students reflect on and read Anitas thoughts on
Page 75. What are your thoughts about her familys plans? Would you do the same? How would you
feel about taking this sort of social action? What alternative actions could Anitas family have made?

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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

LEVEL III Week Five

197

DAY: 3
BOOK: Before We Were

Free

AUTHOR: Julia Alvarez


DAILY THEME: family relationships
FOCUS SKILLS: problem solving; drawing conclusions
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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
style are appropriate to task, purpose, and audience.
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.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/DVD/TV/computer
OPENING ACTIVITY: Have students play Bingo by writing key vocabulary words in the available
squares. In order to declare a space won, the participant must define the word. Print 10 blank
templates with a Freedom School free space in the middle. Ask students to use words from SpanishEnglish vocabulary to fill in the bingo card. In order to declare BINGO students must have words
marked on card and be able to define each word. Print free Bingo card templates from the Internet.
MAIN ACTIVITY: Read and discuss the book Before We Were Free. Divide class in three groups.
Group BEFORE reads, summarizes and presents key events/characters/conflicts of Chapter 8
Pages 13-25
Group WE WERE reads, summarizes and presents key events/characters/conflicts of Chapter 9,
Pages 26-41
Group FREE reads, summarizes and presents key events/characters/conflicts of Anitas Diary,
Pages 42-53
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.
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Recommendations for discussion:


How does Anita feel about Sam and Oscar?
What role do Sam and his father play in the story?
What type of involvement does the United States have with the Dominican Republic?
Why does Anita think Sam did not defend her when Charlie made fun of her?
What orders is Mr. Washburn given? What happens as a result?
What does the statement you cant be brave if youre not scared mean? (p. 93)
What is the connection between Anita writing in her diary again and Anita finding her
words(p.111)? What role does Anitas diary play?
What are Anita and her mother waiting for at the beginning of Chapter 9?
Who is Pupo?
What does Anitas mother mean by liberation? Liberation from whom?
Why do men storm through Anitas home throwing things as they search?
What do the men find in the trunk of the Chevrolet?
Who can her mother reach out to for support? What is going on?
What would you have done if you were Anita? Her family?
Family plays an important role in this story. How does Anitas family change as events unfold?
COOPERATIVE GROUP ACTIVITIES:

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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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

AUTHOR: Julia Alvarez


DAILY THEME: our actions, choices and beliefs have consequences
FOCUS SKILL: analyzing details
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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
style are appropriate to task, purpose, and audience.
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.
MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/
index cards/poster boards/DVD/TV/computer/Internet/printed articles
OPENING ACTIVITY:
General Trujillo was in power for three decades in the Dominican Republic. Ask students to make
predictions prior to reading expository text describing life post-Trujillo. Ask questions: What do you
think the first General Election after Trujillo was like in the country? What was the reaction to Trujillos
death? Do you expect there were many candidates? Who gained the most support and why?
As a class read about life after Trujillo in the Dominican Republic: The Dominican Republic, Trujillo
Regime, and overthrow of Juan Bosch. (Source: www.fsmitha.com/h2/ch24-DR.html ) Ask students to
write a one-page reflection on the following prompt: Imagine living under a dictatorship. How do your
personal and family freedoms change? Be descriptive.
MAIN ACTIVITY: Read Chapters 10-11 and the Authors Note and discuss Before We Were Free. Divide
class in two groups.
Group 1 reads, summarizes and presents key events/characters/conflicts of Chapter 10, Pages 138-151
Group 2 reads, summarizes and presents key events/characters/conflicts of Chapter 11 and the
Authors Note, Pages 152-168
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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.

What do you think of the storys ending?


COOPERATIVE GROUP ACTIVITIES:

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.

No flies fly into a closed mouth. (p. 26)


With a partner, have students explore symbolism in the book. The story mentions taking flight or flying,
several times in particular during conversations between Chucha and Anita. Pages 100, 101 and 124
highlight this theme. Have students reread those pages and decide what flying symbolizes. What connection
is Alvarez making between flying and freedom? Should there be a connection? What do you think?
With a partner or individually, have students make a list of 7-10 similes or metaphors from the story.
Identify your favorite one, describe and explain why.
CONFLICT RESOLUTION ACTIVITY: Anitas family made several sacrifices throughout the story for
their country. Some of Anitas family had to flee and others like Anitas father and uncle die for what
they believe in; a free and democratic Dominican Republic. Discuss with students: What would you
and your family be willing to sacrifice for your country? Do you agree or disagree with the actions of

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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?

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DAY: 5
BOOK: Before We Were

Free

AUTHOR: Julia Alvarez


DAILY THEME: the power of courage and conviction to change the world
FOCUS SKILLS: compare and contrast written text to a film; textual evidence

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?
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Week Five:
World

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


index cards/poster boards/DVD/TV/computer/notebook paper

LEVEL III

COMMON CORE STANDARDS:


RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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
style are appropriate to task, purpose, and audience.

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Create a monument for the Mariposas/the Butterflies. Where is this monument located?
Develop detailed plans, descriptive statements and a mini-model of the monument. Be sure to include a
dedication and details about the opening ceremony.
Choose at least two: Develop a one-page summary for the film In the Time of the Butterflies.
Create a visual, pictorial timeline of the storys events.
Develop a monologue of a character in the film or story dealing with a pivotal moment, such as
interacting with the SIM, El Jefe, or government spies.
Create a skit between Anita and Las Mariposas. Imagine they encountered each other on the island and
Anita was able to ask questions, gain an understanding on their position, discuss her challenges and ask
how they overcame some of their challenges. Imagine you had encountered Las Mariposas. Develop a
series of questions to interview the sisters.
CONFLICT RESOLUTION ACTIVITY: Compare and contrast the overall conflict in the Julia Alvarez
story and the conflict in the film. Use a T-chart or Venn diagram to compare and contrast key events.
SOCIAL ACTION ACTIVITY: Research and teach about other women activists who took action on a
quest for freedom in their country. Select a woman/country of your choice and create a one-page
biography with an illustration. Examples include: Lolita Lebrn, Evita Pern, Benedita da Silva,
Manuela Senz, Micaela Bastidas, Javiera Carrera, Luisa Caceres, Policarpa Salavarrieta.
CLOSING ACTIVITY: Encourage students to present timelines, monuments, monologues and skits.
Invite special guests and other classes to the presentation.

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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

AUTHOR: Gary Soto

FOCUS SKILL: reading fluency and expression

FOCUS PERFORMANCE OBJECTIVE: Students should be able to:


Read dialogue from a play with both animation and fluency.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers
OPENING ACTIVITY: Ask the students if they have ever watched TV. When they say yes, ask them:
What is an actors job? Explain that it is not just an actors job to remember a series of words, but they
should make those words seem interesting so that people will want to watch. Tell them they will be
performing the play Novio Boy during the week. Ask if they know what the word novio means in
Spanish. If they dont know tell them that it means boyfriend or sweetheart.
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Week Six: With Hope,


Education and Action

COMMON CORE STANDARDS:


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.
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.
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.

LEVEL III

DAILY THEME: bringing words to life

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.

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DAY: 2
BOOK: Novio

Boy

AUTHOR: Gary Soto


DAILY THEME: Who are the people in your neighborhood?
FOCUS SKILL: Read dialogue from a play with both animation and fluency.

FOCUS PERFORMANCE OBJECTIVE: Students should be able to:


Read dialogue from a play with both animation and fluency.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/ markers

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.

LEVEL III Week Six

207

Week Six: With Hope,


Education and Action

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

COMMON CORE STANDARDS:


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.
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.
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?

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DAY: 3
BOOK: Novio

Boy

AUTHOR: Gary Soto


DAILY THEME: teamwork
FOCUS SKILL: setting goals and dividing tasks to achieve those goals

FOCUS PERFORMANCE OBJECTIVE: Students should be able to:


Read dialogue from a play with both animation and fluency.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers

LEVEL III

COMMON CORE STANDARDS:


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.
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.
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.

OPENING ACTIVITY: embedded within Main Activity.

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.

LEVEL III Week Six

209

Week Six: With Hope,


Education and Action

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.

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DAY: 4
BOOK: Novio

Boy

AUTHOR: Gary Soto


DAILY THEME: making connections
FOCUS SKILL: following written directions

FOCUS PERFORMANCE OBJECTIVE: Students should be able to:


Follow written instructions in order to complete a physical task.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers

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

Week Six: With Hope,


Education and Action

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

COMMON CORE STANDARDS:


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.
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.
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.)

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 5
BOOK: Novio

Boy

AUTHOR: Gary Soto


DAILY THEME: showtime
FOCUS SKILL: reading fluency

FOCUS PERFORMANCE OBJECTIVE: Students should be able to:


Read fluently with appropriate pace and animation
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
blank certificates

MAIN ACTIVITY: Perform scenes from Novio Boy for an 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.
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.
LEVEL III Week Six

213

Week Six: With Hope,


Education and Action

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

COMMON CORE STANDARDS:


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.
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.
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.

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 (Grades 912)

I Can Make a Difference!

LEVEL IV

THE CHILDRENS DEFENSE FUND


FREEDOM SCHOOLS
Integrated Reading Curriculum

LEVEL IV

Book List

Books

Authors

Week One: Self


We Were Here

Matt de la Pea

Week Two: Family


Pig Park

Claudia Guadalupe Martinez

Week Three: Community


The Revolution of Evelyn Serrano

Sonia Manzano

Week Four: Country


Darkroom: A Memoir in Black and White

Lila Quintero Weaver

Week Five: World


Freedom Rides: Journey for Justice

James Haskins

Week Six: Hope, Education, and Action


The Rock and the River

Kekla Magoon

H = hardcover title

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

LEVEL IV

Common Core Standards

*Note that the following standards are addressed in every unit, with the exception of the genre.

Reading Informational Text


n

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).

Speaking & Listening


n

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 Common Core Standards

LEVEL IV

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and


teacher-led) with diverse partners on grade five topics and texts, building on others ideas and
expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion.
Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.

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LEVEL IV

Week One

Weekly Theme: Self


The overall goal for the week is to promote a positive self-image. The books selected will encourage the
celebration of self!

DAY: 1
BOOK:

We Were Here

AUTHOR: Matt de la Pea


DAILY THEMES: resilience; responsibility; overcoming adversity and obstacles
FOCUS SKILLS: analyzing details
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate
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).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Effectively participate in a book discussion.
Cite specific evidence when offering oral or written interpretation of a text.
Use information to predict future events.
MATERIALS: pencils/pens/3 x 5 index cards/writing paper/colored pencils/crayons/construction
paper/stapler/yarn/hole puncher/markers/marble composition/notebooks if possible/large piece of paper
to tape on the wall
OPENING ACTIVITY: Discuss various life experiences: being new somewhere, having a secret, and
feeling alone. Write each of these three experiences on a color-coded index card. Ask students to select
one of the three index cards/experiences and form members of a group to share their experiences with
others. Each person has 30 seconds to share their experience and members have 30 seconds to respond
back. At the end of a minute, the facilitator loudly announces SWITCH and students take turns
telling stories and responding to new students. As time allows have students switch to a new group to
share/hear different experiences.
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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

LEVEL IV Week One

Week One:
Self

Recommendations for discussion:


What type of relationship do you have with your parents?
What relationship did Miguel have with his mother? How does he describe the last time he saw her?
What could cause a family member to look at you or someone in your family differently?
Why does Miguel call all the juvenile detention residents dummies(p. 7)?
What does Miguel think of the nickname Rondell gives him?
What does Miguel imagine when Rondell has his foot on his neck? What do you think?
What do you think Miguel means by after what happened in Stockton its like Im already
dead (p. 34)?
On Page 38, Miguel says, Where were from it aint cool to read no book unless some teachers
making you. What does this suggest about reading? What do people your age think about reading
in your community? What would be your response to someone who challenges you to read?
How do boys in the group home get status and/or recognition?
Make a list of all the books Miguel reads in the novel. Have you ever read or heard of these books?
What does Miguel experience when he is asked to call home?
Why do you think Miguel isolates himself at the group home?
What would you do if you were Miguel?
How do you identify yourself?
Miguel believes he shouldnt be called Mexican because his mother is White and because he was
born in Mexico. What defines a persons identity (p. 55)?
What does Mong propose to Miguel?
Look at the picture on Page 4 and Page 65. What are these images show? How do they relate to
the book?
How exactly did the boys escape the group home? What was the plan and who/what did it
involve?

COOPERATIVE GROUP ACTIVITIES:


Required: In the novel, Rondell calls Miguel Mexico due to his understanding of his identity, even
though Miguel feels he is not Mexican. Over time, Miguel welcomes the name. Make an identity chart
with half of a cut-out face describing how others see you and half depicting how you see yourself. Use
descriptive words and phrases. Be sure to label each side. Does either side have more words than the
other? Why or why not?
After completing the identity face, write a brief response to your identity and how it conflicts with how
others see you. Have you experienced any particular successes or challenges due to this identity? What
factors influence identity formation? Write a short essay on the factors and people that influenced your
identity formation.
Choose at least two: Have students create their own journal. Depending on site materials, students will
decorate a notebook or make a journal from scratch. Select two sheets of construction paper and place
notebook paper in between. Staple or hole-punch with at least 20 sheets of notebook paper; use yarn to
secure hole-punched paper. Title the journal: I was here.
Text Message Timeline: Texting is a way for people to communicate in quick sound bites without
calling each other. Use the text messaging template to create a pictorial class timeline of all the
important dates in Miguels life. Ask each group to select 3-4 key dates in their reading to highlight on
the timeline. Use construction paper, write the date as the title, make an illustration and write a brief
description of key events/people. Add to this timeline every day of the week. Use yarn to connect the
text messages.
Have students create individual maps of California identifying key cities and areas in the state: Los
Angeles, Santa Cruz, San Francisco, San Diego, San Jose, Santa Monica, Fresno. What city is closest to
Mexico? What distance would the boys in the novel have to travel to get to Mexico? What viable forms
of transportation are available from California to Mexico? Make a one-page advertisement highlighting
one form of transportation and the cost.
Miguel describes some of the challenges and joys of his experience reading Their Eyes Were Watching
God by Zora Neale Hurston. He enjoys following what a character does in a book to not have to think
about his own life. He says, When you read books you almost feel like youre out there in the world on
this adventure with the main character. Describe your experience reading books. What do you enjoy
most about reading? Write a brief constructed response to Three reasons I love reading
CONFLICT RESOLUTION ACTIVITY: Mong spits and fights with Miguel the first night he arrives at
the group home.
Recreate this scene with different outcomes. How would you guide Mong and Miguel to resolve this
conflict? What would you have done differently? If Mong has a tendency to do this, what type of
preventive methods or support can group home staff offer to ensure all residents are safe? What sorts of
activities can small groups do to break the ice and team build?
CLOSING ACTIVITY: Students will share identity charts, written reflections and predict what will
happen next in the book.

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CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

DAY: 2
BOOK:

We Were Here

AUTHOR: Matt de la Pea


DAILY THEMES: accepting responsibility; running away; overcoming adversity and obstacles
FOCUS SKILL: problem and solution
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate
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).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: The students should be able to:
Cite specific evidence when offering oral or written interpretation of the text.
Use information to predict future events.
MATERIALS: pencils/pens/3 x 5 index cards (4 for each student)/writing paper/colored
pencils/crayons/construction paper /marble composition notebooks/large piece of paper to tape on the
wall/markers/Facebook profile templates/ text message templates/yarn, role cards

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.

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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).

Recommendations for discussion:


What challenges did the guys experience during their escape from the group home?
What happened at the convenience store? What was Mongs response to the old mans words?
What does it mean to stereotype and discriminate against others? What is an adequate response
to discrimination?
What was the original plan with Mei-Li, Mongs cousin? What was her role in the escape plan?
Miguel tunes into Mei-Lis love story. Describe this story. Who is Mei-Li talking about? Why
does Miguel seem so interested?
What
does Miguel think about Mei-Li? What did he wonder about them?

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.
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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

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DAY: 3
BOOK:

We Were Here

AUTHOR: Matt de la Pea


DAILY THEMES: resilience; responsibility; overcoming adversity and obstacles
FOCUS SKILL: multiple perspectives
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate
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).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Sudents should be able to:
Cite specific evidence when offering oral or written interpretation of the text.
Analyze and synthesize events in the story from multiple points of view.
MATERIALS: pencils/pens/3 x 5 index cards (4 for each student)/writing paper/colored pencils/
crayons/construction paper (not colored)/marble composition notebooks (any notebooks)/large piece of
paper to tape on the wall/markers
OPENING ACTIVITY: Complete a journal prompt: Option 1 Describe a time you have ever judged
a book (person, place, situation) by its cover and have been pleasantly shocked when this judgment did
not hold true. Option 2 Describe a situation where others misperceived your skills/talents or judged
you and were shocked by your performance. Ask scholars to write their response in their journal and
share. Discuss the importance of being mindful and appreciative of others similarities and differences.
MAIN ACTIVITY: Read and discuss the book, We Were Here, Pages 142212. Review timeline dates
from the previous day.
Have students break into groups and summarize key events, characters and conflicts. Group 1 will read
Pages 142-166 (stop at Rondell Shocks Everyone), group 2 will read Pages 166-194 (stop at the
picture), and group 3 will read Pages 195-212 (stop at July 27th).
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 chant/cheer.
Specify presentation expectations and include summary.

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Recommendations for discussion:


What challenges did the guys experience during their escape from the group home?
What happened at the convenience store? What was Mongs response to the old mans words?
What does it mean to stereotype and discriminate against others? What is an adequate response
to discrimination?
What do you think about Miguels thoughts on Mong and Rondell versus Holden from Catcher
in the Rye? What did he mean by: I know everybodys situation is hard in its own way, but
when you look at a kid like Mong or Rondell, when you read their files and think about how
they never even say a word about it, they just deal, and then you start reading about some prep
school kid like Holden, and how the whole time he keeps complaining and complaining?
What is being implied about Mong and Rondell?
Look at Page 144 What are Miguels thoughts about reading?
Why does Miguel say it is hard to talk to real people now that he is aware of peoples
childhoods, health problems and crimes committed (p. 152)?
How does Rondell shock everyone in the gym?
What happened after the game? How did the guys get to Malibu?
What type of real talk do Mong and Miguel have?
Why does Mong say he isnt afraid to get hurt?
How does Miguel feel when Mong starts crying (p. 187)? What are your thoughts about crying?
Have other people seen you cry? Is it a form of release for you?
Mong calls Miguel his best friend. How does that make Miguel feel? Why? Would you call
anyone a best friend? What makes a best friend?
What special item of Mongs does Miguel keep? Why do you think he wears it?
How do Mongs mood swings impact Miguel and Rondell? Why does Miguel call him Mute Mong?
What does the picture on Page 195 suggest?
On Page 200, Miguel states that if he and Diego had had a White old man me and Diegos
lives would be totally different from how they are now. What does he mean by this? What is
Miguel suggesting about children of Mexican parents?
What is Rondell concerned about?
Who did Miguel call? What happened when he called?

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.

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Choose at least two: Write on a classmates mock Facebook profile page/wall. Respond to other
postings from a characters perspective.

LEVEL IV

COOPERATIVE GROUP ACTIVITIES:

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.

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DAY: 4
BOOK:

We Were Here

AUTHOR: Matt de la Pea


DAILY THEMES: resilience; responsibility; overcoming adversity and obstacles
FOCUS SKILL: main idea
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate
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).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Cite specific evidence when offering oral or written interpretation of the text.
Use character traits and events in the book in order to write a poem.
MATERIALS: pencils/pens/3 x 5 index cards, writing paper/colored pencils/crayons/construction
paper/journals/large piece of paper to tape on the wall/markers/magazines/newspapers/scissors/glue/

MAIN ACTIVITY: Read and discuss the book, We Were Here, Pages 212287. Review timeline dates
from previous day.

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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?

What does the picture on Page 285 mean?


COOPERATIVE GROUP ACTIVITIES:
Required: Write a poem about one of the characters in the book. Use character traits and events from
the book in the poem. Refer to the Appendix for poetry examples. If helpful, make a web chart about
the character and identify words to describe character.
Choose at least two: Continue working on the class newsletter. Review group articles. Ensure articles
have illustrations. Identify authors of each article and illustrators by first and last name. Decide if the
newsletter will be a poster size or typed.
Write about one of your favorite places you like to visit with a family member. In your journal or
notebook paper write about a place you enjoy visiting, what exactly you enjoy, why and who you go with.

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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

LEVEL IV Week One

229

DAY: 5
BOOK:

We Were Here

AUTHOR: Matt de la Pea


DAILY THEMES: resilience; responsibility; overcoming adversity and obstacles
FOCUS SKILL: evaluating details
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate
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).
W.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Write a one-page journal response using the characters actions.
Analyze the relationship between words and phrases as they relate to the title of the book.
MATERIALS: pencils/pens/3 x 5 index cards (4 for each student)/writing paper/colored pencils/
crayons/construction paper/journals/large piece of paper to tape on the wall/markers
OPENING ACTIVITY: Read and analyze the poem at the beginning of the book as a class by Denis
Johnson, From a Berkeley Notebook. What is this poem about? What is the tone/mood of the poem?
What changes are being referenced? How does this poem relate to Rondell and/or Miguel? How do they
evolve in the book? How have they changed from their introduction and intersection at the group home
to today?
Think about yourself. In your journal, write about how you have changed and developed from the
beginning of the year to the summer. What things have you changed about yourself, your habits or
interests? What interests do you have now that you didnt have before? Write at least a one-page
reflection on your life. Imagine this was the first page to your life memoir. Time available, design a
cover for a memoir.
Look at the picture on the next page. What does this picture mean? How does it relate to Miguel?
MAIN ACTIVITY: Read and discuss the book, We Were Here, Pages 288356. Review timeline dates
from previous day.

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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

Recommendations for discussion:


Why cant Miguel talk about what happened to Diego? How does Miguel cope with reality?
What happens when Miguel accepts his brothers death?
How does the relationship between Miguel and Rondell grow and change over time?
Why does Miguel change his mind about going to Mexico?
On Page 313, Miguel finds the words MONG WAS HERE at the house where he, Mong and
Rondell were last together. Describe Miguels discovery. What do he and Rondell do? How does
this relate to the title of the book?
How do Miguels grandparents impact his thoughts about himself and his situation? What does
Miguel learn about labor and workers daily experiences?
On Page 332, Miguel is finally able to harmonize with the other workers and move away from
pain and exhaustion. Describe Miguels experience. Have you ever synchronized so well with
someone that you say each others thoughts or experience hunger at the same time? Share your
experiences.
What does Miguel decide to do with his life while staying with his grandparents? How does his
relationship differ with his grandfather and grandmother?
What about Miguels conversation with his grandmother makes him share the truth with
Rondell?
What do you think about Miguels truth? Do you think he should feel the way he does? What
would you do if you were Miguel? His mother? What sort of advice or support do you think the
family will need when reunited?
What is the symbolism behind the falling tree? How does the tree with deep roots relate to
Miguel? What is the connection between Miguels emotions and the tree not falling?
What was Miguel and Rondells goodbye like?
Have you ever had to say goodbye to someone? Share a time that you had to say goodbye to
someone you cared about. What was it like? Did you have people to support you?
What happens when Miguel arrives at the group home?
Who arrives shortly after Miguel?
What do you think will happen to Miguel and Rondell?
COOPERATIVE GROUP ACTIVITIES:

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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.

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LEVEL IV

Week Two

Weekly Theme: Family


The overall goal for the week is to enable students to explore family relationships and what makes a
family. The books for the week will help students value positive interactions with family members, other
adults, and peers. Family members will be invited to share family rituals.

DAY: 1
BOOK: Pig

Park

AUTHOR: Claudia Guadalupe Martinez


DAILY THEME: working for a common cause
FOCUS SKILL: drawing conclusions

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


computer/internet access
OPENING ACTIVITY: Have students look at the cover of the book and make predictions about what
the story will be about. Ask students to describe the name of their neighborhood. Ask them: Where did
it come from? Who named it?
MAIN ACTIVITY: Read and discuss the book, Pig Park, Chapters 1-10, Pages 1-67.

LEVEL IV Week Two

233

Week Two:
Family

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Analyze the theme of the story in order to create a social media storm about Pig Park.
Evaluate the details in the story in order to form arguments.

LEVEL IV

COMMON CORE STANDARDS:


RL.9-10.3. Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2.
Determine two or more central ideas of a text and analyze their development over

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?

Would you sell your soul for riches and fame?


COOPERATIVE GROUP ACTIVITIES:
Required: In an effort to raise money to build the pyramid and interest for the Pig Park community, the
girls are assigned to write letters. Instead of writing letters, have students create a social media storm of their
own using Instagram, Twitter, Facebook, etc. to get the message out for Pig Park. Have students devise
messages and hashtags they would use in order to help build up revenue and excitement for Pig Park.
Choose at least two: One of the ways the community plans to save their businesses is by building a
pyramid. Have students work in groups to devise a less expensive plan to save Pig Park. It should
outline the people involved and the action steps that need to be taken by members.
In the story, Stacey lashed out at Casey saying, It was her God-given American right to sell anything
she wanted. Casey discredited this notion by pointing out that she couldnt, with a name like
Sanchez. This isnt Arizona or Alabama was Staceys rebuttal. What does Stacey mean by this?
Have students research immigration laws as they relate to both Arizona and Alabama. Using a threecolumn Venn diagram, allow students to compare and contrast the information they find out about
both states, as well as their own.

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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)

I would chase hope, wrestle it down and hold on


to it like him. (p.25)
I pushed them under a doormat. I locked them
in a closet with el cucuy and my other childhood
monsters. I put them in my mouth and let them
sit there like bites of stale bread until they
softened enough for me to swallow. (p. 25)
His eyes rank in everything around him. (p. 41)
My eyelids dropped like ten-pound sacks of
flour. (p. 44)

LEVEL IV

The sun was high enough to leak through my


window, which meant I was late very late. (p. 45)
Develop an illustrated Spanish-English dictionary with the words/phrases presented in the book.

CLOSING ACTIVITY: Have students share work completed in cooperative groups.

LEVEL IV Week Two

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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

AUTHOR: Claudia Guadalupe Martinez


DAILY THEME: sustaining hope in a hopeless world
FOCUS SKILL: point of view
COMMON CORE STANDARDS:
RL.9-10.3. Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.
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 and drawing paper/chart paper/construction paper/pencils/crayons/markers/
computer/internet access
OPENING ACTIVITY: Ask students: Would you opt to live in a world without cell phones? If you had
the choice to live in a world where cell phones did not exist, would you do so? Why or why not?
MAIN ACTIVITY: Read and discuss the book, Pig Park, Chapters 11-20, Pages 69-114.
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 11-20. Encourage groups to
be creative with their summary presentations, using skits, pictures, commercials, reports, raps, etc.
Recommendations for discussion:
What caused the construction company to leave?
Masi and friends climb atop the beam to get away from the world. Is there a special place you
go when you need to clear your head? Describe it.
What time of the year is it? How does this impact the setting? How would the story be different
if it were winter?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: The novel is written in first person point of view from the perspective of Masi. Have
students reflect: Imagine you were a member of Pig Park. What would you have to say about the
pyramid? Write a brief editorial on how you feel about the building of the pyramid and your
involvement. You can take on the role of one of the actual book characters or create your own.
Choose at least two: Have students add to the class Spanish-English dictionary the words/phrases
presented in the book.
Have students role-play a scene in the story that stuck out to them. Students are encouraged to provide
a different point of view that is not mentioned using inference skills.
Have students make posters to advertise the local businesses in Pig Park. They should include illustrations
that correspond to what each business offers. In addition, have students create business cards.

CLOSING ACTIVITY: Have students share work completed in cooperative groups.

LEVEL IV Week Two

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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

AUTHOR: Claudia Guadalupe Martinez


DAILY THEMES: traditions; cultural heritage
FOCUS SKILLS: story elements; sequencing
COMMON CORE STANDARDS:
RL.9-10.3. Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Create a visual timeline of the events of the story using short descriptions of important events.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
computer/internet access/tissue paper/scissors/string/scotch tape
OPENING ACTIVITY: Explain to students that papel picado (punched paper) is a Mexican popular art
form with roots in the countrys ancient cultures. The Aztecs used the bark of wild mulberry and fig
trees to make a rough paper called amatl. Amatl was used to make flags and banners to decorate
temples, streets and homes. Today, students are to make papel picado using the following website for
assistance: http://www.dltk-kids.com/world/mexico/mpapel_picado.htm .
MAIN ACTIVITY: Read and discuss the book, Pig Park, Chapters 21-30, Pages 115-168.
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 21-30. Encourage groups to
be creative with their summary presentations, using skits, pictures, commercials, reports, raps, etc.
Recommendations for discussion:
How does Josefina propose helping Masis mom get better? Is this a good idea?
When do people eat capirotadas? What is the significance of the dessert?
Do you have a favorite dessert that you often eat? What is it? Why do you enjoy it so much? Is it
available all year or only seasonally?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Students should create a visual timeline of the events of the story. Ensure that the timeline
includes illustrations with short descriptions of important events. For an alternative activity groups may
choose to do the timeline from the perspective of a specific character.
Choose at least two: Masis dad charges her with coming up with new ideas to make the bakery stand
out. Make a list of suggestions you would provide to the family to make the business more appealing.
What could they do differently?
Have students add to the class Spanish-English dictionary the words/phrases presented in the book.

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.

LEVEL IV Week Two

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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.

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DAY: 4
BOOK: Pig

Park

AUTHOR: Claudia Guadalupe Martinez


DAILY THEME: relationships
FOCUS SKILLS: critical analysis; theme
COMMON CORE STANDARDS:
RL.9-10.3. Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.
FOCUS PERFORMANCE OBJECTIVE: Students should be able to:
Create a commercial for the book in order to persuade others to visit Pig Park.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
computer/internet access

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.

LEVEL IV Week Two

241

Week Two:
Family

Recommendations for discussion:


How is the pyramid like water to Pig Park?
What do you know about urban renewal and gentrification? Are they the same or different?
Which one is happening near Pig Park?
What secret have Belinda and Felix been keeping? If this is just a job what has Felix made of it?
How is good food lyrical like poetry?

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Have each group do a commercial for this book. Remind students that the commercial is to
persuade others to visit Pig Park during its grand opening of the pyramid. Encourage them to be
creative with their presentations.
Choose at least two: Have students compare and contrast downtown to Pig Park using either a Venn
diagram or T-chart (See Appendix for Venn diagram instructions).
Have students add to the class Spanish-English dictionary the words/phrases presented in the book.
Have students write about how the story would change if a certain character had made a different
decision earlier in the story.
Have students evaluate the characters in the story and identify one they could empathize with. In one
paragraph, have students share why they can relate to the character, what common interests they share,
why the character would make a good friend, etc.
Divide the students into groups. Each group should make a travel brochure for people wanting to travel
to Pig Park. Use the information in the book to describe the popular foods and places people can go
when they visit.
CONFLICT RESOLUTION ACTIVITY: Felix eventually informs Masi of the grand scheme. Instead of
telling everyone so they could respond, she chooses to keep quiet. What could Masi have done to
inform everyone?
CLOSING ACTIVITY: Have students share work completed in cooperative groups.

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DAY: 5
BOOK: Pig

Park

AUTHOR: Claudia Guadalupe Martinez


DAILY THEMES: friendship; trust; promise
FOCUS SKILL: cause and effect
COMMON CORE STANDARDS:
RL.9-10.3. Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Draw pictures that illustrate the cause and effect of Felix and Belindas secret.
Write sentences that explain the cause and effect.

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

Begin a discussion using the following questions:


Have you ever had a secret that was just too good to keep to yourself? What did you do?
Do you like to hear secrets? Why?
Whats the problem with hearing secrets?
Is it easy to keep secrets?
MAIN ACTIVITY: Read and discuss the book, Pig Park, Chapters 41-47, Pages 225-253.
Divide students into four groups. Have three groups read and summarize two chapters each, and the
other group read and summarize one chapter each from chapters 41-47. Encourage groups to be
creative with their summary presentations, using skits, pictures, commercials, reports, raps, etc.

LEVEL IV Week Two

LEVEL IV

MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/


computer/internet access

243

Recommendations for discussion:


What was the cause of the explosion?
List the pros and cons of the explosion, along with the aftermath.
Why were the residents not upset about the pyramid burning down? Why were they more
unnerved about the school?
What brilliant idea does Masi come up with that draws in business?
In the beginning, Masi was obsessed with having a normal summer. By the end, however, she
is proud to have a summer job in the bakery. What changed?
What is significant about the businesses all being family businesses? Do you have any family
businesses in your neighborhood?
What will come of Pig Park?
In what ways did the burning of the pyramid bring more customers than the building? How is
this ironic?
What are some lessons the characters learned along the way?
How do you think Patricia feels when she returns home to Pig Park and there is so much
going on?
Will Masi ever forgive Felix?
How will the students of Pig Park adapt in their school?
By the end of the story, what time of year is it? How do you know?
COOPERATIVE GROUP ACTIVITIES:
Required: Students will draw pictures that illustrate the cause and effect of Felix and Belindas secret.
Have them write sentences that explain the cause and effect.
Choose at least two: Ask students to plan to make this story into a movie. Have groups discuss who would
play the leading roles. Design a promotional poster or a movie trailers (depending on technology resources)
to advertise the movie. The poster must include the title and author, a listing of the leading actors, an
illustration of a scene, and a synopsis of the story. Display the posters or screen the movie trailers.
Be a TV or radio reporter, and report the fire as if it is happening live.
Have students add to the class Spanish-English dictionary the words/phrases presented in the book.
Have students write an additional chapter for this book.
Group students in 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).
SOCIAL ACTION ACTIVITY: Take a poll of the class and ask students if they are in favor of big
businesses or family businesses. Explain to them that both have benefits. Conduct a reading on the
10 Largest Family Businesses in America (http://www.businessinsider.com/the-10-largest-familybusinesses-in-america-2011-11). Analyze the article with students. Afterward, have students create a
business plan with their freedom school family.
CLOSING ACTIVITY: Have students share work completed in cooperative groups.

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LEVEL IV

Week Three

Weekly Theme: 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.

DAY: 1
BOOK: The

Revolution of Evelyn Serrano

AUTHOR: Sonia Manzano


DAILY THEME: relationships
FOCUS SKILLS: critical analysis; theme

Week Three:
Community

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Analyze the various relationships between characters using critical lenses (e.g., race, class,
gender).
Develop critical reading skills by analyzing characterization and conflicts.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers/
computer/internet access
OPENING ACTIVITY: Read and discuss the Authors Note found at the end of the book.

LEVEL IV Week Three

LEVEL IV

COMMON CORE STANDARDS:


RL.9-10.3. Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2.
Determine two or more central ideas of a text and analyze their development over

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)?

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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

Revolution of Evelyn Serrano

AUTHOR: Sonia Manzano


DAILY THEMES: taking a stand; overcoming obstacles
FOCUS SKILLS: main idea; supporting details
COMMON CORE STANDARDS:
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more central ideas of a text and analyze their development over
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 (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:
Use the supporting details in the story in order to write a feature article.
MATERIALS: writing and drawing paper/chart paper/construction paper/pencils/crayons/markers
OPENING ACTIVITY: Evelyns mother works hard at the bodega in hopes of buying a house in the
Bronx. What part does hope play in impoverished circumstances? Is her hope realistic? Do you have
hopes and dreams for your future?
MAIN ACTIVITY: Read and discuss the book, The Revolution of Evelyn Serrano, Chapters 7-12.
Recommendations for discussion:
Why does Porfirio get so upset with Evelyn while they were watching TV? Do you think he
overexaggerated? What was another way he could have gotten across his message?
What is so significant about Dolores house? What are the things that stand out?
The preacher of the church is highly against the Young Lords using the church. What are some
of the pros and cons of this argument?
Describe the scene at Dolores house. How well did Rosa fit in?
Rosa said she knew when she was getting close to home because she could smell the garbage and
hear the noise. What are some indicators that you are home? Are these positive or negative
images? What could we do to enhance them?
Were the college students acting like delinquents or were they helping the cause?
A generational gap exists in the minds of the characters in the book. What could be done to
assist in helping them reach a medium?
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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Write a feature article (with a headline) that tells the story of the fire as it might be found on
the front page of The New York Times.
Choose at least two: Have students research La Masacre de Ponce, Ponce Massacre, and identify the
key events that took place on Palm Sunday, the role of the government, the culture and people involved,
etc. Have students create a PowerPoint or a poster to share the information they found.
Revisit some of the music by Joe Cuba and others that Evelyn and Angel might have heard as they were walking
through the barrio. As students list, have them draw shapes and colors to show the feelings they experience
while listening to the 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?
Federico Garcia Lorca was a very famous and influential Spanish poet and playwright from the early
20th century. He spent much time traveling Spain and New York, both of which influenced his work.
Have students read his poem, The Guitar and discuss how it relates to his life, Spanish life, etc.
Create a mini comic scene that captures the before, during and after effects of the fire.

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.
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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

Revolution of Evelyn Serrano

AUTHOR: Sonia Manzano


DAILY THEME: power of collaboration
FOCUS SKILL: fact vs. opinion
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.11-12.3
Analyze the impact of the authors choices regarding how to develop and relate

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?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Divide students into two groups. These two groups will debate whether or not the Young
Lords should be allowed to occupy the church. One group will argue that the Young Lords are against
the moral reasoning behind the church and their actions arent justified. The second group will argue in
favor of the Young Lords occupying the building for their day-care center and free-breakfast program
Allow time for students to discuss amongst themselves, prior to debating their respective side.
Choose at least two: Dramatize a scene from the story. Write a script and have several rehearsals before
presenting it to the class.
Work in groups and draw an illustration of one of the important scenes that took place in the chapters.
Have students listen to Rafael Hernandezs song, Silencio. After listening, have students analyze the
lyrics and identify the poetic devices in the poem. Next, have them create an illustration that captures
the mood and tone of the lyrics. For those who do not wish to draw an illustration, allow them write a
summary of that captures the essence of the lyrics.

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

Revolution of Evelyn Serrano

AUTHOR: Sonia Manzano


DAILY THEME: The Game of Life
FOCUS SKILL: authors techniques (informational/technical)
COMMON CORE STANDARDS:
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2.
Determine two or more central ideas of a text and analyze their development over

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Much of this story takes place in El Barrio. El Barrio, sometimes called Spanish Harlem or
East Harlem, has a very diverse population of people from different cultural backgrounds, including
Puerto Ricans, African Americans, Asian Americans, West Indians, Mexican Americans, Dominicans,
and Salvadorans. One of these dishes (pasteles) is described in the story. Research the recipe for pasteles
and the names of other holiday dishes prevalent in El Barrio. Show students the recipe for pasteles and
ask them to select another dish to learn about. Students will create illustrated recipes for different
holiday dishes to compile into El Barrio Holiday Cookbook.
Choose at least two: Research Pedro Albizu Campos and Gloria Rojos and create a LinkedIn profile
about their interests, political views, contributions to society, etc. What were some of their successes and
challenges?
Have students write an insider perspective of the article, similar to the one found in Chapter 20.
Explain what went on inside the church and what it was like.

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

Revolution of Evelyn Serrano

AUTHOR: Sonia Manzano


DAILY THEME: showtime
FOCUS SKILL: poetry
COMMON CORE STANDARDS:
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2.
Determine two or more central ideas of a text and analyze their development over

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?

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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?

COOPERATIVE GROUP ACTIVITIES:

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.

Create a tribute to Pedro Pietri using the acrostic poem format.


Have students research Ramn Emeterio Betances and create a monologue about his life and legacy.

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Community

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

Weekly Theme: 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.

DAY: 1
BOOK: Darkroom:

A Memoir in Black and White

AUTHOR: Lila Quintero Weaver


DAILY THEMES: being the only one; navigating identities
FOCUS SKILL: compare and contrast

MATERIALS: writing paper/pencils/pens/chart paper/markers/cameras/computers or mobile devices


and Internet access

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FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Discuss what it means to be the only one based on various identity markers (e.g., race, class,
gender, religion) in a given context and compare and contrast their own experiences with those
of characters in Pig Park.
Compare and contrast stereotypical characteristics assigned to different societal roles and
expectations.

LEVEL IV

COMMON CORE STANDARDS:


RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.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.
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.

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

different from her sisters?


What
is the definition of beauty?

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.

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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
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DAY: 2
BOOK: Darkroom:

A Memoir in Black & White

AUTHOR: Lila Quintero Weaver


DAILY THEME: access, equity, and achievement
FOCUS SKILL: compare and contrast
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.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.
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.11-12.3.
Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Compare and contrast the ideas presented in the story and evaluate their fairness/equality.
Conduct research and cite evidence to present findings.
MATERIALS: writing paper/pencils/pens/chart paper/markers/cameras/computers or mobile devices
and internet access
OPENING ACTIVITY: Define the word identity using the dictionary. Ask students to provide their
own interpretation. As a class, create an identity chart. Using a web chart, select a character from the
book, write their name in the middle, and add character traits, interests, identity factors around the
bubble. Reflect on these guiding questions about human behavior to complete identity chart:
Who am I? What factors shape my identity?
What does it mean to be from a place? How does where we are from influence who we are?
MAIN ACTIVITY: Read and discuss the book, Darkroom: A Memoir in Black & White, Chapters 3-4,
Pages 46-77.
Divide students into two groups. Have each group read and summarize one chapter for Chapters 3 and
4. After students finish, have them write down what they saw, read, and still wonder.
Recommendations for discussion:
How does one hold onto their identity? How is your identity different from someone who has
an Argentinian identity?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Use a T-chart to identify things that can be separate and equal AND separate is never equal.
Separate and Equal

Separate is Never Equal

Ex: Two halves of a sandwich

Ex: Separate water fountains

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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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.

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DAY: 3
BOOK: Darkroom:

A Memoir in Black & White

AUTHOR: Lila Quintero Weaver


DAILY THEME: access, equity, and achievement
FOCUS SKILLS: interpretation; theme
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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:
Interpret meaning from close readings of passages in the text that support comprehension.
Develop critical reading skills by analyzing characterization and conflict.
MATERIALS: writing paper/pencils/pens/chart paper/markers/cameras/computers or mobile devices
and Internet access

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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Recommendations for discussion:


Why was Lissy ashamed of her lips? What made them different from the other children?
If there was no box to check for his race, what was Lilas dad supposed to check?
What is the problem with classifying people and placing them in boxes? Why is it important for
the United States to keep a census of everyone? What are the pros and cons to this?
What must it have felt like to be other? Do you sometimes feel or identify with other?
If the world is a melting pot, is there any such thing as race purity?
George Wallace believed segregation was the key to sustaining order and power in Alabama.

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Ask students to think about songs that connect to the themes in the book about time and
place. Create a Spotify playlist of these songs. Divide students into groups of three and ask them to
select one song, analyze the lyrics, and make connections to the themes from the book. Have each
group create a display to share their information.
Choose at least two: 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.
Take a 3 x 5 card and summarize what happened on one side. On the other, analyze the importance of
what happened and the reasons it happened.
Write a feature article (with a headline) that tells the story of the dads migration to the United States as
it might be found on the front page of a newspaper in the town where the story takes place.
Send a postcard from one of the characters. Draw a picture on one side, write the message on the other.
Have students go online and read newspapers and magazines articles that resemble the same theme in
the story. Allow students to share how their articles relate to issues and ideas in the book.
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.
SOCIAL ACTION ACTIVITY: Have students conduct research about school tracking, racial and class
segregation, and student achievement in their community. Some questions they may explore: What are
the graduation rates for students of color in each school district in the area? What are the percentages of
students in special education classes? What are the percentages of students in honors and advanced
placement classes? Students should consult online Department of Education sites and other reputable
sources.
CLOSING ACTIVITY: Allow students to share work completed in cooperative groups.

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DAY: 4
BOOK: Darkroom:

A Memoir in Black & White

AUTHOR: Lila Quintero Weaver


DAILY THEMES: The Struggle; voting rights
FOCUS SKILLS: summarizing; main idea
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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.
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.
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:
Analyze the details in the story in order to write a summary.
Evaluate what the texts says explicitly as well as make inferences drawn from the text.
MATERIALS: writing paper/pencils/pens/chart paper/markers/cameras/computers or mobile devices
and internet access

MAIN ACTIVITY: Read and discuss the book, Darkroom: A Memoir in Black & White, Chapters 7-8,
Pages 110-179.

Recommendations for discussion:


What was the impression of Argentina?
Can you be too educated? What does that mean?
What motivated Lilas dad to go back to school after dropping out in 3rd grade?
What is symbolic about the image of Argentina on Page 117? What does the outline of the
country resemble?
Compare and contrast Southern fare with Argentinian cuisine?

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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

constitutional rights violated in both Alabama and Louisiana?


Ask students if they saw the film, Selma. There is a scene in the movie, in which we see a man
usher his two parents away from the crowd during the night march. How does the scene in the
book, on Page 169, mirror that scene? Which is more powerful, the graphic artist effect or the
movie? Explain.
Why did it take so long for the state trooper to be indicted and charged? How is history
repeating itself today?
Why was it not enough for the nation to see the horror in Selma? Why did they need the world
to respond?

COOPERATIVE GROUP ACTIVITIES:


Required: Go back and review the images in the story. Identify which one stands out the most and
write a one-paragraph summary of why. What is the mood/tone set by the image? What is it capturing?
Why is this the one that stood out the most?
Choose at least two: Have students write a letter to Grandpa from Lila about her life in the
United States.
Explain to students that the literacy tests were used to keep people of color and, sometimes, poor
Whites from voting, and they were administered at the discretion of the officials in charge of voter
registration. If the official wanted a person to pass, he could ask the easiest question on the test for
example, Who is the president of the United States? Allow students to go online and take the test at:
http://www.pbs.org/wnet/jimcrow/voting_start.html. Afterward, have a conversation with students
on what they thought and how they feel about it.
Be a TV or radio reporter and report a scene from the story as if it is happening live.
Draw a classroom mural depicting one of the major scene(s) from the book.
Have students research who Jimmie Lee Jackson was and write a eulogy for his funeral.
Have each group identify examples where black is used to portray something positive and white is used
to portray negative.

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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:

Darkroom: A Memoir in Black & White

AUTHOR: Lila Quintero Weaver


DAILY THEME: believe in yourself
FOCUS SKILLS: sequence; chronological order
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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:
Evaluate the adequacy of details in the story to place in sequential order.
Analyze a characters behaviors, interactions, attitude, and conflicts in order to develop an
accurate timeline.
MATERIALS: writing paper/pencils/pens/chart paper/markers/cameras/computers or mobile devices
and internet access
OPENING ACTIVITY: Chapter 9 begins with an image of the Confederate flag and the chapter title,
Know Alabama. Based on what you know about the flag, what should you know about Alabama? Ask
students if they know the meaning of the flag and in what ways it is similar and different from the
American flag and Argentinian flag. What do flags represent? Why are they important to countries?
MAIN ACTIVITY: Read and discuss the book, Darkroom: A Memoir in Black & White, Chapters 9-10,
Pages 182-250.
Divide students into two groups. Have each group read and summarize one chapter from Chapters 9
and 10. After students finish, have them write down what they saw, read, and still wonder.
Recommendations for discussion:
What do you think it was like to live during the Civil Rights Movement? What historical events
have taken place during your childhood that you will remember forever? What impact did they
have on you?
How have you applied what you have experienced and learned in life to make your life better?
What lessons have you learned along the way? What lessons would you recommend someone
traveling back in time learn?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Students should create a visual timeline of the events of the story. Ensure that the timeline
includes illustrations with short descriptions of important events. For an alternative activity groups may
choose to do the timeline from the perspective of a specific character.
Choose at least two: If the author of the book were in our classroom right now, what would you say or
ask that person? If you could change the book, how would you? Is there anything that is still unclear?
Why do you think the author wrote the story? Create a list of interview questions you would want to
ask the author, then have students swap papers and answer them.
Have students create their own flag that represents who they are and where they feel they fit in society.
Students should be conscious of the symbols and colors they use when creating their flags. Upon
completion of their flags, students are to write a brief explanation outlining what their flag symbolizes.
Rosetta was the first Black girl to integrate Lilas school. Have students write a note to Rosetta from Lila
encouraging her to be strong.

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 Week Four

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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Week Five

Weekly Theme: World


The overall goal for this week is to enable students to explore the world. The books for the week are
selected as a springboard for students to look ahead, exploring not only what they can do to make the
world better, but also what obstacles they must overcome to accomplish their goals.

DAY: 1
BOOK: Freedom

Rides: Journey for Justice

AUTHOR: James Haskins


DAILY THEME: dare to make a difference
FOCUS SKILL: drawing conclusions
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2.
Determine two or more central ideas of a text and analyze their development over

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

style are appropriate to task, purpose, and audience.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Evaluate key ideas of the story.
Comprehend the perspectives of various populations in the text.
MATERIALS: writing paper/construction paper/poster boards/pens/pencils/markers/crayons/
magazines/glue
OPENING ACTIVITY: Begin work on a KWL chart about the Freedom Rides (See Appendix for
instructions on making a KWL chart).

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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

Rides: Journey for Justice

AUTHOR: James Haskins


DAILY THEME: segregation vs. integration
FOCUS SKILL: role-playing
COMMON CORE STANDARDS:
RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.
RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application
of constitutional principles and use of legal reasoning and the premises, purposes, and arguments
in works of public advocacy (e.g., The Federalist, presidential addresses).
SL.11-12.1.A
Come to discussions prepared, having read and researched material under study;

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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Recommendations for discussion:


Do you think the precedent set by the Brown vs. Board of Education case could have held as
much weight if it were initiated in a District Court rather than the Supreme Court? Elaborate.
Describe the characteristics of a child like Linda Brown, and a man like her father. Are they born
heroes or produced by the climate? In other words, can anyone by the next Linda Brown if so
driven by society?
Do you think there are still racial disparities in educational opportunities for minorities in
general? Do you think these issues take root in a history of racial segregation in public schools?
Explain.

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.

COOPERATIVE GROUP ACTIVITIES:


Required: Split students into three groups. Have each group research a social issue that is affecting
school systems in other countries. Have students create a poster that bring awareness to the issue they
researched.
Choose at least two: The case of Brown vs. Board of Education was the historic court decision to
integrate the school systems of the United States. Have students role-play the positions of parents to
explore the factors of making the decision to send their students to the newly integrated schools.
Have each group identify four positive and negative effects of the Brown vs. Board of Education ruling.
Groups should record their ideas on chart paper and present to the class. Fellow groups will be allowed
to ask questions pertaining to why the group chose the ideas and the thought process behind their
decisions. The Servant Leader Intern should ensure that the questions asked are respectful in both tone
and content.
CONFLICT RESOLUTION ACTIVITY: The Montgomery Bus Boycott was very controversial. It
brought about the question of morality versus the law. Many people were split on whether to cause
more trouble and inconvenience for themselves or to stand against what was morally incorrect. Students
should explore the factors needed to make this decision.
Divide students into two groups. These two groups will debate the Montgomery Bus Boycott involving
Rosa Parks. One group will argue that Rosa Parks did in fact break the laws while the other group will
argue that the moral reasoning behind her actions justified the breaking of the current law. Allow time
for students to discuss amongst themselves, prior to debating their respective side.

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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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DAY: 3
BOOK: Freedom

Rides: Journey for Justice

AUTHOR: James Haskins


DAILY THEME: civil rights
FOCUS SKILL: synthesizing information
COMMON CORE STANDARDS:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
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
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Identify key ideas and supporting details.
Comprehend the causes and effects of historical events.
MATERIALS: writing paper/construction paper/flip chart/butcher paper/pens/pencils/markers/
crayons/magazines
OPENING ACTIVITY: Develop a list of questions based on the information students have already
discussed from this book. Divide students into two groups to participate in a review relay race. Place a
question sheet next to a piece of flip paper in two areas of the room and have groups line up in each
of the areas. Give groups one marker/pen and have them race to answer the questions in relay form.
The group with the most questions answered correctly in the time allotted wins.
MAIN ACTIVITY: Read and discuss the book, Freedom Rides: Journey for Justice, Chapters 5-6,
Pages 28-44.
Divide students into two groups. Have each group read and summarize one chapter from Chapters 5 and 6.
Encourage groups to be creative with their summary presentations.
Recommendations for discussion:
Discus the social and political climate during this period that sparked the rise of the Civil Rights
Movement.

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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.

COOPERATIVE GROUP ACTIVITIES:


Required: Divide students up into three groups. Have each group create their own civil rights
organization. Each group must have a name, mission, and plan for an event that brings awareness to
their organization and the organizations overall mission (e.g., a rally, 5k run, leadership training, etc.)
Choose two: Note: Prior to todays lesson, create a Civil Rights Jeopardy game using the
information on Pages 82-85. Students should play the game on Day 5.
Group students into pairs. In preparation for the Jeopardy game on Day 5, have students work with
their partners to learn as much of the information as they can from Pages 82-85.
Have students create a Venn diagram that compares and contrasts the NAACP during the 60s to now
(See Appendix for Venn diagram instructions).

Give students the following facts, minus the dates:


1917 In the same year that the United States enters World War I, anti-Black riots occur in
East St. Louis, Ill., and more than 100 Black citizens are either killed or injured. More than
10,000 Black New Yorkers hold a Silent Parade to protest the violence.
December 8, 1936 The National Association for the Advancement of Colored People
(NAACP) sues the government to make them pay Black and White teachers equal salaries.

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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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DAY: 4
BOOK: Freedom

Rides: Journey for Justice

AUTHOR: James Haskins


DAILY THEME: standing against injustice
FOCUS SKILL: using technology
COMMON CORE STANDARDS:
RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2 Determine two or more central ideas of a text and analyze their development over
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.
Craft
and Structure:

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.

MATERIALS: writing paper/construction paper/poster boards/pens/pencils/markers/crayons/


magazines/computer/projector/video cameras (webcam, camera, phone, etc.)

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

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Summarize and paraphrase information in the story and identify key ideas and supporting
details.
Evaluate key ideas in a story in order to create a mini book.

Recommendations for discussion:


What was the significance of the Freedom Rides?
Evaluate the success of the Freedom Rides.
What Supreme Court case was the driving force behind the Freedom Rides?
Discuss the significance of the delay in police response to the attacks of the Freedom Riders.
What implications does it have for the social climate of the time?
Discuss the persistence of the Freedom Riders. What obstacles did they overcome?
Is the spirit of perseverance present in the current generation of youth? Is it still necessary?
Explain.
Evaluate the relevance of the Freedom Rides to the purpose and execution of other
demonstrations of the Civil Rights Movement. Is there a common thread between the
demonstrations?
Nonviolent
demonstrations were often met with violent responses. Discuss implications of this

disparity between the oppressed and the oppressors.


Evaluate the importance of the resilience of the participants of the Freedom Rides. How did
their commitment contribute to the success of the Freedom Rides?
Why are the Freedom Rides significant to the history of the Civil Rights Movement?
What do the sit-ins in Nashville have in common with the bus boycotts in Montgomery?
What do these similarities imply regarding the power of the oppressed?
Why was it decided that the sit-ins were the best form of protest? How was this form of
nonviolent protest more effective than violent protesting?
What was the significance of the guidelines that guided the students?
How does the sit-in in Nashville correspond with the Civil Rights Movement that was taking
place at that time?
What role did Ella Baker play in the sit-ins in Nashville?
How would you describe Ella Bakers leadership style in the sit-ins in Nashville? What event
sparked the sit-ins?
Discuss the impact of the sit-ins in Nashville and its role in the Civil Rights Movement.
How did the sit-ins help desegregate public facilities in the South?
COOPERATIVE GROUP ACTIVITIES:
Required: Divide students into three groups. Each group should create a mini picture book illustrating
everything that has taken place in the book thus far. Include small description of what is being
illustrated for each picture. Encourage students to use symbols and different forms of mixed media
(magazine clippings, newspapers, etc.) in the mini book.
Choose at least two: Divide students into groups and have them listen to and analyze the lyrics of
Civil Rights Movement Songs (e.g., We Shall Overcome, Oh Freedom, Mississippi Goddamn, etc.) and
current songs that are Freedom Schools-appropriate and depict the struggles that are presently within
todays society. Have them make connections between the lyrics and the experiences of activists during
the Civil Rights Movement and activists of today.

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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

LEVEL IV Week Five

281

DAY: 5
BOOK: Freedom

Rides: Journey for Justice

AUTHOR: James Haskins


DAILY THEME: making a difference
FOCUS SKILL: main idea
COMMON CORE STANDARDS:
RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RI.11-12.2 Determine two or more central ideas of a text and analyze their development over
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.
Craft and Structure:
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
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Interpret the meaning of poetic devices in order to better understand a central theme.
Understand the tone and mood of a specific text in order to develop their own conclusions.
MATERIALS: writing paper/construction paper/poster board/chart paper/pens/pencils/markers/
crayons/magazines/projector/computer, if available
OPENING ACTIVITY: In his poem Alabama Bound, Chuck Berry stated that trouble turned into a
struggle, and that the hound broke down, and left us stranded in downtown Birmingham. Chuck Berry
is a singer, songwriter, poet, and a Freedom Rider. Play a recording of this song/poem for students.
Next, in pairs, have students discuss the meaning and significance of the excerpt.
MAIN ACTIVITY: Read and discuss the book, Freedom Rides: Journey for Justice, Chapters 9-11,
Pages 66-77.
Group students in pairs and have each pair read Chapters 9-11.
Recommendations for discussion:
How did the Freedom Riders emulate the spirit of the Civil Rights Movement?
What opposition did the Freedom Riders face in the segregated South? How did they overcome
those oppositions?
Evaluate the importance of the resilience of the Freedom Riders. How did their commitment
contribute to the success of the Freedom Rides?
Evaluate the success of the Freedom Riders impact on the social climate of the South.

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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.

COOPERATIVE GROUP ACTIVITIES:


Required: Divide students into groups to rewrite their own version of the I Have A Dream speech to
be presented to their peers (youth across this nation). Groups should be directed to first identify the
relevant injustice issues and themes they would like to include in this speech. Group speeches should
outline current social injustice issues, solutions to those issues, as well as overall values and ideals that
would allow communities to achieve progress. Finally, encourage groups to think outside the box regarding
speech delivery. Though a formal speech may have been effective to the targeted audience during the
time period that Dr. King spoke, students should be conscious to deliver their written speech in a
manner that would be most effective and well received by youth today. Delivery suggestions include a
song, rap or spoken word piece. Have groups present their creative speeches to the class once complete.
Choose at least two: Replay the poem/song Alabama Bound. Have students finish the song lyrics
with lyrics of their own. Make sure they fit the tone of the song.

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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LEVEL IV

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 Rock and the River

AUTHOR: Kekla Magoon


DAILY THEME: sustaining hope in a hopeless world
FOCUS SKILL: compare and contrast

MATERIALS: writing and drawing paper/construction paper/chart paper/pencils and pens/markers/


copies of poem that relates to themes in book. Some options include: Emily Dickinsons Hope is the
Thing with Feathers; Langston Hughes A Dream Deferred; Anne Bronts Oh, They Have Robbed

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Week Six: With Hope,


Education and Action

FOCUS PERFORMANCE OBJECTIVES: Students should be able to:


Analyze text in order to comprehend various themes present throughout the story.
Work collaboratively in order to create a product that will bring social awareness.

LEVEL IV

COMMON CORE STANDARDS:


RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.
RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application
of constitutional principles and use of legal reasoning and the premises, purposes, and arguments
in works of public advocacy.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

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?

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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
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LEVEL IV Week Six

DAY: 2
BOOK:

The Rock and the River

AUTHOR: Kekla Magoon


DAILY THEMES: songs of protest; nonviolence
FOCUS SKILL: evaluating details
COMMON CORE STANDARDS:
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
W.11-12.4
Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Critically analyze lyrics of protest songs.
Analyze information and experiences from the text to aid in comprehension.
Conduct research to identify key players and events in history.
MATERIALS: writing and drawing paper/pencils and pens/markers/chart paper/ research resources on
Civil Rights Movement, Black Panther Party, and Martin Luther King Jr. assassination/copies of lyrics
to song We Shall Overcome, and CD/copy of song.
OPENING ACTIVITY: Play the song We Shall Overcome and discuss the lyrics and song history with
students. Discuss the role music plays in sustaining hope. Then have students identify uplifting songs
they listen to when they are feeling down and hopeless.
MAIN ACTIVITY: Read and discuss the book, The Rock and the River, Chapters 5-8, Pages 75-140.
Divide students into four groups. Have each group read and summarize one chapter from Chapters 5-8.
Encourage groups to be creative with their summary presentations.
Recommendations for discussion:
How is Stick starting to change? How do you know?
Sams father told him that anger makes people foolish and you have to find a way to control it,
because people will take advantage of any opening you give them. Do you agree with this belief?
What makes you angry? How do you control your anger? Do you think people manipulate you
through your emotions? What might be some ways to try to bring about change in the
situation? What are the possible consequences of these actions?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Revisit the opening activity about protest songs. Have students do a critical media analysis of
songs composed by contemporary artists in the wake of recent civil injustices like the deaths of Trayvon
Martin, the Ferguson protests, and the Black Lives Matter movement. Some examples include:
J.Coles Be Free
Lauryn Hills Black Rage
Ezra Furmans Fergusons Burning
I Cant Breathe Protest Song
Public Enemys Beyond Trayvon
Have students answer the following questions:
What is the song about?
What message is the artist trying to convey?
What emotional response does the song evoke?

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.
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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:

The Rock and the River

AUTHOR: Kekla Magoon


DAILY THEMES: hope; violence/nonviolence; youth protests
FOCUS SKILLS: discussion; public speaking
COMMON CORE STANDARDS:
SL. 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
SL. 11-12.4 Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
SL.
11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and

interactive elements) in presentations to enhance understanding of findings, reasoning, and


evidence and to add interest.
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Actively participate in group discussions offering new perspectives and listening to the
perspectives of others.
Conduct research on a new topic and prepare an oral presentation of findings.
MATERIALS: props for role-playing/writing and drawing paper/pencils and pens
OPENING ACTIVITY: Have students reflect on the role violence plays, or does not play, in their lives.
Explain that violence can be psychological (racism, sexism, classism, ageism) and physical (gang
violence, domestic abuse). Then discuss how a person can protect him or herself from both forms of
violence. Is violence a lifestyle choice, or a necessary tool for survival? Are people born violent? If not,
what contributes to people becoming violent toward others?
MAIN ACTIVITY: Read and discuss the book, The Rock and the River, Chapters 9-12, Pages 141-189
Divide students into four groups. Have each group read and summarize one chapter from Chapters 9-12.
Encourage groups to be creative with their summary presentations.

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Recommendations for discussion:


How are peaceful demonstrations an effective form of protest? What do they accomplish?
Why are Sam and Maxie growing apart? What is Maxie coming to represent/believe/value? How
are Maxies beliefs at odds with Sam? Why might Maxie be more supportive of the Black
Panther Party than Sam?
Sam is visited in the night by Stick, who has been hurt. Why does Stick come home? Why does
he refuse Sams help?
Why might violence as a way of life be attractive to some? Is a violent lifestyle a choice, or do
some people have to live this life regardless of their choices? What is usually the outcome of a
violent lifestyle?
In
Chapter 11, Sam and Stick come to blows with each other, and a large part of the block castle

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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CLOSING ACTIVITY: Have groups present work completed in cooperative groups.

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:

The Rock and the River

AUTHOR: Kekla Magoon


DAILY THEMES: commitment; persistence; resilience
FOCUS SKILL: characterization
COMMON CORE STANDARDS:
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
W.11-12.4
Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.


FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Develop critical reading skills by analyzing characterization and conflict in the text.
Draw conclusions about the ways a writers use of characterization influences the message of
the story.
MATERIALS: poster board/markers/writing paper/pencils and pens
OPENING ACTIVITY: Have students select one character in The Rock and the River who they relate to
the most and write a journal entry explaining why. Then, have students share their journal entries in
small groups.
MAIN ACTIVITY: Read and discuss the book, The Rock and the River, Chapters 13-16, Pages 190-233.
Divide students into two groups. Have one group read and summarize Chapters 13 and 14 and the
other group Chapters 15 and 16. Encourage groups to be creative with their summary presentations.
Recommendations for discussion:
Have you ever been stuck between action and non-action? What did you eventually choose?
What were the consequences?
Give reactions to Sam taking the gun to the protest and the consequences of his actions.
Leroy describes what he views as the hypocrisy of White peoples involvement in the Civil
Rights Movement: Some of the Whites who are supposedly on our side only stay there as long
as our freedom doesnt interfere with their superiority (p. 193). What does he mean? What is
the relevance of this viewpoint today?

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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?

COOPERATIVE GROUP ACTIVITIES:


Required: Write a letter to a Black Panther Party member offering words of support, encouragement,
asking questions about the movement, and their overall view of their work in the community. Do you
believe the Black Panther Party gave communities across the country hope, education and took
action? Explain.
Choose at least two: Research individuals from the Black Panther Party for Self-Defense. Choose one
Black Panther Party (BPP) member to make a Facebook Profile page. Describe their interests, views,
friendships and develop wall posts. What were some of their successes and challenges? Post Facebook
profile pages around room. Students are encouraged to choose different party members to get a more
comprehensive understanding of the experience as a BPP member.
Have one group make a poster or flyer representing Sams fathers house/office. Another group should
make a poster or flyer that might be found at the Black Panther Party office. Each group should be
prepared to explain the differences between the two.
Have students remain in their same groups. Then each group should construct a Venn diagram to
compare and contrast Sams fathers office to the Black Panther Party office (See Appendix for Venn
diagram instructions).

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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LEVEL IV Week Six

DAY: 5
BOOK:

The Rock and the River

AUTHOR: Kekla Magoon


DAILY THEME: sustaining hope
FOCUS SKILL: comparisons, contrasts and connections
COMMON CORE STANDARDS:
SL. 11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts,
and issues, building on others ideas and expressing their own clearly and persuasively.
SL. 11-12.4 Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
SL.
11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and

interactive elements) in presentations to enhance understanding of findings, reasoning, and


evidence and to add interest.
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
FOCUS PERFORMANCE OBJECTIVES: Students should be able to:
Compare and contrast, and evaluate the connections between the Civil Rights Movement and
the Black Power Movement.
Identify
the impact of word choice and figurative language on text tone and mood.

MATERIALS: writing paper/graph paper/butcher paper/markers/colored pencils/pens/copy of Spike


Lees book Giant Steps to Change the World/props for role-playing
OPENING ACTIVITY: Discuss what steps the students will take to secure their future hopes and dreams.
MAIN ACTIVITY: Read and discuss the book, The Rock and the River, Chapters 17-21, Pages 234-283.
Groups students into pairs and have each pair read and summarize one chapter from Chapters 17-21.
Encourage students to take notes and present their chapter summary in the form of a product such as a
skit, a commercial, a song, a rap, or a news report. The Servant Leader Intern helps reiterate important
points and initiates discussion in between presentations.

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Recommendations for discussion:


Sam and Stick come from a famous family of civil rights activists. How did this experience
influence the boys? How did it shape them differently?
What
word choices and figurative language does the author use to change the mood between the

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?

COOPERATIVE GROUP ACTIVITIES:


Required: Read what Sam says about anger on Page 254. Human emotions are a natural part of life.
Research and discuss healthy habits to cope with loss, pain, anger or hurt. Share how you cope with
anger and present your findings as a poem. See Appendix for examples.

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.

THE SIX LEVELS OF INTELLECTUAL SKILLS-BUILDING


Knowledge: The students can recall facts
and information.
Success at this level means the students can: recall
who, what, when, where; match; identify; arrange
in sequential order; list; describe.
Comprehension: The students understand
what has been taught.
Success at this level means the students can:
interpret; answer why; explain; predict; describe,
draw; infer; substitute; summarize; answer:
What is the main idea? How are these different?
How are they alike?
Application: The students use what has
been learned and apply it to themselves or
something new.
Success at this level means the students can: classify;
transfer an event or character; personalize; extend;
illustrate; demonstrate; reason: If... then...; ask:
Has this happened to me? What would I do?

Synthesis: The students create something new


and original from what has been learned.
Success at this level means the students can: plan;
create; write; design; pretend; compose; visualize;
solve; embellish; answer: How can we solve this?
What will happen? What can you predict would
happen? How can we improve this?
Evaluation: The students make a judgment
and support it.
Success at this level means the students can: decide:
Was it right? How do I feel?; appraise; make a
recommendation; judge; argue; debate; defend;
weigh; discuss; assess; measure; conclude; answer:
Do you believe this was the best way to do this?
Why? Can you think of a better way? What is
your opinion? Why? Would it be better if...? Why?

Analysis: The students break down what has


been learned into smaller parts and examine it.
Success at this level means the students can:
distinguish reality from fantasy (Could this
happen?); compare/contrast; differentiate fact
from opinion; outline; diagram; categorize;
organize; structure; answer: What can we
conclude? What evidence can you find to
support this?

APPENDIX

297

Additional Reading Activities


These activities for students, to accompany and build on their reading experience, are woven into the
Reading Curriculum lesson plans for each level. Facilitators should feel free to add activities from this
list to the daily plans, as appropriate.
Create a story from the title before the story
is read (pre-story exercise).
Write three new titles for the story that would
give a good idea of what it is about.
Create a poster to advertise the story so people
will want to read it.

Draw a picture showing what happened before


and after a passage or illustration found in the
book.
Predict what could happen next in the story
before reading the entire book.

Create a new product related to the story.

Construct a pictorial timeline that summarizes


what happens in the story.

Restructure the roles of the main characters


to create new outcomes in the story.

Explain how the main character felt at the


beginning, middle, and/or end of the story.

Compose and perform a dialogue or


monologue that will communicate the
thoughts of the main character(s) at a given
point in the story.

Classify the characters as human, animal


or thing.

Imagine yourself as one of the main characters


and write a diary account of daily thoughts
and activities.
Create an original character and tell how the
character would fit into the story.
Write the lyrics and music to a song that one
of the main characters would sing if he/she/it
became a rock star. Perform it.
Decide which character you would most like
to spend a day with, and why.
Judge whether or not a character should have
acted in a particular way, and why.
Decide whether the story really could have
happened and justify your decision.
Consider how this story can help you in
your own life.
Appraise the value of the story.
Compare the story with another one you
have read.
Write a recommendation as to why other
students should or should not read the books.

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Transfer a main character to a new setting.


Make finger puppets and act out a part
of the story.
Select a meal that one of the main characters
would enjoy eating, plan a menu, and choose
a method of serving it.
Think of a situation faced by a character in the
story and write about how he or she could have
handled the situation differently.
Give examples of people you know who have
the same problems as the characters in the story.
Identify general characteristics (stated and/
or implied) of the main characters.
Distinguish what could happen from what
couldnt happen in real life.
Select parts of the story that were funniest,
saddest, happiest and most believable.
Differentiate fact from opinion.
Compare and/or contrast two of the main
characters.
Select an action of a main character that was
exactly the same as something you would
have done.

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

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

Open Couplet: Continues a thought from one


pair of lines to the next.
Example:
The laughing hyena lives at the zoo.
He may be laughing at me or at you.
No matter who causes his echoing
laughter,
Each time that he laughs, theres
more laughter after.

Very special,
Strong-willed,
Always smiling,
Enjoys reading,
Shares secrets,
Forever friend!

Triplet: Has three lines, which may or may not


rhyme.

Acrostic: The lines initial letters, when read


vertically, form a name, motto or message.

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.

Quatrain: Has four lines, comes in many


different rhyme patterns. Often the second and
fourth lines rhyme. In another common but
more difficult pattern, the first and third lines
and second and fourth lines rhyme.
Example:

Couplet: Any couplet is a pair of rhyming lines,


usually equal in length.
Closed Couplet: Completes a thought in a pair
of lines.

There once was a very old lady,


Who had a favorite chair,
Shed look in your eyes and say
with a smile
Sit in my chair, if you dare.

Example:
A lion is a mighty beast,
Who likes to have a sit-down feast.

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299

Cinquain: A five-line poem, in which each line


has a set number of syllables and must tell
something specific about the title.
Line 1: title (2 syllables)
Line 2: description of title (4 syllables)
Line 3: action (6 syllables)
Line 4: feeling (8 syllables)
Line 5: synonym for title (2 syllables)

Haiku: Has three lines and exactly 17 syllables


and does not rhyme. Line one has five syllables,
line two has seven syllables, and line three has five
syllables. A haiku is about nature, especially the
seasons of the year.
Example:
Sparkling waterfalls,
Rolling over rocks and stones,
Creating beauty.

Example:
Flowers
Purple and red,
Waving in the springtime,
Their fragrance brings me happiness.
Blossoms.
Quintet: Has five lines and several possible
rhyming patterns.

Tanka: A haiku with two additional lines of


seven syllables each.
Example:
The rain slowly fell,
Icy and cold, toward the earth.
The chilled earth shivered,
And drew her cold, wet blanket
Around her shoulders, and slept.

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.

Free Verse: Written material taken out of


paragraph form. It flows easily because it is
broken up on the page into words, phrases,
and sentences. There is not rhyming, but there
is rhythm.
Example:

Limerick: Has five lines. Lines one, two, and


five rhyme; lines three and four rhyme.

But we refuse to believe


that the bank of justice is bankrupt.

Example:

We refuse to believe
that there are insufficient funds
in the great vaults of opportunity
of this nation.

There was a young woman from Philly.


I would say she was rather silly.
She was run off the road,
Bounced headfirst on a toad,
Then she fell in a lake that was chilly.

300

So we have come to cash this check,


a check that will give us
upon demand
the riches of freedom
and the security of justice.

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

KWL Chart
What I already Know about
(the subject):

What I Want to know about


(the subject):

What I Learned 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

CDF FREEDOM SCHOOLS LATINO SUPPLEMENT CURRICULUM GUIDE Volume 2

Our Historical Quilt


Cover a bulletin board or chalk board with light-colored paper.
Add a dark-colored border.
Give each student an 8-inch square of white construction paper to make a patch for the quilt.
Have each student decorate his or her patch to represent a person or event that is important to
our history.
Glue the patches on the paper quilt. Glue events in sequential order.
Stretch yarn or attach thin paper strips, vertically and horizontally, between the rows on the quilt.
Add the caption, Our Historical Quilt.

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.

APPENDIX

303

Role-Playing and Conflict-Resolution Activities


Interns are encouraged to develop a set of ground rules for role-playing and conflict-resolution activities,
basing them on input from students.
Examples:
Students agree that their CDF Freedom Schools space will be a safe place where all views are respected.
Students should listen actively to others during role-plays.
Students have the right to pass if they dont feel comfortable role-playing a particular character or scene.
Students should encourage each other during role-plays.

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LESSON PLAN OUTLINE


LEVEL______ WEEK________
DAY: ________
BOOK: _____________________________________
AUTHOR:___________________________________
ILLUSTRATOR:______________________________
DAILY THEME: ______________________________
FOCUS SKILL(S): ___________________________
MATERIALS: ____________________________________________________________________
OPENING ACTIVITY: _____________________________________________________________
_______________________________________________________________________________
MAIN ACTIVITY: _________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
COOPERATIVE GROUP ACTIVITIES: _______________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
CONFLICT RESOLUTION/SOCIAL ACTION ACTIVITY: ________________________________
_______________________________________________________________________________
_______________________________________________________________________________
CLOSING ACTIVITY: _____________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

APPENDIX

305

LESSON PLAN OUTLINE


LEVEL______ WEEK________
DAY: ________
BOOK: _____________________________________
AUTHOR:___________________________________
ILLUSTRATOR:______________________________
DAILY THEME: ______________________________
FOCUS SKILL(S): ___________________________
MATERIALS: ____________________________________________________________________
OPENING ACTIVITY: _____________________________________________________________
_______________________________________________________________________________
MAIN ACTIVITY: _________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
COOPERATIVE GROUP ACTIVITIES: _______________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
CONFLICT RESOLUTION/SOCIAL ACTION ACTIVITY: ________________________________
_______________________________________________________________________________
_______________________________________________________________________________
CLOSING ACTIVITY: _____________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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Suggested Question Stems


Sequence Details
According to the article, what was the first sign?
What happens to ________ at the end of the selection?
Which of the following events happens first in the story?
Which of the following correctly lists the events of the story in chronological order?
According to the selection, what was the ________?
Which of these events led to ________?
Main Ideas
What is the theme of ________?
According to the story, what is the main reason ________?
Which of the following sentences best summarizes the main idea of this selection?
Which of the following best summarizes the final paragraph in the selection?
What is the main idea of the passage?
This passage is mostly about ________.
Identify Details
According to the caption on Page 2, a ________ is mostly ________?
Which of these remarks by ________ best supports your answer for ________?
Which of these describes a problem ________ faced?
According to the article, what makes ________ difficult?
According to the article, what did ________ and ________ have in common?
How does the reader know that the story takes place in ________?
How does ________ avoid ________?
Genre

How does the reader know that ________ is a poem?


Which of the following informs the reader that the passage is nonfiction?
An article like this would found in ________.
Which of these most clearly identifies the text as an interview?

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 ________?

APPENDIX

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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Word Wall Strategies


Adapted from: http://www.k12reader.com/10-great-word-wall-strategies-for-classrooms/
1. Sight Word Wall: Primary grade texts are comprised primarily of sight words. If a child can
master the sight words for her grade level she can easily tackle 50-75% of the words in the
texts she will read. Teachers and parents can help foster this development by writing each
new sight word the child learns on a sentence strip or 8 1/2x 11 piece of paper and posting
it on the wall along with other sight words the child has mastered. Over time the wall will
grow to include all of the sight words necessary to read grade level texts.
2. Literature Based Word Wall: Word walls can also be created to help students during
literature study. The teacher should select keywords, new vocabulary words or even the
names of characters from the literature the class will be reading. As these words are
encountered in the text or are introduced during vocabulary instruction they should be
written on sentence strips or computer paper and posted together in a central location in the
classroom. The wall will aid students in learning these new vocabulary words as well as easily
accessing important information when discussing the book in class.
3. Writing Word Wall: Word walls arent just tools to help support childrens reading
development. They can also be valuable aids during writing instruction. Writers, especially
those in the younger grades, often have difficulty retrieving a wide variety of words to use in
their writing. Teachers can help spark their memories by posting lists of words on the wall.
The list can be general or specific. If your class is studying a particular mode of writing you
can post words that are often used in that type of writing. For example, when the class is
working on compare-contrast writing words such as similar, different, same and
opposite could be posted on the word wall to remind students to use these in their writing.
4. Content Area Word Wall: Word walls are not just for English/Language Arts classrooms.
They can be incorporated in any content area classroom. In fact, because many students
struggle with content area vocabulary, they can be extremely valuable aids in helping them
acquire the terms necessary to understand content area concepts and texts. Content area
teachers should write important vocabulary and key words students need to learn on
sentence strips or computer paper. As each word is introduced it should be added to the
wall. The wall will provide a visual cue for students as they discuss and write about content
area topics. The wall should continue to be a work in progress growing throughout the
school year as new terms are learned.
5. Unit/Chapter Word Wall: Content area word walls do not have to be used for an entire
school year. They can simply be an aid for a particular unit or chapter of study. The teacher
should select key terms from the unit and chapter and write them on sentence strips or
computer paper. As each word is introduced it should be added to the wall. At the end of
the unit or chapter the word wall can come down. This is an excellent way to incorporate a
word wall into your classroom if you have limited space available.

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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Childrens Defense Fund Freedom Schools


Summer Enrichment Program
Suggested Daily Schedule
8:00 a.m.

Breakfast with Children and Staff


Calls are made to homes of absent children before the instructional
day begins.

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.

Integrated Reading Curriculum

10:30 a.m.

Morning Break

10:45 a.m.

Integrated Reading Curriculum (continued)

11:45 a.m.

DEAR Time! (Drop Everything And Read)

12:00 p.m.

Lunch with Children and Staff


Followed by outdoor free play/story time

1:00 p.m.

Afternoon Activities
Social action project

3:00 p.m.

Dismissal

APPENDIX

311

Mission of the Childrens Defense Fund (CDF)


The Childrens Defense Fund Leave No Child Behind mission is to ensure every child a Healthy
Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to
adulthood with the help of caring families and communities.
CDF provides a strong, effective and independent voice for all the children of America who cannot
vote, lobby or speak for themselves. We pay particular attention to the needs of poor children,
children of color and those with disabilities. CDF educates the nation about the needs of children
and encourages preventive investments before they get sick, drop out of school, get into trouble or
suffer family breakdown.
CDF began in 1973 and is a private, nonprofit organization supported by individual donations,
foundation, corporate and government grants.

For more information about the Childrens Defense Fund, please visit:

www.childrensdefense.org

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A Note About Training and Books


All children can learn when they are nurtured and taught by knowledgeable and caring adults who
believe in them and who are committed to sharing the joys of learning with them. Our training
resources are designed to provide teachers and parents with a thorough knowledge and appreciation for
the books in this curriculum so that they may pass on to the children their enthusiasm for reading.
For information regarding the availability of training, books and support services for this curriculum,
please contact:
Childrens Defense Fund Freedom Schools
25 E Street, NW
Washington, DC 20001
Phone: (202) 628-8787
Fax: (202) 662-3570
www.childrensdefense.org

FS Latino Supplement Guide 2015-FINAL (Covers only) #19_FS layout 2007 (cover - 143) 5/28/15 3:42 PM Page a

25 E Street, NW, Washington, DC 20001

(202) 628-8787

1 (800) 233-1200

www.childrensdefense.org

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